Read all confirmed presentation abstracts for the conference.
Please note that all abstracts are printed as submitted. Any errors, typographical or otherwise, are the authors’.
Doubting History
Irene Borras, University of Santo Tomas, PhilippinesHistory as a science is ever evolving. Like those in the natural sciences, history should be not be seen as a dead-end subject. A course to take just to pass since it is part of the curriculum. One should use their knowledge in history as an instrument to surpass the suffering of the present time.
The historian brings with them their biases in writing history. He or she is a product of their own milieu. Each milieu has its own characteristic: its political, social economic and cultural aspect differs from the other milieu. As an individual, the historian is also influenced by his own upbringing, his educational background, economic status, and his political background. Thus, he is never free from his own biases which can be manifested in his work. This paper will focus on popular misconceptions about Japanese colonization in the Philippines and will try to debunk it through scientific analysis and the use of primary sources. It will further discuss the causes of such misconception. The paper will aim to offer a new perspective in looking at this period in Philippine history. Finally, it is the objective of the research to introduce a culture of doubt in history and back it up with sufficient and credible sources.
The Bell Curve: A Real World Approach to Rubrics and Writing Assessment
Michael Telafici, Texas A&M University at Qatar, QatarWhy do university writing instructors feel pressure to use rubrics in grading student writing? Rubrics can reduce subjectivity, student complaints, increase validity and reliability of grades among multiple graders, and protect students from our own capricious grading. However, the authors’ decade of technical/professional writing experience runs counter to this classroom method of assessment. Indeed, this very method of assessing writing can be counter to what students need in order to succeed in the workplace – an ability to think, work, and write where rubrics are rarely if ever given and subjectivity is a given. This case study presents a series of feedback exercises in which university technical writing students respond to assignment exemplars authentically. It uses surveys, anonymous votes, group discussions, and other student feedback to determine if their authentic reactions to examples of language, document design, and presentation of information conform broadly to widely held academic and/or workplace standards.
Using the concept of the bell curve, this study inquires whether a normal distribution of authentic student response validates grading norms, while encouraging students to develop agency, creativity, and critical metacognition about writing. Student surveys, interviews, and assignment examples will be presented. This initial research will provide the basis for a method for more authentic assessment and feedback which may validate both widely held norms and instructor experience, and also raise student awareness and/or acceptance of a degree of inherent subjectivity in workplace and technical writing.
Contribution of Character Strength to Academic Achievement of Psychological Student on Jenderal Achmad Yani University
Niken Cahyorinartri, Jenderal Achmad Yani University, IndonesiaHaifa Khoerunnisa, Jenderal Achmad Yani University, Indonesia
Ayu Riana Sari, Jenderal Achmad Yani University, Indonesia
Academic achievement becomes one of the most important indicators to evaluate of learning outcome of a student in an academic setting. Academic achievement can be seen in cumulative achievement index on college grade. The way students think about their grade was seen as character strength that students have. Character strength is a positive character that manifests in the range of individual behavior (thoughts, feelings, and/or action). The aim of the study to find out which character strength that contributes to cumulative achievement index of psychological student UNJANI. Character strength consists of 24 positive characters that can be measured with VIA-IS. The college student cumulative achievement index is obtained from the university based on the value of the courses that have been taught by students. In this study researchers conducted data analysis using multiple linear regression calculations. The researchers found that there were 3 character strengths that most contributed to the achievement of the student cumulative grade index. The characters are curiosity, teamwork and leadership. With this character, students can appreciate their role in learning and taking responsibility for the results of their learning. On the character of curiosity, if students can focus their attention on things that are their responsibility, it will help strengthen the teamwork character that students have. Besides that, it is also found that the character of leadership is a character that is related to the determination of goals. This leadership character was also found to have a contribution when it came along with the character of curiosity and teamwork.
Undergraduate Students’ Self-directed Learning with Video Lecture Records
Nic Nistor, Ludwig-Maximilians-Universität München, GermanyFor university students, coordinating study with earning money to support the study, and with private life is often a challenge. Video records of the lectures they need to attend provide students with a certain autonomy. However, their interdependence with educational technology requires specific self-directed learning (SDL) skills and learning strategies. This study was framed by the SDL concept, focusing on primary, control and supporting learning strategies, aiming to understand how students of a large German university use video lecture records for SDL and which learning strategies they apply. Interviews with undergraduate students of Educational Sciences revealed that video records were used to complement or to replace face-to-face lectures. Most frequently, students used a simple primary strategy, i.e., listening to the lectures and looking at the presentation in the same way as they would in the lecture hall. Few students used supporting strategies such as actively avoiding disturbances. Control strategies and more effective primary strategies (e.g., extracting essential information items and individually or collaboratively clarifying the relationships between them) were hardly used. There was no indication of collaborative SDL. In conclusion, few participants learned with video lecture records efficiently; providing students with a video lecture library and specialized technology was not sufficient. The interviews suggest that, and how, learning strategy training may help. For educational practice, an online training concept is proposed, including students’ self-observation and reflection on their applied learning strategies. Consequently, students should be able to choose strategies to more efficiently harness the educational technology potential.
Interactive Facial Emotion Recognition Game for Children with Autism
Jim Gribble, UCSB, United StatesGuoying Zhao, University of Oulu, Finland
Xiaohua Huang, University of Oulu, Finland
This paper reports on the design of facial emotion recognition software to improve the lives of children with autism by allowing them to practice creating and conveying emotions while simultaneously learning to recognize the same emotions in others. This paper reports on process of creating such a game. There are two levels involved in the game. First, children are asked to mimic facial expressions corresponding to happy as well as sad. Level two challenges them to focus their attention up from the mouth and to the eyes and forehead to convey a surprise. Research on children with autism has largely focused on asking them to recognize and identify facial emotions in others, which is important. To our knowledge, no research has focused on asking autistic children to create different facial emotions themselves (i.e. their own “sad” face) using a computer screen and camera with advanced facial recognition software as we do here.
Teaching and Learning Effectiveness of Two Online Programs
Raymond Ting, North Carolina State University, United StatesMore than a quarter of higher education students (28%) are enrolled in least one online course (Online Learning Consortium, 2016). Advantages of online programs include: flexibility in time and location, saving travel time, and self-pace learning (Clingerman & Gernard, 2004; Schwitzer, Ancis, & Brown, 2001). But few literature and evidence about effectiveness are found especially in counseling education. This study explored the reasons why students select the two online graduate counselor education programs (n=68) at a public major university in Southeastern U.S.A. Also, the teaching and learning effectiveness were examined. The online programs are delivered through Moodle, Zoom, etc. Teaching methods emphasize on practice including short teaching video, role-play, case-study, and video demonstration. In results, the student surveys show that articles, current events, virtual classes, Moodle Forum and emails were most important learning tools. In the end of the program, student evaluation show that half of the students thought the online classes were better than previous on-campus classes. Also, the most effective learning tools were: (1) virtual meeting (Zoom) including break-out rooms and virtual discussions, and (2) Moodle learning activities, including forum, current events, and film clips. Research limitations include one institution study, and small sample. However, the findings of the current study provide preliminary evidence of online counseling education. The findings could inform how to improve online teaching and learning. More studies can replicate this study and examine other issues of online learning.
Developing an Administration Model for Effective Governance of Standalone Senior High Schools
Mildred Jimenez, University of the East, Manila, PhilippinesIn any organization, change is always constant and inevitable. Whether one is ready to accept it or not, it needs to be given proper attention. In the Philippines, a major change in different sectors transpired after the government's adoption and implementation of the K to 12 Program in 2012. Stakeholders in the education sector needed to adjust to the total overhaul that it brought about to the system. Interestingly, it is clearly evident that many of the SHS Principals are still on the process of understanding and mastering their new roles in a relatively new position, whether they have an experience of being school heads in Junior High School or not. This study seeks to identify the challenges which Standalone SHS Principals face. Then it will try to determine how those challenges are addressed so that an effective administration model can be developed for Standalone SHS. A mixed method approach will be employed using a quali-quanti design where out of twenty-nine Standalone SHS Principals in NCR, seven will be initially interviewed. The responses from the interview will be utilized to construct a questionnaire which will then be answered by the remaining twenty-two principals to validate the findings in the qualitative phase. Also, the perception of teachers, parents, students, local government units, and the industry regarding the results of the interview will also be gathered. It is with hope that the results of this study will be helpful for Standalone SHS Principals in addressing whatever issues they may be facing.
Challenges of Creativity-based International STEAM Camps to Inspire and Motivate Gifted Students
Piroonrut Poonyalikit, National Science and Technology Development Agency (NSTDA), ThailandSopida Pananusorn, National Science and Technology Development Agency (NSTDA), Thailand
Pankamon Sornsuwan, National Science and Technology Development Agency (NSTDA), Thailand
Akekalak Tungrattanavalee, National Science and Technology Development Agency (NSTDA), Thailand
NSTDA is the national science and technology research center in Thailand. One of its missions is to develop and prepare competent human resources in science, technology, engineering, art, and mathematics (STEAM). Organizing STEAM camps for gifted students are among our highlighted activities.Gifted students have the highest potential to become innovators in the future if we nature them properly.We engage and encourage them to express their curiosity, creativity and talents in STEAM. Each year, we organize several national camps and a few international camps.One of camps we organized was at the 15th Asia Pacific Conference on Giftedness:APCG2018 Youth Camp on the theme “Inspiration,Motivation,and Creativity:Leading the way to Giftedness”, Keys to our success in this APCG2018 Youth Camp (STEAM camp) were integration of fun, hands-on, open-ended,and challenging problems in a friendly and non-judgmental learning environment. There were two types of sessions: plenary for all participants,and special activities allowing participants to pick and choose activities that suited their individual interests.Each participant was able to select one session out of six break-out sessions.Examples of activities included Creativity Gym,Create Art by Applying Math, Design Thinking for Kids, and Smart Entrepreneur.Results from the survey show that the STEAM camp encouraged and developed creativity skills. Overall,the participants’ satisfactions score was 3.27 of 4.00 (Excellent level). Furthermore, the STEAM camp had motivated students to have positive attitudes in science,technology, engineering, art, and math, showed by the top score of satisfactions of the Creative Gym activity which got 3.50 of 4.00 (Excellent level). Challenges in running STEAM camps for gifted children from multi-cultural background and covering a wide range of age groups will be presented and discussed.
Ethical Practices in Vocational Technical Education: A Sure Way to Sustainable Vocational Education in Nigeria
Chinedu Ochuba, Federal College of Education (T) Umunze, Anambra State, NigeriaDavid Okoli, Federal College of Education (Technical) Umunze, Anambra State, Nigeria
Ethics defines good or bad. When applied to institutions, it allows groups to determine fair and appropriate procedures of doing things. Vocational and Technical Education (VTE) is the form of education which is obtainable at Technical Colleges and designed to prepare individuals to acquire technical or practical knowledge/vocational skills, basic and scientific knowledge necessary for production. Despite imparting knowledge, Vocational Education teachers also have it as their responsibility to make sure that students develop a sound character and acceptable societal moral values. Therefore, VTE teachers should be best described as role model to the students and the society at large. The findings revealed that consequences of relegating ethical practices in Vocational Technical Education have manifested in the quality of education delivery in form of; fallen standard in vocational education, relaxed discipline in schools, quasi implementation of school curriculum, increased examination malpractice and struggle to acquire certificate at all cost. All these are at expense of quality VTE. The paper recommends among others that efforts should be geared towards: development, publication and enforcement of clear regulations and minimum benchmarks for VTE programmes; designing and implementation of quality assurance and inspectorate duties to facilitate, encourage and help teachers to professionally perform their duties; prompt identification, isolation and sanctioning of teachers, regulators and inspectors involved in unethical practices etc.
Developing a Knowledge Based Economy Through Enhancing Management of Vocational and Technical Education in Nigeria
David Okoli, Federal College of Education (Technical) Umunze, NigeriaChinedu Ochuba, Federal College of Education (Technical) Umunze, Nigeria
The need to enhance management of vocational and technical education (VTE) and developing a knowledge based economy in Nigeria need not be over-emphasised. A knowledge based economy has four (4) key elements namely; economic and institutional regimes, education and skills, innovation system and information and communication technology (ICT). This paper brings to the fore a realization of the fact that the performance of the products (outputs) of the education system is an index of the inputs into the system. For students to have enterprising and innovative mindset, it is important to expose them early enough to practical development in transiting towards a knowledge based economy in order to adapt to the upgrading of the educational system while in school, this is directed towards achieving a nation that is duly informed about the benefits of providing needed skill training for employment and self-reliance. Moreso, this paper examined those things which are necessary for the achievement of well established technical and vocational education in order to advance to a more knowledge based economy and the development of manpower for easy productivity in the vocational and technical education sphere. With all these in focus and practiced, the Nigerian economy will stand a chance of fighting unemployment and poverty to the barest minimum. Also, the strategies to adopt in enhancing management of vocational and technical education were discussed, and some recommendations were made.
An Investigation on the Use of Utterance Verbs by Turkish ELT Majors: The Case of ‘Say, Tell, Speak and Talk’
Revan Serpil, Anadolu University, TurkeySynonym or near synonyms may have different denotational meanings, and these differences create variations in collocational or prosodic behaviors of the verbs (Xiao & McEnery, 2006). From a language learning perspective, acquiring these collocational or prosodic differences may form an important part of native-like competency. Therefore, this study focuses on Turkish L2 learners’ receptive knowledge or target verb+noun collocations related to utterance verbs to test the differences between four words whose collocational or translation equivalents may change in Turkish. The participants of the study were 186 undergraduate learning majoring in English Language Department. 95 of these learners were the 1st and 91 of them were the 4th year students. For data collection, a colocation test with 12 multiple choice items was used. The data were analyzed via descriptive and inferential statistics as well as qualitative analysis. The results showed there was no statistical difference between the two groups of learners’ receptive knowledge of the target items, yet the individual items showed differences. The analysis also revealed differences in learners’ awareness of the target items.
ABC of Design and its Thinking
Sugandha Gaur, OCAD University, CanadaA tool that helps young design learners understand the complexities of execution and conceptual thinking in a much simpler way. In today’s oversaturated design scene, it has become a need of an hour for a design instructor to guide students on the conceptual thinking part of design.
In the flow of making great design, many a times design learners tend to skip the ideation part of their projects and directly jump onto the execution. Realizing it as a gap in learning process, and inspired from design thinking and lateral thinking pedagogies, I created a ABC tool to make sure in the process of design-making, thinking never goes missing.
It is the only way a designer in the coming time would be able to differentiate from the other designer. This tool helps young designers to break the complexities involved in design making process in a methodological yet simpler way and helps them to identify the main components of design process. This pedagogy encourages every designer stay connected to the ideation part of any design-making process.
I have been using this tool since 2016 and it has helped the class projects tremendously.
The Role of Higher Education in Socio-Economic Development in Myanmar: External and Internal Perspectives
Zin Mie Sharr, University of Oslo, NorwayPolitical metamorphosis in Myanmar with the mandate of National League for Democracy paved the way for major structural reforms in various sectors. Unsurprisingly, higher education sector is one of them to undergo drastic changes since it is regarded as one of the key sectors in Myanmar’s socio-economic development. And, efforts are made to reengineer the sector with the involvement of intra and international organisations. In this paper, three aspects are discussed to understand the overview of recent reforms and changes of higher education system in Myanmar: the role of Public Higher Education in Myanmar’s Development Policy, triangle relationship between ministries, external agencies and public higher education institutions, formal and living autonomy of public HEIs in relation to national development. The first two aspects focus on the “external” dimension of the relationship public higher education institutions in Myanmar have with national government and international agencies and the last point addresses the “internal” dimension of the universities and their adaptation on national development initiatives. The methodology included review and analysis of scientific papers, policy documents, reports and other relevant sources. In summary, the findings reveals that Myanmar is heading towards decentralisation and increasing autonomy for universities by allowing universities to directly interact with local, intraregional and international stakeholders. However, the implications of enhanced autonomy in university leadership remains as an empirical question. Future researchers are recommended in the area of university adaption towards organisational change in align with recent development .
Boarding College Strategy Management in College of Theology Sangkakala Kopeng, District Getasan
Noveliza Tepy, Pelita Harapan University, IndonesiaThe objectives of this research were to: (1) Determine and analyze the boarding management strategies that have been used by Sekolah Tinggi Theologi (College Of Theology) Sangkakala; (2) to analyze the root problems in the management of a boarding college in Sekolah Tinggi Theologi (College Of Theology) Sangkakala; (3) Design and produce strategies that can be implemented by Sekolah Tinggi Theologi (College Of Theology) Sangkakala in the management of a boarding high school. Design of this research is the development, but in this study is limited to the fifth stage, namely the revision of product design, where the product that produced a strategic plan for the management of the boarding college at Sekolah Tinggi Theologi (College Of Theology) Sangkakala Kopeng. Data analysis technique used is the analysis of fishbone. Data collection techniques are observation, interviews, document studies, and FGD. Meanwhile, data validation was done by using tianggulasi source. The results of this analysis, a strategy that is based on the analysis fishbone, includes four factors: (1) curriculum management strategies and coaching; (2) management strategies of learners; (3) management strategies educators; and (4) strategies in the policy leader. Furthermore, the foundations, the chairman (rector), lecturers and other staff are expected to optimize the implementation of the strategic plan that has been prepared.
Learning Independence Through QFEmirates: A Case Based Inquiry into Framework and Deeper Learning Inter-dependence
Lakshmi C Radhakrishnan, American College of Dubai, United Arab EmiratesMario Pallada, American College of Dubai, United Arab Emirates
Mallika Ramanathan, American College of Dubai, United Arab Emirates
The paper aims to inquire the interdependence between frameworks based learning and deeper learning to examine how learning independence can be achieved by students through proper application of Qualification Framework of Emirates (QFE). To ensure validity of the research, a case based approach with two courses of two different universities has been taken for the study. The courses chosen for the study included Organizational Development course at ECMIT College in Dubai and Project Management Course by American College of Dubai. Both the courses are of undergraduate level; Level 7 of the QFE developed by the National Qualification Authority (NQA) of UAE .The pedagogy included a range of techniques such as traditional lectures, case studies, and team based projects, which are used as assessments apart from other innovative learning techniques such as flip-class and think-pair-share. The course learning outcomes are aligned with the QF Emirates, as required by the UAE Ministry of Higher Education (MOE). While in ECMIT the impact of QFEmirates Framework based learning has been assessed through two groups one, who had to be a part of traditional learning pedagogy against those who were exposed to improved framework based learning experience. Project Management course learning outcome (CLO) achievement and overall student satisfaction with the course is investigated through a survey. The study also intends to enlighten the linkage between cognition, metacognition and approaches to learning that could support self-regulation, independence and reflection. Specific, practical and appropriate recommendations for improvement of course content, and pedagogy is presented.
How to Be Elective by Being Selective: Why Not Question and Debate: A Framework
Carmel Charles Sant, Anadolu University, TurkeyThe ELT curriculum gap at Anadolu University pinpointed that no debating English course was available. Was left at liberty in 2016/2017 academic year to tailor a new elective speaking course for ELT undergraduates. Argumentation Theory with an emphasis on socio topics in the Syllabus Design of this particular course seemed to be the ideal filler. Flexibility was key as the topics chosen had to capture current issues which I felt strongly about ( The Refugee Crisis, The Rise of Nationalism, Sweatshops, Inequality and so forth). The poster would outline the framework of this particular course. Charts and graphs representing an analysis of attendance / dropout rates and exam results (3 academic years) will also be made available. Moreover, students shortcomings and suggestions will also be explained. From my own personal reflection over 3 years facilitating this course, most attendees were given the chance to communicate accurately by considering diverse perspectives on socio-topics in a classroom environment. The course proved to be very popular. Indeed, what started as a 2-hour weekly slot has been extended to 4 hours as from 2018/2019 covering 2 different groups. Hopefully, this piloted model will be implemented in other institutions and the poster will attract and encourage others to proceed with the process.
Mindful Music Instruction as a Strategy for Music Listening
John Roger Obja-an, Assumption College, PhilippinesThe purpose of the study was to describe how mindful music instruction strategy helps in the assessment of music listening skills and how it makes the students understand and appreciate western classical music. Mindful music instruction is a concept as described by Anderson-Todd and Langer where constructs of mindfulness can be done thru direct instruction to the listener. Creative Music Listening Response by Kratus was used to describe successful music responses. Quantitative and qualitative descriptive research methods were used. The study was implemented to nineteen (N=19) all girls’ students in Makati City. Mindful music instruction was given before listening to music listening selections with selections raging from classical to romantic styles. Findings show that the students described a clearer image/emotion/story of the music with thorough explanations from beginning to end. These images/emotions/stories were well supported with descriptions of musical elements although accuracy and consistency of the terms needs to be given attention. The summary of scores of each student showed that seven had proficient level of music listening response while twelve have advanced level. Results of student self-assessment checklist, self-reflection and interview validated the facts of the findings as students show more appreciation and understanding of western classical music and become more aware and attentive to the music they listen to. Results of students’ checklist seem to agree on the inaccuracy of using musical elements. Recommendations were given in the further use of mindful music instruction in music education in different settings, across different levels.
Scavenger Hunt Activity to Enhance Students’ Learning in Engineering Fundamentals
Ee Von Lau, Monash University Malaysia, MalaysiaAlpha Agape Gopalai, Monash University Malaysia, Malaysia
Phaik Eong Poh, Monash University Malaysia, Malaysia
The drawbacks of traditional content delivery methods have shown to be detrimental to the learning process of students, particularly on fundamental based subjects. Active learning methods have increasingly been used as a replacement or supplementary to passive learning as these promote students’ involvement in the learning process, and thus allow them to engage better in the subject. This study reports empirical findings on students’ perceptions towards scavenger hunts as an active learning technique to complement traditional teaching methods in engineering fundamental subjects. Scavenger hunt was employed in three engineering units namely Thermodynamics 1, Thermo-fluid & Power Systems and Introduction to Process Simulation at Monash University Malaysia towards the final few weeks of the semester. Students were then voluntarily able to provide anonymous feedback through an online feedback form, whereby the total number of respondents was 64 students. The results demonstrated an overall positive reception towards the scavenger hunt, with a vast majority (approximately 78 % of the respondents) recommending active learning methods to be implemented in other engineering units. Furthermore, key areas were identified in order to improve the scavenger hunt activity in order to enhance students’ learning.
Forming Ecologies of Practice: How a Distributed Facilitator Framework (DFF) Scaffolds Teacher and Student Partnerships in Career Development Learning (CDL)
Arianne Rourke, University of New South Wales, AustraliaKim Snepvangers, University of New South Wales, Australia
This paper discusses a project where students and educators worked iteratively in collaborative reciprocal relationships to enhance International student experiences in higher education. Here disciplinary knowledge and appropriate pedagogies are inextricably linked, emergent and meaningful, demonstrated through carefully articulated creative encounters. The Teaching International Student (TIS) Project was planned within in a Distributed Facilitator Framework (DFF) that encompasses activities, events, resources, ‘Student as partners’ projects and a growing independent Community of Practice (CoP). The theories that underpin the DFF model, includes the Iceberg Model of surface and deep culture (Kruger, 2013) and the ‘Ecologies of Practice’ concepts of Kemmis and Heikkinen (2011) and Snepvangers & Rourke (2017). The DFF was created to visually capture an interconnected series of processes and events that utilised the Kemmis et al’s (2011) characteristics of ‘sayings, doings and relatings’. An Action Practitioner Research methodology was developed over a one-year cycle that includes follow-up reflective practice activities. The project has been evaluated utilising high-level positive educator-led evidence that does not rely on one-off surveys and instead explores other ways of longitudinally capturing qualitative data that takes into account the iterative nature of learning and teaching. Evidence of shifts in practice through pre and post reflection survey data within and outside each activity and event is a key focus of the evaluative process. The outcome demonstrates ways of capturing and disseminating holistically new Career Development Learning (CDL) in professional educator practice through showcasing, evaluating and the adaption of good practice in a variety of disciplinary contexts.
A Framework for Harmonization of ASEAN Graduate Science Education Curriculum
Glen Mangali, Colegio De San Juan De Letran Manila, PhilippinesHigher Education Institutions prepare people in a globalized economy. In the teaching profession, this may be addressed by pursuing post-graduate education and becoming teachers as learners. However, there is a gap in meeting the expectations of each institution in the global arena. The disparity is vividly shown on the different expectations and learning outcomes of post-graduate science education programs in different universities in ASEAN region. Hence, the current study is intended to fill the curriculum and program expectations gap in post-graduate science education which may affect the intended learning outcomes, content, teaching and learning method and assessment. The research employed case study method approach where the program in each country was examined one at a time. In this design, both the qualitative and quantitative data were collected concurrently. The results of the study showed that research, globalization and commitment are common educational pressures that influence the graduate science education curriculum in three countries. Through these educational pressures, various points of convergence and divergence in four curriculum elements were identified. Finally, the RIPILO Top Down Framework for harmonizing the curriculum in ASEAN Region was developed. The RIPILO Top Down Framework can be used in exploring connections which may engage ASEAN community in the region with emphasis on producing regionally competent students who are globally competitive and culturally accepted. It is in response to the educational reforms happening in ASEAN to produce future science education faculty, researchers and educational leaders who are multi-culturally ready.
Korean Wave and Educational Change: What Effect did BTS have on Korean Education?
Borim Kim, Chungbuk National University, South KoreaThe entertainer of the Joseon Dynasty was the occupation that be treated as a the lowest people. However, entering the modern society, entertainers became the most desirable occupation among students in Korean society. Students enter a famous entertainment company at a young age, and after a hard training, people who have gone through the process become popular celebrities. It is trained. BTS is also a singer group who has gone through these training methods, but their approach to the public is to encourage them as entertainers rather than to entertain the public as an entertainer, such as sharing a small daily life through SNS, communicating a positive message such as ‘Love yourself’ to the youth, It was different from other entertainers in that it had a message to say. It is necessary to review the positive and negative influences brought by the Korean Wave to Korean education. On the positive side, students' dreams are expanding in place of their dreams of having to go to a high-name value university where they can study because they have pride in Korean culture and culture can become global contents. Recently, however, daily lives that are hidden in colorful lives such as entertainer drug cases are revealed and the moral education is emphasized more.
Developing Multi-disciplinary Learning Experiences and Assessment Rubrics for Building Engineering Project-based Subjects
Ming Yin Chan, The Hong Kong Polytechnic University, Hong KongRodney Wai-chi Chu, The Hong Polytechnic University, Hong Kong
All engineering degree students in the University shall complete a capstone project in their final stage. It does not only provide an opportunity for integration of their knowledge learned in previous stages, it also serves as a vehicle to integrate their hands-on skills and technical knowledge. The main learning and teaching (L&T) activities of the subject are student-centred with emphasis on “Role Play”, “Peer Learning” and “Experiential Learning” in promoting real world design skills and communication for students. In addition, evaluation and assessment of learning outcomes for project-based subject is also a great challenge to facilitators. In alignment with the University strategic goals, the department is committed to nurturing graduates with practical skills that could cope with rapid changes, and be able to design and appraise building services systems in a professional manner. Moreover, using online discussion to enhance learning and teaching activities is also one of the departmental goals. The long term impact of the proposed project is how project-based subjects are implemented and assessed. The experience learned from the subject can be shared with other disciplines and academic departments with similar context so that students can benefit most from project-based learning activities. This project will deal with the activities design and assessment rubrics.
Mother Tongue-based Multilingual Education: Lessons Learned and Ways for Moving Forward
Maria Cecilia Ycong, Trinity University of Asia, PhilippinesThis study looked into the implementation of the Mother-Tongue Based Multilingual Education (MTB-MLE) in the National Capital Region (NCR): Makati, Quezon City, Mandaluyong and Marikina in the Philippines. Mixed method was utilized through survey, focus interview and focus group discussion with the principals, Grades 1-3 teachers and students. The study reveals that the MTB-MLE is satisfactorily implemented in the four sampled schools. However, the principals and teachers differ in ratings. The principals rated the building capability, classroom implementation, learning materials and monitoring as Very Satisfactory (4.02 WM); the teachers rated the four domains as Satisfactory (3.56 WM). For the principals, the lowest rating is on the learning materials (3.6 WM) whereas the building capacity (3.0 WM) got lowest rating for the teachers. Learning materials’ availability and appropriateness and curriculum revisit are suggested.
Experiences of Outstanding Principals as Mentors: Policy Inputs to a Viable Mentoring Program in DepEd – Division of Pasig City
Isabelle Sibayan, Department of Education, PhilippinesMaricris Murillo, Pasig City Science High School, Philippines
This paper aims to understand the everyday experiences of outstanding principals as mentors cum school leaders, analyze their challenges and secrets to successful school leadership and management, and propose policies for a viable mentoring program in DepEd – Division of Pasig City. In the context of this study, mentoring is a learning and development (L & D) program deliberately designed to prepare aspiring principals for the position to ensure that the next generation of school heads are well-prepared for the demands of the job. Documenting the success stories of mentoring programs implemented by school principals presents an opportunity to encourage other school leaders to do the same in their own respective schools, and may help strengthen and institutionalize a culture of mentoring and continuous improvement in the Division of Pasig City. Utilizing a case study design, this paper purposively identified five (5) outstanding principals who answered the following questions through semi-structured interviews and focus group discussions: (1) How were the participants mentored prior to them becoming school administrators themselves? (2) What mentoring programs have the participants put in place prior to and after they became school administrators? (3) How did the participants deal with the challenges of sustaining the mentoring programs that they initiated? (4) What have been the products of the mentoring programs started and sustained by the participants? (5) What types of mentoring programs may be institutionalized in the Division of Pasig City?, and (6) What policies may be put in place to institutionalize mentoring in DepEd Pasig?
Instructional Message Design-guided Biology Teaching: Effects on Students’ Creativity and Cognitive Resource Expenditure
Tristan Orbeta, University of the Philippines, PhilippinesRosanelia Yangco, University of the Philippines, Philippines
The main thrust of the study was to examine the effects of Instructional Message Design-guided Biology Teaching on students’ creativity and cognitive resource expenditure (CRE). It utilized the quasi-experimental approach adopting the repeated measures, factorial design. A total of sixty-one Grade 11 senior high school students from two comparable intact sections were involved in the study. The Torrance Tests of Creative Thinking (TTCT) were administered as pretest and posttest to assess students’ creativity. The Cognitive Resource Expenditure Scale (CRES) was given after each session within the duration of the intervention to measure CRE. A one-way ANCOVA showed that IMD-guided Biology Teaching was effective in enhancing students’ creativity while a mixed between-within ANOVA indicated that the intervention was effective in lowering CRE. Pearson’s correlation analysis confirmed a negative relationship between creativity and CRE. Qualitative data were also gathered to support the results derived from statistical tests. Based on the findings, it is imperative that educators apply the IMD principles when planning and carrying out instruction, primarily considering the cognitive ability and processing of learners.
Harnessing Learning Analytics to Improve Online Quiz Equity
Jess Wei Chin Tan, Singapore University of Social Sciences, SingaporeChong Hui Tan, Singapore University of Social Sciences, Singapore
Hian Chye Koh, Singapore University of Social Sciences, Singapore
The use of online learning management systems (LMS) such as Blackboard, Canvas and Moodle is becoming a norm in higher education. In general, these systems provide tools to facilitate active learning such as discussion forums and student assessments such as online quizzes. Studies have shown that students who do pre-class online quizzes that encourage preparatory reading perform better in examinations. The Singapore University of Social Sciences (SUSS) is a university that caters primarily to working adults. In line with self-directed lifelong learning, it uses pre-class online quizzes to encourage students to self-study. SUSS uses Canvas as the learning management system to implement these quizzes. Students sit for 3 pre-class quizzes and need to obtain at least 12 out of 20 questions correct for the first pre-class quiz before class starts to be allowed to attend class. This motivates students to engage the course materials before the classes start. The faculty will usually prepare a bank of questions from which the questions for the pre-class quizzes will be randomly drawn for each student. The level of difficulty for the questions varies. This raises the issue of quiz equity despite the random allocation of quiz questions. In this context, this study investigates how the current method of question allocation has affected the equity of the quiz. It also proposes a solution to mitigate quiz inequity. With an integration of learning analytics and problem solving, we hope to provide a different approach to implementing online quizzes that will be more equitable.
Knowledge Management as a Catalyst to Building Resilient and Effective Human Capital in Manufacturing Companies
Charles Mazhazhate, Bindura University of Science Education, ZimbabweTafadzwa Mudondo, Harare Polytechnic, Zimbabwe
The study argues that human capital development is more effective if it is done from a knowledge management perspective which helps to shape attitudes and foster ethical values for higher productivity. Human capital is central to productivity in an economy and if well groomed, result in sustainable development of a society. Human cultures vary, but application of knowledge management perspectives lead to cooperation, collaboration, team work and understanding that all people desire to live in a safe and secure world. Knowledge management is an idea-generating process that must be shared within the organization through tacit means or knowledge which leads to the alignment and integration of human resources’ skills, competences and abilities to the positions held by the various incumbents in the organization. Knowledge management also implies the product value and features should match the cultural and physical inclinations of that community for it to be of any use or market value. Thus, fusion of knowledge management into human capital development leads to development of employees who are able to make decisions in uncertain scenarios and make organizations successful. This was a case study of twenty manufacturing companies and both qualitative and quantitative instrumentation were used. The study found out that use of knowledge management as discipline to guide policy formulation and decisions in organizations was a farfetched idea. No organization used knowledge as one of the co-competences. The study recommends use of research to create knowledge so that decisions are made based on empirical evidence.
Stacked Learning/No Ceiling Approach/Teach UP
Hope Ross, The Enrichment Lab Academy of Good Stewardship, United States'Stacked Learning' attacks a lesson and requires a student to develop several different methods of completing one assignment. This practice guarantees mastery.
The 'No Ceiling Approach' exposes students to the career connected to the lesson so that students fully understand what is needed to work in the particular field. Additionally, they study the industry demand for their career path and whether the career path is male or female dominated.
'Teach UP' reaches and teaches those students who have fallen below their grade level and currently work at the below basic level. Teach UP challenges students to stay focused and stretch their brains to function at a higher level through creative, interactive teaching through benchmark assessments. Students are able to travel with like-minded students and they are taught at a grade level up from where they currently score. Once the high level learning begins, the students are encouraged to soar as high as they can!
A Critical Entry of International Students into Intercultural Communication in Higher Education
Morteza Sharifi, University of Auckland, New ZealandInternationalisation is inevitable and necessary for higher education in an ever more globalised world. Key to its successful negotiation by higher education institutions is intercultural communication, through which students, whether local or international, develop their skills to live, work and understand others as global citizens. However, intercultural communication does not happen simply because local and international students are on campus and in classrooms together. In fact, the research shows that intercultural encounters may lead to internationals forming negative attitudes about locals, and vice-versa, if they are not adequately trained in intercultural communication. For example, some scholars propose projects like assigning a local student as a buddy to an international student so that they can both learn about their respective cultures. However, there is not much evidence that intercultural communication is actually happening, nor is it usual for academic staff to undergo formal training in intercultural awareness and competence, especially in Aotearoa/New Zealand. This study used the lens of critical ethnography to conduct and analyse twelve in-depth interviews with international students in undergraduate to doctoral programmes. The findings generally showed a lack of meaningful intercultural communication between internationals and locals that resulted in mutual misunderstanding and ethnic stereotyping. This suggests that there is a need for further training in intercultural communication for everyone at universities to foster mutual understanding and avoid ethnic stereotyping by internationals and locals.
An Indigenous Epistemological Revivalthrough Visual Art
Nombeko Mpako, University of South Africa, South AfricaThe paper will reflect on an art practice teaching methodology that encourages students to embrace their indigenous knowledge and cultural meanings as a point of departure, culminating into visual narratives. The method inculcates re-claiming of the almost forgotten African thought and literature through understanding the formation of indigenous epistemological ideals. Since the advent of colonial epistemic discourses in higher education the inclusion of Indigenous knowledge has been positioned mainly for social justice rather than being the subject by which holistic African epistemologies can be pursued. Given that creative arts are by nature intersecting and parallel with other communicative languages and literature this re-claiming of indigenous epistemic perspective can give way to continuing inter-trans-disciplinary dialogues pertinent to meaningful academic discourses. The paper provides an overview of a selection of Xhosa language speech acts, analysis and interpretation of the visual narratives resulting from this methodology. It further gives details of how Xhosa cultural meanings are constructed through common language that subsequently influence the behavioral world of the speakers. The whole process becomes cathartic for the students-artists-researchers. This is because it begins with the artists-researcher feeling transcendent and unleashed in their creative processes culminating into artworks that are meaningfully evocative not only for the artist, but also to the viewers. Consequently, the emergent visual narratives become subjects for the sustainability of the indigenous culture and in particular the language, as well as being the objects for further research.
Assessment for Learning in An Inclusive Classroom: Questioning and Feedback for Learners with Autism Disorder Spectrum
Hui Yong Tay, National Institute of Education, Nanyang Technological University, SingaporeKiak Nam Kee, National Institute of Education, Nanyang Technological Institution, Singapore
Much has been written about “Assessment for Learning” (AfL) which many teachers understand to be “the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (Assessment Reform Group, 2002). In addition, the prevailing discourse on Assessment for Learning (AfL) seems to suggest that it functions in the same way across different contexts. However, it is conceivable that AfL conceptualized for mainstream contexts need to be differentiated for children with special needs in an inclusive classroom. This paper presents the findings of a study that focussed on questioning and feedback dialogue in mainstream classrooms that included high-functioning students with autism spectrum disorder (ASD). Through observing six mainstream teachers from five schools during lessons and separately interviewing the teacher and students with ASD, the researchers found that effective approaches focused on three considerations: addressing the cognitive needs of these students (e.g. precise and direct questions); their socio-emotional needs (e.g. affirmative feedback); and using supporting structures (e.g. visual cues). These three considerations of cognitive, socio-emotional and support needs provide a handy framework to guide practising teachers and teacher-educators. In addition to informing practice, the findings have implications on AfL theory as they expand our current limited view of AfL though the lens of those with special education needs.
Modified Lab Rotation Model: A Blended e-Learning Approach to Improve Student’s Conceptual Understanding of English Verb Tense and Aspect
Lovely Rollaine Cruz, Pinagbuhatan Elementary School, PhilippinesIn language Education, verb tense and aspect is one of the most difficult lessons in elementary grade. For the past three years, S.Y. 2015- 2016,2016-2017 and 2017-2018, English verb tense and aspect is consistently included in the least mastered skills topic in Grade Five English. This study aimed at investigating the use of Modified Lab Rotation Model in improving the conceptual understanding of English Verb tense and Aspect. This model is based on the concept of Blended E-Learning Approach, an integration of traditional “chalk-talk” and online learning in order to provide educational opportunities that maximize the benefits of each mode of delivery and thus effectively facilitate student learning. This paper offers a comparative analysis of students’ conceptual understanding and achievement in the Blended E- Learning Approach and traditional classrooms. A pre-test- post –test design was used, utilizing quantitative and qualitative methods of research.Data triangulation plan was used to further verify the results of the pre and post test. The results revealed substantial improvements in the technical aspect of language and achievement of students from Group B. It also showed that students who used the Modified Lab Rotation Model were more likely to contribute higher perceptive ideas during class discussion. However, further analysis indicated that the Modified Lab Rotation Model is not certainly superior over the traditional “Chalk-talk” approach since we included chalk-talk in the MLRM processes,thus not all lesson can be blended.
The Science of the Banana Cake – Development of Integrated Instruction on Science Knowledge and Skill by Using Hands-on Activities
Jutharat Sunprasert, King Mongkut’s University of Technology Thonburi, ThailandThiti Jarangdet, King Mongkut's University of Technology Thonburi, Thailand
Chayanuch Watthana, King Mongkut's University of Technology Thonburi, Thailand
Phannee Rattanachisit, King Mongkut's University of Technology Thonburi, Thailand
The baking activity is a science teaching enhancement course that is focused around using food to engage students in many topics in chemistry. The purposes of this study are to develop ways of integrating science knowledge and skills by using hands-on activities and to find out the effectiveness of a baking activity for teaching of concepts of the biomolecule and chemical reactions. The results showed that the scores for the posttests which are statistically significant difference of the control group (CG) (M=6.98, SD=0.84) and experiment group (EG) (M=8.67, SD=1.60). In pretest and posttest students were also asked to self-assess their knowledge by answering the following questions with “I am sure” and “I do not know”. The number of students in the CG that assessed “I am sure” stayed about the same with a decrease in the answer “I do not know” at both answers “Right” from 41.46% on the pretest to 17.31% on the posttest and from 2.69 % on the pretest to 0.45% on the posttest, respectively. In contrast with the EG students, there was substantial improvement. Especially, “I am sure”, encouraging is to increase in the number of right answers and decrease in the number of wrong answers. In the same way, “I do not know” results showed that the right answer increased after they learned with a baking activity. The results show that a baking activity can enhance students’ understanding about conceptual knowledge and encourage students to realize the link between food and chemistry.
Gathering of ‘Tacit Knowledge’ Through Oral History
Zanaria Saupi Udin, Universiti Malaya, MalaysiaThe University of Malaya is the oldest campus in the country. Over the years, many of its scholars including professors and staff have retired; many who are distinguished and reputable experts in their fields. Hence, there is a need to gather tacit knowledge from these individuals rapidly before the information are vanished forever, particularly non-quantifiable knowledge about social interactions that explained how decisions were made, how groups worked together and how communications flowed so that this crucial information can be passed on to future generations for reference and as a guidance. Such knowledge while unpublished, are commonly conveyed by narrative, although it is impossible to represent the knowledge explicitly. This paper provides an insight on the oral history project conducted by the University of Malaya Library and how the ‘tacit knowledge’ was gathered. It examines challenges in developing such spectrum of knowledge and discusses how the issues can be overcome. It is also hoped that through oral history, the depth of understanding from various perspectives and different situations could be further heightened. Furthermore, individuals are able to share their stories in their own words based on their own interpretations which are then recorded and preserved.
Information and Communications Technology Competencies and Integration Practices of Public Secondary School Teachers in the Philippines
Saddam Bazer, Shaanxi Normal University, ChinaElenita Que, University of the Philippines, Philippines
Wenlan Zhang, Shaanxi Normal University, China
Bin Zhang, Shaanxi Normal University, China
This study investigated the ICT competencies and integration practices of 573 public secondary school teachers in a province in the Philippines, particularly their level of ICT competencies, extent of ICT integration, challenges encountered, and their perceptions on ICT integration. The study employed a descriptive-correlational research design which explored the significant relationship between teachers’ level of ICT competencies and their perceptions on ICT integration, and the teachers’ extent of ICT integration and their perceptions on ICT integration. Pearson Product Moment Coefficient Correlation was used to analyze the foregoing relationships. The findings revealed that: (1) there is a significant relationship between the level of ICT competencies and the perceptions on ICT integration, and (2) there is no significant relationship between the extent of ICT integration and the perceptions on ICT integration. With the foregoing findings, the researcher proposed recommendations that are relevant to the public secondary school teachers’ implementation on ICT integration.
Being, Becoming, Belonging: The Development of Higher Education Institutional Policy for Inclusion
Michelle Somerton, Nazarbayev University, KazakhstanNazarbayev University was established in 2010 by the first President and is tasked with the mission of being a model for higher education reform and modern research in Kazakhstan. The university's first strategic goal is to ensure the lessons of Nazarbayev University’s experiences are transferred and understood by other universities, schools, and research centers. As Kazakhstan has signed international agreements on inclusive education such as the Salamanca Statement (UNESCO, 1994) and Education for All (UNESCO, 2004), the burden has been placed on a range of stakeholders at all levels of education, to meet the country’s international obligations. Not only is Kazakhstan placed between Asia and Europe resulting in competing paradigms of understanding and definitions of inclusive education, there is confusion between historical and contemporary definitions of inclusive education leading to the fragmentation of reforms. This paper will discuss the process of developing institutional policy that addresses contemporary understandings of inclusive education and is the first of its kind in this context and others. The research includes the construction of a campus climate questionnaire developed in partnership with the student population and between schools and faculty. The questionnaire explores the attitudes and experiences of undergraduate and post-graduate students based on gender, disability, religion, ethnicity, sexuality, and socio-ecconomic status. At present, pilot study data is available with preliminary data available on the full study in early October, 2019. This research highlights some of the opportunities and challenges faced by higher education institutions in transforming and creating a more inclusive educational landscape.
Teaching Strategies and Media used by Pre-Service English Teachers on Digital Era
Yentri Anggeraini, Baturaja University, IndonesiaThe digital era allows education practitioners to be literate on digital tools to support the learning process. As the future teachers, the pre-service teachers must be ready to face the technology changes, learn how to make teaching and learning process more interesting and meaningful, and how to apply the digital tools and media well. This qualitative case study aimed at evaluating the pre-service English teachers` teaching strategies and their media on Micro Teaching class. Observation, document in form of lesson plan, and audio-visual material were used to gather the data. The participants of the study were 20 of the sixth-semester students who joined Micro Teaching. The raw data were analyzed following the six steps of Creswell’s qualitative data analysis. The findings indicated that role play, read-aloud, question-answer, discussion became dominant teaching strategies and the participants used visual media and audiovisual media. The visual media that had been used including the printed pictures, real objects, and flashcard meanwhile for the audio visual media was downloaded video: animated stories and nursery rhymes. This present study suggests that teacher candidates must upgrade their knowledge and competences on the use of digital media and effective teaching strategies in digital teaching.
From Teaching to Leading: A Phenomenological Inquiry on Overcoming Challenges From the Lens of Novice Principals
Joy Magalona, Philippine Normal University, PhilippinesAdonis David, Philippine Normal University, Philippines
Literature suggest that high school principal position is one of the most essential, complex and challenging assignments in the public education system. While efforts to understand the nature and dynamics of the transition from being a teacher to a principal have been undertaken in different studies worldwide, a dearth in literature exists in the context of Philippine education. For an accomplished teacher, advancing in to an administrative position is a significant avenue for professional growth and an important career achievement as well. It is undeniable that the best candidates for school administrators have previously held positions as successful teachers. Seemingly, no research has ventured yet to explore experiences of Filipino novice principals on overcoming challenges along their own transition from teaching to leading thus, this study was conducted with five novice principals (n=5) as participants. From the thickness and richness of the descriptions of the field text gathered in this study, an interesting conceptualization labeled as the Leader Continuum Movement which consists of (a) motivation for the move (b) the big move (c) steadfast emerged. Impliedly, the emerged model Leader Continuum Movement afforded an eidetic description of the dynamics of the prevailing transition from classroom teaching to leading a school. The novice principal milieu circumscribes facets associated with preparations and influences (motivation to move), transition challenges (the big move) and meeting halfway (steadfast). Findings of this research will be valuable to current principals, teachers transitioning to a leadership role, and those aspiring for a leadership position.
Improving Vocabulary and Confidence Through Extensive Reading
Joel Weinberg, Meiji University, JapanExtensive Reading has been touted as beneficial for improving students’ reading fluency, speed, confidence, and vocabulary. This paper explains how teachers can observe and measure these last two claims. Administering vocabulary level tests at the start and end of the semester indicates that there is a positive correlation between Extensive Reading and an increase in receptive vocabulary size. Additionally, students’ self assessment surveys of their vocabulary size show that Extensive Readings also raises their confidence in their vocabulary, which feeds into a self-propelling virtuous loop: reading leads to improved confidence, which leads to more reading. These findings should reaffirm the virtues of Extensive Reading for teachers who are already committed to it, and convince teachers who would like to see more evidence of the benefits that result from Extensive Reading.
Innovative Alignment Among the Cornerstones of Teaching and Learning: Assessment, Curriculum, and Delivery in Multi-Campus Institutions
Nickie Christensen, Higher Colleges of Technology, United Arab EmiratesMohamad Saoud, Higher Colleges of Technology, United Arab Emirates
Assessment should be a fundamental aspect of curriculum design and development that is intrinsic to teaching and learning, rather than a footnote. Indeed, alignment between assessment, curriculum, and instructional delivery is essential for effective educational outcomes. Such alignment is also a critical focus of higher educational accrediting bodies, both in initial and renewal accreditation. This presentation will describe the design and implementation of a triangulated alignment system at a multi-campus federal institute of higher education in the UAE. This system of alignment has two primary purposes: (1) to ensure coordination between these three integral areas for the benefit of faculty and students, and (2) to satisfy accreditation requirements for multi-campus delivery of equivalent educational experiences and achievement of identical learning outcomes.
Alignment reflects the degree to which institutional expectations (curriculum), instructional delivery and student assessments correspond to guide student learning. In the context of this presentation, institutional expectations are reflected in program and course learning outcomes, an area of particular interest to accrediting bodies worldwide. The alignment system described in this session ensures that such learning outcomes are not merely words on paper, but are connected to classroom delivery and assessment systems. By following this approach, both equity and transparency are augmented at the student and program levels.
An Analysis of Factors Contributing to Variation in Student Performance in Higher Education
Nickie Christensen, Higher Colleges of Technology, United Arab EmiratesMohamad Saoud, Higher Colleges of Technology, United Arab Emirates
Ahmed Al Rahl, Higher Colleges of Technology, United Arab Emirates
This study uses a linear growth curve modelling approach to investigate the academic achievement of students from government and private secondary schools at a federal multi-campus institute of higher education in the UAE. Longitudinal data from a sample of approximately 1,500 students over an 8-semester period were analyzed. The research examines how and to what extent four variables associate with students’ learning performance over time, as measured by semester GPA: variable one is type of high school attended (government or private); variable two is high school cumulative percentage (GPA); the third variable is gender; the last variable is emirate of origin.
Longitudinal growth curve models serve to capture the dynamics of educational processes (Luyten & Sammons, 2010); in addition, they help explain long-term contributory factors to outcomes as well as clarify between-person differences and within-person changes (Lin & Liou, 2019). Although such models produce more precise estimates of achievement growth than value-added models (Ortega, Malmberg & Sammons, 2018), their use in examining influences on student knowledge growth is not yet widespread in institutional research (Lin & Liou, 2019).
The primary utility of this study is predictive; factors affecting distinct patterns of academic performance will help in identifying precise supplemental support systems that may be required by incoming student cohorts.
Oral Feedback When Learning English as a Foreign Language: Perceptions of Grade 11 Students in Indonesia
Junita Duwi Purwandari, The University of Auckland, New ZealandHelen Dixon, The University of Auckland, New Zealand
Eleanor Hawe, The University of Auckland, New Zealand
Feedback can take several forms having both positive and negative impact on learning. Within the educational context, there has been considerable amount of research investigating written feedback, however, few studies have examined oral feedback in the context of classroom. Also lacking are studies that focus on teachers’ and students’ perceptions about and include the student voice regarding the role and nature of such feedback.
This case study aimed to generate an in-depth understanding about students’ perceptions of oral feedback in the context of learning English as a foreign language. More specifically, this study uncovered students’ perceptions about the purpose and the nature of oral feedback, how students engaged and responded to oral feedback, and how students perceived their role and the teacher’s role in the feedback process. Data were collected from two semi-structured interviews with eighteen Grade 11 students from three different schools in Indonesia (six students per school). Findings from data analysis revealed five salient themes: purpose of feedback, what the feedback is about, source of feedback, response to feedback, and what makes good feedback. These findings add to our understanding of oral feedback from the perspective of students.
The Impact of Computer-based Learning Platform on Mental Health Issues in Indonesian High-School Students
Dea Meitry Dilista, University College London, United KingdomZachary Walker, University College London, United Kingdom
Rationale, aims and objectives: Computer-Based Learning(CBL) platforms that may aid students’ learning have grown fast within the past decade. It is assumed that these platforms offer flexibility through custom-paced learning and additional support of educators and materials. However, the knowledge about the impact of CBL on students’ mental health is scarce. Therefore, the objective of this study was to review the impact on mental health issues (stress, depression, anxiety, and conduct behaviour) in Indonesian high-school students who actively used CBL.
Methods: Three time-point repeated within subjects measurements were conducted with a total of 1,783; 856; and 479 high-school students across Indonesia with different socio-economic status, school years, genders, and domiciles.
Findings: The initial finding provides preliminary evidence that symptoms for stress, anxiety, and depression were significantly lower for those who use CBL at least three times per week. In addition, the result from the three time measurement points showed that, despite the stressful period of National Examination and University entrance tests, those who used the CBL more frequently were presented with lower level of symptoms in four mental health measured here. Results suggest that CBL can provide study aids in managing mental health although the long-term impact is still unknown.
Visual Literacy: An Exploration of How Students Integrate Visual and Verbal Text in Learning Reading Comprehension
Nopa Yusnilita, Universitas Baturaja, IndonesiaThe objective of this study was to explore the impact of visual literacy for students in comprehending the text. Visual literacy means the ability both read and write the visual information. The visual information could support in building comprehension of reading skills for students. In this term, the students learnt to critically analyze the visual image. In this study, the participant was 20 students from junior high school. The data were collected by using observation and it was analyzed descriptively. The result showed that in the digital era, communication via image is more easy and practical than via text. In visual literacy the students not only see the image but also analyze, create the meaning and evaluate it. It also brings great influence for the students in learning especially reading. The students were more critically in thinking and creative response to express the meaning of text. It could be concluded that visual literacy supported the teaching and learning process, especially in helping students and teacher.
A Step-by-Step Approach to Fixing Fossilized Language Errors
Josh MacPherson, TST Prep, United StatesFossilized pronunciation and spoken grammar errors are a challenge for teachers to address and for students to improve on, especially independent learners at the intermediate and advanced levels. Individual language learners may even know the correct pronunciation and grammar, but can not produce it correctly in spontaneous speech. This is an even more serious dilemma for TOEFL takers who need to acquire a specific score in the speaking section of the exam. As the head instructor at TST Prep, a TOEFL-focused school, Josh MacPherson has had to confront the challenge of fixing fossilized mistakes, an aspect of language education some researchers deem impossible to change. After many iterations, the TST Prep team has designed a specific activity to help motivated language learners identify, isolate, and reduce their fossilized mistakes. This method has not been tested as a formalized research study, but instead in the class with independent students who need their TOEFL Speaking test score to improve in order to become a licensed pharmacist, nurse, or teacher in the US. The presentation will include testimonials from students and anecdotal observations, along with a guided walkthrough of how this activity works and why it helps reduce fossilized errors.
Why Do Students Shift to Another Degree Program: The Case of Engineering Students Shifting to a Business Program
Cristilita Lumilan, University of the East, PhilippinesThis research sought to identify the factors why some students of the University of the East in the Philippines shifted to another degree program. The study investigated cases of Engineering students who shifted to a business course from school year 2015 to 2018. The objective of the inquiry was to find the reasons why Engineering students change their program and what was the experience of the students when they shifted to a new degree program. The data were gathered by the use of a survey questionnaire distributed to 184 Engineering students. The findings revealed that there were three main reasons behind the shifting: 38% said they obtained either low grades or failing grades in Engineering subjects which indicated that respondents were not performing good in the course; 31% found the Engineering subjects very difficult; and 23% felt that they don’t want to continue in the course anymore. When the students shifted to another course, it is interesting to note that students were able to enhance their academic performance and skills.The study also looked into environmental factors that could have affected the performance of the students while they were taking up Engineering course.The researchers, however, recommended that before students decide to shift to another program, they should consult their parents or seek the advice of the school guidance counselor in choosing the degree program they intend to pursue. Furthermore, the researchers also recommend that the Department of Engineering of the University organize activities for the students in order to enrich and strengthen their mental, emotional and social abilities.
Accountability Perception of School Leaders and Teachers on Students’ Academic Performance: A Mixed Methods Study
Hebron Amos Bernabe, University of Santo Tomas, PhilippinesRodrigo Litao, University of Santo Tomas, Philippines
Accountability in education deals with the process of upholding school leaders (SL) and teachers accountable on students’ academic performance (SAP). It has received considerable attention in educational leadership literature, however, little emphasis has been placed on accountability perception (AP) of SL and teachers on SAP. Thus, using the mixed methods approach, mainly purports to examine the relationship between the SAP and accountability perceptions of SL and teachers, and to describe the respondents’ experiences regarding the phenomenon. Sixty SL and 172 teachers (n = 232) from K-12 private schools in Quezon City were purposively selected to answer the SLAPT and TAPT researchers-made questionnaires. Additionally, three SL and 11 teachers were recruited to undergo semi-structured interviews that enabled researchers to surface four interesting themes. Interestingly, a very high level of AP on SAP among respondents was revealed via mean scores and analysis of their articulations showed common insights that they are accountable on SAP, subordinates or leaders. But, results of Pearson’s correlations indicated no significant relationship between the level of SAP and AP of (a) SL and (b) teachers. On the other hand, the correlation between the AP of SL and teachers demonstrated statistically significant relationship. On the whole, accountability of SL and teachers are evident, but the level of SAP appears to be predicted by other factors and is not necessarily dependent on respondents’ AP. Moreover, clear accountability of SL to teachers enables teachers to become more accountable on their leaders and outcomes of instruction.
Do Business Management Graduates Possess the Competencies Needed in Their Job?: A Tracer Study
Yonardo Gabuyo, University of the East, PhilippinesVeronica Elizalde, University of the East, Philippines
This tracer study sought to ascertain the employment status of the graduates of the Business Management program from the College of Business Administration of the University of the East and if they developed the skills and abilities needed in their job. To obtain the needed information, a structured survey questionnaire was designed and distributed online to 140 graduates from school year 2010-2017. Findings indicated that of the total number of respondents, 80% were employed and 62% of which were employed professionally. Sixty-five percent (65%) of the respondents were employed in the education, health and service industries; 11% were in retailing companies; 7% were in manufacturing companies; 5% were in transportation industry; and 4% were in the food service companies. On whether the graduates had the competencies required in their respective jobs, 41% of the respondents believed that their course developed in them adequate competencies. Forty-seven percent commented that they developed basic skills needed in their employment; 45% indicated that they learned adequate thinking skills; and 53% responded that they developed adequate social skills to handle the challenges of their job.
The researcher highly recommended to the University of the East to conduct tracer studies periodically to keep track of the employment status of the graduates. Measures should also be taken to enhance the skills and competencies of the students while they are in the university.
Process-Oriented Guided Inquiry Lessons in Grade 10 Biology
Ma. Sharlyn Navia, Bicol University Graduate School, PhilippinesThis descriptive developmental study determined the effect of Process-Oriented Guided Inquiry Lessons in Biology to the Grade 10 students’ performance. It focused on the developed Process-Oriented Guided Inquiry Lessons, jurors’ evaluation of the Process-Oriented Guided Inquiry Lessons in terms of competency-based, process skills involved, inquiry-based and cooperative learning strategy, and its effect on students’ conceptual understanding, process skills and metacognitive awareness. The respondents were Grade 10 students of Taysan Resettlement Integrated School, Legazpi City, SY 2018-2019. The researcher employed a pre-experimental research design particularly a pretest-posttest design. Both qualitative and quantitative methods were utilized in analyzing the results in the lesson implementation. The qualitative data were obtained from the students’ journals and remarks of the teacher-observers in the affective process skills observation sheets. In the quantitative method, data were obtained from the jurors’ evaluation on the developed Process-Oriented Guided Inquiry Lessons for Grade 10 Biology, pretest and posttest scores and the students’ response in the metacognitive awareness inventory. Mean gain and t-test were used for statistical rigors. Results show that the six Process-Oriented Guided Inquiry Lessons were deemed excellent by the jurors. This means that the jurors were convinced that developed Process-Oriented Guided Inquiry Lessons were of high quality and the four features were evident and commendable in the developed lessons. There were improvements in the conceptual understanding, process skills and metacognitive awareness of students supported by positive mean gain scores and the positive remarks given by the teacher-observers on student’s affective process skills during the conduct of the study.
Level of Content Knowledge and Critical Thinking Skills of Senior High School STEM Students in Disaster Readiness and Risk Reduction
Jeannie Rose Hilotin, Bicol University Graduate School, PhilippinesDisasters are sudden disruptive events which affect the functioning of a community in utilizing its own resources. This makes disaster readiness and risk reduction a current trend in science teaching to match the needs to the fast-paced advancements which will provide many social benefits.
This descriptive research study determined the level of content knowledge and critical thinking skills of Senior High School STEM students in Disaster Readiness and Risk Reduction (DRRR), their notable experiences, values and attitudes developed among the schools in Albay, Philippines based from their political subdivisions and topographical locations. It was concluded that the level of content knowledge of the students in DRRR before the lessons were in low mastery level while urban lowland schools were in near mastery level. For the level of critical thinking skills, all schools were in low mastery level. Students developed a sense of awareness with regards to the DRRR concepts which could be associated with the student’s experiences. After the lessons, the level of content knowledge of the students from all schools significantly increased wherein, they were already in the mastery level except the urban lowland schools with full mastery level. The level of critical thinking skills of all the schools significantly increased from low mastery to mastery level. Positive values and attitudes were also developed after the conduct of the lessons. All of these were supported with percentage scores in the tests, ANOVA, Tukey test, Paired T-test, Students' journals, teachers observations and documentation.
Exploring the Use of Project-based Learning in Grade 10 Biology 1
Gina Basmayor, Bicol University, PhilippinesThe diversity of learners created a challenge in science education in terms of its strategies and styles. One learning strategy that is gaining spotlight today is the Project- Based Learning which has its root on constructivism. It has increasingly been trialed and adopted across a diversity of educational institutions worldwide. The intent of this study is to explore the use of this learning strategy that may help educators to be more knowledgeable in implementing it inside the classroom. It aimed to develop lessons with the features such as alignment to K-12 learning competencies, active learning, contextualization, cooperative learning and use of higher-order thinking skills. Also, the processes and products developed by the students were presented. Quanti-Qualitative method was used in analyzing the data- qualitative was used in determining the process and product developed by students and students’ response on the journal entries and focus group discussion and the quantitative was done through pre-experimental design – one group pretest-posttest. Five features were fused in the lessons developed using Project-Based Learning for Grade 10 Biology which were implemented to a group of Grade 10 student of San Lorenzo National High School, Philippines to determine the processes and products that the students developed and the competencies manifested by students in terms of knowledge, process skills and attitudes and values. Results revealed that there is an increase on the performance level of the students after being exposed to Project-Based Learning. Also, the students manifested process skills and positive attitudes towards Biology.
Lessons in Grade 10 Biology Using Cooperative and Guided-inquiry Approach
Sally Dadea, Bicol University Graduate School, PhilippinesThis descriptive developmental research study determined the effect of the developed lessons in Biology using Cooperative and Guided Inquiry Approach for Grade 10 students of Barangay High School in Manito Albay. Specifically, it sought answers to the questions: (1) What lessons may be developed for Grade 10 Biology with the features: cooperative learning, guided inquiry learning and use of authentic assessment; (2) What is the effect of the developed lessons in enhancing students conceptual understanding and attitude towards Biology; and (3) What are the significant experiences of the students during the implementation of the developed lessons? The researcher employed pre-experimental research design and utilized qualitative and quantitative techniques in the analysis of data. Quantitative data were gathered through the use of the pre-test post-test results on conceptual understanding and attitude survey responses of the students. While qualitative data were gathered from the students written outputs, students journals and focus group discussion (FGD).
The results showed a significant increase in the pretest and post test of the respondents conceptual understanding and overall positive attitude towards Biology after using the 8 developed lessons. The 8 developed lessons helped the students with the topics initially perceived as difficult evident in the positive mean gain scores of the respondents pre and post test results. Using the cooperative and guided inquiry approach in teaching, the students learned to value team work; developed their leadership skills; and helped them to manage their time smartly. They also learned the art and significance of cooperation, patience, responsi ility and cooperation.
Teacher Leadership: The Case of Two Schools in Pavlodar
Bakyt Amirova, Nazarbayev Intellectual School of Chemistry and Biology in Pavlodar, KazakhstanThe qualitative study focuses on teacher leadership in the context of Pavlodar region. The teachers from rural and urban schools have been interviewed to share their perceptions on teacher leadership. The research identifies teachers’ understanding of leadership, factors that contribute to and inhibit teacher leadership. The participants also provide suggestions on how leadership potential can be enhanced at the schools of the region. The data analysis reveals that overall teachers have similar views on what teacher leadership is. All the participants state that teacher leadership is connected with responsibility and dedication towards teaching and learning. The participants show agreement that all teachers are true leaders since teachers are the ones who form young minds, encourage them to think critically and help learners explore the world. The study participants have identified the factors that contribute to teacher leadership. Among internal factors teachers identify professional knowledge, personal qualities and motivation as those that enhance teacher leadership among school educators. External factors, such as a supportive school environment, professional development programs and collaboration with other colleagues also contribute to developing teacher leadership at the school site. The participants also point out the factors that inhibit teacher leadership in schools. Two dominating factors have been identified during the interviews: lack of time-management skills and lack of collaboration. The participants suggest their initiatives that might enhance teacher leadership skills: organizing effective leadership training centers and increase of professional collaboration between rural and urban schools.
Does Blended Learning System Boost Student’s Knowledge Sharing in General Education Course? The Indonesian Higher Education Challenge
Dasim Budimansyah, Indonesia University of Education, IndonesiaThe role of General Education is to equip students with basic knowledge, to understand the relationship between one science and another, to teach how to apply human knowledge and experience universally, so that it will enhance mutual understanding and respect for human beings. One of the challenges in General Education learning in higher education is to improve the ability of student’s knowledge sharing. Knowledge sharing is usually not something normal, humans tend to hoard knowledge and perceive suspicious knowledge from others. In this context General Education course should strive to foster the habit of sharing knowledge in order to become the character of students as young intellectuals. The use of Blended Learning in General Education course will provide opportunities for students to share knowledge online. But the experience of using Blended Learning at Indonesia University of Education, online forums is nothing more than an empty framework because it is considered to have insufficient knowledge and is needed by students. This study seeks to find ways to improve the Online Knowledge Sharing Character (OKSC). In this paper we view that OKSC is influenced by intention factors, self-efficacy, social interaction, and technological satisfaction factors.
Principals’ Task Effectiveness and Student Achievement: Perceptions of Principals, Deputy Principals and Lead Teachers
Waseema Fikuree, The University of Auckland, New ZealandFrauke Meyer, The University of Auckland, New Zealand
Mohamed Alansari, The University of Auckland, New Zealand
Deidre Le Fevre, The University of Auckland, New Zealand
Although the relations between general educational leadership practices and student achievement have been well-researched, little is known about the specific relations between principals’ effectiveness in specific tasks and student achievement. The purpose of this research was to explore principal task effectiveness, as perceived by principals themselves and their senior management teams (SMT). This study identifies specific sets of principal tasks and explores the associations between perceived principal task effectiveness in these task dimensions and student achievement.
This study employed an exploratory quantitative design using surveys to collect principal and SMT ratings of principal task effectiveness. Principals and SMT were asked to complete the same survey regarding principal task effectiveness. Survey data and grades from the International General Certificate of Secondary Education (IGCSE) in Mathematics and English as a Second Language were collected from all of the 178 public secondary schools offering the IGCSE in the Maldives. An exploratory factor analysis (EFA) was used to explore principal task dimensions. Hierarchical regressions were used to examine the predictive ability of principal task effectiveness and certain principal characteristics on student achievement. The analysis revealed five leadership task dimensions: School Management, Instructional Management, Teacher Quality, External Relations and Program Development and Evaluation. The Teacher Quality dimension and principals’ years of experience in the school positively predicted student achievement in English as a Second Language. This research highlights the importance of principal task effectiveness and its link to student outcomes. These findings have implications for principals’ training and professional development
What Do We Know About Reading Aloud in Teacher Preparation Program: A Summary of Research
Tati Lathipatud Durriyah, Universitas Islam Negeri (UIN) Jakarta, IndonesiaRead aloud activity can be found in many literacy classrooms. Enough body of knowledge describes benefits of reading aloud for literacy development. In teacher education, the extent to which student teachers are prepared to conduct read aloud activity has been a focus of examination. This presentation reports a research summary about reading aloud in a teacher education context as accessed through CITE-ITEL a web access that identified empirical studies of initial preparation in the area of literacy, and through ERIC.ed.gov. Keywords such as ‘read aloud,’ and ‘aloud’ were used to generate studies contained reading aloud references. A major summary of research about reading aloud in teacher education program include the importance of giving student teachers a complete experience of reading aloud practice on a regular basis. Student teachers need to acquire the habits of doing an advance preparation and deep knowledge of both an appropriate text and relevant strategies for reading aloud, e,g., improving student teachers’ expression when reading aloud. When it comes to practice read aloud in a real setting, research shades some lights on areas of student teachers’ concerns. For instance student teachers tended to pay attention to read aloud management and the use of interactive read aloud language. Especially in a bilingual context, student teachers grew an awareness of bilingual learners and general language development issues. Multicultural books used in interactive read aloud became a springboard for students’ authentic response and in the process student teachers gained an open-minded view towards having a multicultural curriculum.
Using Everyday Life Contexts Photographs to Communicate High School Science Concepts: Are We There Yet?
Andile Mji, Tshwane University of Technology, South AfricaAsaph Ntu Nkomo, Tshwane University of Technology, South Africa
This paper describes a study in which Grade 12 teachers were asked to indicate whether a selected photograph could be used in Physical Science. If the teachers indicated “Yes”, they were requested to state areas of Physical Science in which they would use the photograph In addition to this they were given a list of A classification of teaching functions of pictures adopted from Hannus (1996).and they asked to indicate whether a selected photograph has a potential to perform the teaching functions of pictures or not and supply a reason that support their opinion. The qualitative study from which this article emerges worked with five physical science teachers. An attempt was made to try and investigate the pedagogical role of everyday life contexts photographs. Our conclusion is that teachers must be equipped with appropriate visual representation skills. Essentially that will allow them to demonstrate scientific literacy using the photographs found in their society.
Making Business Schools More ‘Critical’ by Teaching Modern Slavery Through Reflexivity
Lidia Gheorghiu, Aston University, United KingdomThis article invites breaking the traditional pattern in business schools and encouraging management educators to engage critically with their subjects. Conventional methods give a trusting standard of learning; but, they are significantly better at producing followers than leaders or that they do not cultivate leaders at all. This article proposes taking a step further, by making modern slavery the focus of students’ reflection. Globalisation and the global population explosion lead to the free movement of people. Through their economic migration or economic transformation, people travelled from developing countries and work when prospects for earning decent wages were limited. However, worldwide, circa 40 million people are now victims of modern slavery, mostly trafficked while searching for better jobs, detained in debt bondage, and confined by poverty and discrimination. While presenting concepts from educational philosophies applied to modern slavery, this article creates an affirmative connection between practice and critical thinking. Critical pedagogy translates in opening the learning space, which links a critical outlook to content and to critical methodology. It contains awareness of self and of the world on top of the conventional classrooms knowledge. It equips students with greater sensitivity to the emancipatory and transformational future perspectives. Teaching reflexivity implies no formula; it only involves awareness on how reflexive practice happens while assisting and being open to the process. Its proposed activities where students are required to write reflective notes stimulate reflection and encourage them to create their own meanings.
Investigation of Process-oriented Guided Inquiry Learning as a Framework for Teaching Science-focused English Courses at a Japanese University
James Ellinger, University of Tokyo, JapanPrevious research indicates that inquiry-based learning is beneficial for English-language learners in content courses. Process-Oriented Guided Inquiry Learning (POGIL) is a student-centered, team-focused framework widely used in the United States at the high school and university levels for teaching science. All POGIL activities follow a 3-phase learning cycle and are often organized such that students are treated as learners of the language of science. Published research investigating the effectiveness of POGIL has been conducted primarily at the undergraduate level using material written in English with no distinction regarding the English level of the students. However, anecdotal evidence indicates that POGIL benefits English-language learners in content courses, even when they are mixed with native speakers. The goal of this study was to investigate student assessment of their learning gains when POGIL was used to teach a molecular biology-focused English course at a Japanese university. All students in the course were English-language learners. Students were either first- or second-year enrollees and approximately 66% were science-track students and 33% were humanities-track students. Results from this study show that students had a positive attitude toward the POGIL method and felt that the activity structure furthered their content knowledge as well as improved their English language skills.
Predictor of Impact of the Perceived Classroom Goal Structures on the Growth in Avoidance Behaviors via Shame
Shu-Ling Peng, Cheng Kung University, TaiwanBiing-Lin Cherng, Cheng Kung University, Taiwan
Jon-Fan Hu, Cheng Kung University, Taiwan
This study was aimed to examine how contextual (i.e., the perceived classroom goal structures) and emotional (shame) factors would impact the change of avoidance behaviors. We conducted a school-year-long longitudinal study investigating the linkage of the perceived classroom goal structures (mastery vs. performance), shame, and avoidance behaviors. Methodologically, a math survey was administered with 427 participants of 7th grade students in Taiwan, and the researcher analyzed the collected data using the technique of structural equation modeling (SEM). First of all, the study revealed that the levels of perceived performance goal structure, shame, and avoidance behaviors increased over time, but not perceived mastery goal structure. Secondly, in cross-sectional analyses, it was shown that students who perceived their classroom more performance goal-oriented experienced more shame and adopted more avoidance behavior. Thirdly, in longitudinal analyses, it was found that students who perceived their classroom as more mastery goal-oriented at the beginning of their school years, could negatively predicted the growth of shame, and in turn predicted growth of avoidance behaviors. Moreover, growth in perceived performance goal structure positively predicted the growth of shame across a school year, which in turn positively predicted the growth of avoidance behaviors across the school year. In other words, growth in perceived performance goal structure had indirect impact on the growth of avoidance behaviors via the growth of shame over time. These findings suggest that classroom environments that focus on performance goals may exacerbate students to have more shameful experiences and to adopt more avoidance behaviors.
Development of Digital Interactive Math Comics (DIMaC) Based on the Competency of Senior High School Students in General Mathematics
Leo Mamolo, Visayas State University, PhilippinesElvira Arellano, West Visayas State University, Philippines
This educational design research aimed to develop a Digital Interactive Math Comics (DIMaC) as an instructional material that is envisioned to meet the needs of the 21st century learners. The study employed the ADDIE framework for instructional material development design. There were 6 instruments used in the study, all of which were validated by experts. In the Analysis Phase, there were 425 students who took the researcher-made General Mathematics competency test. The least learned competencies found were the bases for the design and development of the DIMaC. The students’ perception of their learning as they responded to the Rapid Competency Assessment Questionnaire were also used to confirm those least learned topics being included. The initial drafts of the storyline with the Math contents integrated were validated by experts before the electronic illustrations and coding took place. The initial outputs of the DIMaC were revalidated for comments and suggestions before final distribution for classroom use. There were eight Mathematics experts, six information technology experts, and eight education experts who evaluated DIMaC’s acceptability to be very acceptable. The DIMaC was then implemented in a Grade 11 class for its usability and found to be “high” in usability as rated by the students and “very high” according to the experts. The study also found out that DIMaC app draws positive feedback for classroom use because of its interesting nature and uniqueness but it is highly recommended for experimental studies to find its effectiveness in terms of students’ performance in Mathematics.
The Heart of Teaching in a High Progress Class
Hui Min Kwok, Ministry Of Education, SingaporeStudents in Singapore take on their first National examination at the age of 12 - Primary School Leaving Examination (PSLE). Their results from the PSLE determine the Secondary School that they can attend. Hence, Primary 6 students spend a large part of the last 2 years of their Primary school education, focusing on scoring well for the PSLE. This is even more so for students in high progress classes who spend mindless hours on practice papers and tuition classes, resulting in undue stress in young learners. Often, they see their peers as competitors who would challenge their standing in the secondary school of their choice. This presentation takes attendees through a journey of how a Singapore teacher preps her graduating classes, the top class in the school to look beyond the PSLE, creating an environment in which they desire to learn beyond the curriculum requirements, developing a sense of awareness of themselves and those around them, their place in society and a genuine love for learning that will go beyond a result that seemingly 'defines' them. Attendees will see how the teacher works with both the parents of the students and the students themselves to redefine the meaning of academic excellence.
Teaching about Citation and Plagiarism in First-year EFL University Courses in Japan: A Case Study
Tracy Zahradnik, University of Toronto, CanadaJohn Rast, Independent Scholar, Japan
Integration of sources to help support claims in academic writing and presentations is a critical skill to develop during an undergraduate degree. A solid understanding of plagiarism and academic integrity can help students understand why citation is important. Understanding and the extent of formal instruction of this topic can vary in different cultures with a higher level of emphasis being placed in Western than Asian cultures. As many students studying at Asian universities choose to study abroad as undergraduates or continue their studies at a graduate level abroad where citation expectations are different the importance of developing this skill is increasing. This presentation will explore the literature on the topic of instruction of citation in ESL and EFL higher education in Japan and some recent events that have forced changes in this area. It will then look at a case study where foreign lecturers were asked to teach about plagiarism and citation in first-year English writing and communication courses in an EFL immersion environment at a Japanese university. This case study will be explored through a discussion on the techniques deployed in instruction during the courses and how they were modified in subsequent years based on student questions and assignment quality; sample worksheets and lecture slides will be shown and explained; and lessons learned and advice will be discussed. Finally this presentation will compare the techniques described in teaching about citation and plagiarism to the approaches taken in a Canadian university.
Design and Technology – Performance Task Based Instruction Towards the Development of Cognitive Skills for Understanding in Mathematics
Matthew Lasap, Ateneo de Iloilo, PhilippinesElvira Arellano, West Visayas State University, Philippines
The researcher saw potential in the Performance Task (PT), Design and Technology (DT) and Problem-Based Learning (PBL) as best practices in the field of education. This study combines the strengths of these three teaching-learning strategies into one in order to optimize the development of students’ cognitive skills towards the understanding of Math. To achieve this end, an Embedded Mixed Method design, with the main design the Grounded Theory by Strauss and Corbin and the embedded design the Explanatory Sequential Mixed Method, was used. The qualitative data analysis showed that some cognitive skills are involved in perceiving and relating to the real world—themed as Domain Sensing which includes Spatial Perception and Language Skills. A set of cognitive skills, on the other hand, are responsible in the active “gateway” or Control of the information. These are the Working Memory and Attention. After the information had been “admitted”, the Speed of Information Processing, Cognitive Flexibility and Field Dependency determine how the information is processed. All these sets of cognitive skills support the Higher Cognitive Functions. It was also found out that in doing a DT-PT BI, the Richness of the Task and of the Problem served as “initiators” of effective use of the cognitive skills in a DT-PT BI. The Working Atmosphere on the other hand serves as the context for the cognitive skills. Finally, students’ Strengths and Handicaps, Values and Outlook, and Ascribed Culture of Math were found to be intervening conditions in the effective use of the cognitive skills.
Creativity, Communication Skills, and Habits of Mind through Mathematical Modeling of Natural Disasters toward Successful Production of Models
Garry Cachuela, West Visayas State University, PhilippinesElvira Arellano, West Visayas State University, Philippines
Mathematical modeling (MM) is considered as one of the many skills and processes in order to attain the twin goal of the K to 12 Mathematics curriculum in the Philippines. While the necessary skills in doing MM have been identified in many developed countries, there is still a dearth of literature and empirical data in different Filipino communities. In response to this need, the mixed-method study aimed to determine the production skills needed by students to successfully come up with a mathematical model on natural disasters. The validated and reliability-tested researcher-made test and rubrics on Mathematical Creativity, Communication, and Habits of Mind (HoM) were used to measure students’ mathematical creativity, communication skills, and HoM. In-depth interviews, focus group discussions, journals, observation guide, and MM outputs were used to gather qualitative data. The results revealed that students have increased their level of mathematical creativity, communication skills, and HoM after being exposed to MM. Also, a significant relationship existed among students’ level of mathematical creativity, HoM, and communication skills after they were being exposed to MM. In an MM activity, three important themes of productions skills are necessary for the students to successfully produce a mathematical model, namely mathematical creativity, mathematical HoM, and mathematical communication. Propositions for the emerging grounded theory framework with conditions set by this present investigation were also discussed. Hence, the teaching and learning of mathematics must give emphasis on integrating MM in the mathematics curriculum and its significance to students’ production skills development, and 21st century lifelong learning.
The Impact of Landmark Court Cases on Funding in American Public Education Systems: Law and the Financial Structure of Educational Institutions
Nathaniel Edwards, Yamaguchi National University, JapanCourt rulings and legal precedents can significantly influence educational policy, the fundamental financial structure of public schools, and the educational funding process at the local, regional, and national levels of education systems. Landmark court cases involving different stakeholders, employing various administrative concepts and a wide range of legal strategies, have had a significant impact on contemporary educational funding methods and on the creation of educational programs and new types of schools (Odden & Picus, 2004). This presentation examines the close interdependence of the legal and education systems and the outcomes of five landmark court cases which continue to influence current legislation at the local, state, and national levels of education. Student performance and learning outcomes related to funding, the trend towards privatization in education, and the planning of financial models which are appropriate to the contemporary needs and requirements of diverse student populations and American schools are also addressed. Despite increases in the total amount of funding for education in the United States and new legislation designed to address and correct educational funding imbalances, some differences continue to exist in local and state funding for education (Coon, 1999). Differences in funding between some school districts and systems persist despite decades of discussion, research, and various legal strategies and challenges in the legal system.
Video Self-Modelling Intervention on the Social Skills of Children with Autism Spectrum Disorder
Mark Ryan Romero, Department of Education, PhilippinesSocial skills are abilities that are predominantly challenging for children with autism spectrum disorder (CWA). Unfortunately, most schools focused on academics and this ensues little time to engage the CWA to acquire different social skills. This alarming impact of social engagement deficiencies creates a need for an effective and evidence-based intervention to diminish barriers in acquiring and utilizing important social engagements. The research aims to evaluate the use of Video Self-Modeling (VSM) as an intervention for social skills of the CWA. The researcher used purposive sampling and gathered a total of 10 children diagnosed with autism spectrum disorder (ASD). A mixed method design to describe the result of the survey instruments, documentary analysis, interview, and observation reveal the common social skill impairments of the CWA negatively affecting their relationship with the others. After the use of VSM intervention, most of the clients demonstrated substantial progress and development on their target social skill impairments. This result suggests that the use of VSM is an effective intervention for some social skill impairments of the CWA. Only a small number of the clients showed no positive changes in their target behaviors caused by the difficulties experienced by the teachers and the students on the implementation of VSM. Furthermore, the results of the research were utilized in preparing an easy-to-use guide for future VSM implementation.
Readiness, Difficulties, and Assessment Practices of Pioneer General Mathematics Teachers: Bases for the Development of Performance Task Modules
Rene Noquera, Dapdap National High School, PhilippinesDolly Rose Temelo, West Visayas State University, Philippines
This design research aimed to determine the level of perceived teaching readiness, teaching difficulties, and performance assessment practices of the General Mathematics teachers. Results of these were made as bases in producing performance task modules which hope to broaden the range of tasks used by the teachers in assessing the students’ mathematical knowledge and skills. The three researcher-made instruments namely, Teaching Readiness Questionnaire, Teaching Difficulties Questionnaire, and Performance Task Assessment Questionnaire were the data sources. Adapted evaluation tools were used by the students, curriculum expert, teacher and observer to evaluate the developed performance task module. Statistical tools such as frequency, rank, mean, and standard deviation for descriptive statistics and Pearson’s r for inferential statistics were used to treat and analyze the data. All inferential statistics were set at .05 level of significance. Results showed that the General Mathematics teachers have “high” level of perceived teaching readiness, “low” level of perceived teaching difficulty, and “very satisfactory” performance assessment practices. The study also revealed the fourteen learning competencies which were considered difficult to teach by the General Mathematics teachers. Analyze, Design, Develop, Implement and Evaluate (ADDIE) model was considered in coming up with the first module on Functions and their Graphs and the second module on Business Mathematics and Logic which were given “very high” acceptability rating by the set of evaluators and “outstanding” rating by the students. It is recommended that the developed performance task modules be fully utilized by the General Mathematics teachers in order to serve their purpose.
The Ethnomathematics of the Bukidnon Karulano Indigenous People Towards the Development of Instructional Materials
Renith Guanzon, STI West Negros University, PhilippinesEmellie Palomo, West Visayas State University, Philippines
This ethnographic research aimed to determine the ethnomathematical concepts and ideas of the Bukidnon Karulano indigenous people in Kabankalan City, Negros Occidental, Philippines. The informants were the 5 Council of Elders, 2 IP members, 4 school learners, and 2 mathematics teachers. The needed data were gathered using observation, interview, focus group discussion, photo and video elicitation. These data were analyzed using Spradley’s Ethnographic Research Cycle. The study revealed that the indigenous people hold an abundance of ethnomathematical ideas and concepts along the areas of counting, measuring, classifying, ordering, inferring, and designing. The common methods used by the Bukidnon Karulano in learning their ethnomathematical concepts and ideas are observation, imitation and modeling, apprenticeship, storytelling method, and participation in IP celebrations. School learners use their ethnomathematical concepts and ideas in learning mathematics in formal education through abstraction, representation, and authentic learning. The developed instructional materials integrating the ethnomathematics of the IP was formulated to contextualize mathematics education experienced by the school learners. These materials can be utilized in teaching mathematics for Grades 6, 7 and 9. Finally, it is recommended for teachers in mathematics to use and expand the material which may include additional topics and activities. It is further recommended that future researchers may consider investigating the effectiveness of these developed materials in the mathematics’ achievement of the IP school learners.
Supervising Educational Leaders: Using a Lever Long Enough to Improve Student Achievement
Tony Pellegrini, Southern Utah University, United StatesMost school boards agree that putting a good principal in every school is the key to improving classroom instruction. “Good principals” are not that easy to find, and great ones, even harder. Great principals are not born, they are made; and the key process for growing great principals, from moving them from “effective” to “highly effective” in place is providing them the support and encouragement they need within the context in which they serve. A powerful but underutilized resource for achieving and sustaining district-wide improvement is the supervision of principals. If skilled principals are essential to good schools, then skillful ongoing supervision and development of principals is a critical lever for school improvement. Educational Administrator Supervision is a missing link in efforts to improve whole districts. Almost no freshly minted principal can be good enough in as many areas as it takes, no matter how good the preparation. It’s like expecting a second year medical student to enter professional practice at a high level, having skipped two years of medical school, internship and then residency. (We do the exact same thing with novice teachers.) We must therefore surround the new principal with a set of forces and experiences that enable continuous learning and also make the principal, and those who support him/her, accountable for it.
Life Experiences of Students At-risk of Dropping Out (SARDO) Towards the Development of Remedial Module in Mathematics
Menchie Legaspi, Iloilo City National High School, PhilippinesElvira Arellano, West Visayas State University, Philippines
The heart of this study aimed to investigate the life experiences of students at-risk of dropping out (SARDO) and to develop a remedial module in General Mathematics. Specifically, it aimed to determine the life experiences of the SARDO, the factors that contribute to these experiences, and the learning materials that can be developed to address the needs of the SARDO in Mathematics. The study employed the ADDIE framework for instructional material development design. In the Analysis phase, a narrative inquiry was used to determine the life experiences of a SARDO and the factors that contribute to these experiences. This research presented five (5) stories through narrative inquiry. The five respondents were selected through purposive sampling. Results of the study revealed that students at-risk of dropping out are students who have the following characteristics: distracted, lacks focus and self-discipline, has poor time management skills and lacks personal motivation in school. For the family dimensions, they have poor parental monitoring and support, and they belong to a complicated or broken family. For social dimension, this study revealed that relationships with their peers influenced their decision to engage or not engage with their academic studies. For economic dimension, the desire to have an income for themselves and their family affects their school performance. Furthermore, a checklist was employed to determine the competencies that were not learned by the students. Using these qualitative data, a remedial module was designed and developed to cater the needs and characteristics of the SARDO.
Honours Students’ Articulation and Success at Masters Level in a South African University: Research Grounding Dilemma in the Curriculum
Andre Bechuke, North West University, South AfricaSharon Paulse, North West University, South Africa
A close examination of how Honours programmes prepare students to articulate and succeed at Master’s level is a cause for concern at universities in South Africa. Research at Honours level is expected to expose, prepare and equip students with basic skills needed to conduct research at Master’s level and beyond. However, at the University selected for this study, most students who articulate from Honours programmes to the Master’s level do not complete their research projects within the prescribed timeframes. The purpose of this paper is to report on a research which analysed the curriculum of the research components of Honours programmes at a university to determine their nature and structure in equipping students to articulate and successfully complete their master’s studies. Data was collected by reviewing the postgraduate yearbooks of all faculties of the university and content and textual analyses used to analyse the data. The findings revealed lack of compliance in many programmes with the Higher Education Qualification Sub-Framework’s standard of research at Honours level. Absence of a discrete research component was noticed in several programmes while others did not comply with the complete scientific research cycle expected at Honours to prepare students for studies at Master’s level. The discrepancies revealed in the curriculum of research components are a contributing factor to challenges faced by students when they take up Master’s studies. It is, therefore, recommended that the curriculum of research components of Honours programmes be revisited and possibly re-curriculated to ensure compliance and to strengthen the research according to “POWER’.
Employing the Ethnographic Approach “Funds of Knowledge” to Explore English Learning of Taiwanese Indigenous Youngsters
Sa-hui Fan, National Taichung University of Education, TaiwanChiu-ping Chao, National Taichung University of Education, Taiwan
The importance of learning English has been increased in Asia due to the huge impacts brought continuedly by globalization. Taiwan is a multicultural society but few research has been conducted by adopting the multicultural approach “funds of knowledge” to facilitate the indigenous students’ English learning in Taiwan. The main purpose of this study was to explore the familial funds of knowledge of 3 urban indigenous youngsters in central Taiwan, as well as the hindrance of applying that on English learning. Furthermore, effective English teaching methods are suggested based on the emerged findings. This study adopted an ethnographic mode. The participants were 3 six-graders whose parents descend from the Taiwanese indigenous tribal people but moved from the remote shores to the urban areas. Their families, community and two English teachers were also interviewed. This urban indigenous community in central Taiwan has been formed for more than 30 years. The fieldwork had lasted 4 months. The main findings of this study include: 1. Familial funds of knowledge of the participants includes indigenous and non-indigenous knowledge. Indigenous knowledge of this study are especially referred to their tribal cultures: Pangcah and Paiwan.
2. The hindrance of applying their familial funds of knowledge on English learning includes the limited usages of English and indigenous languages, the limited hours of English classes, teachers’ lack of expectations and cultural sensitivity, textbook-framed teaching methods, and weak connections between families, the community and the school. 3. The suggested English teaching methods include employing cross-disciplinary and project-based teaching methods.
Supporting Refugees in (Online) Higher Education: Between Independence and Interdependence
Belma Halkic, Munich University of Applied Sciences, GermanyPatricia Arnold, Munich University of Applied Sciences, Germany
Access to higher education for refugees has been a challenge to many host countries as well as for individuals concerned. Several initiatives emerged out of this situation trying to unburden access through digital educational offers (Colucci et al. 2017). Although research on access and success of refugees in the context of higher education has increased in the past years (among others Baywa 2017, Baker 2017, Naidoo 2015), still little is known about the situation of refugees in online education. This paper presents results from a research project that investigated student uptake of an online education offer by Kiron, an NGO that provides online curricula accompanied by various measures to support refugees as online learners and in transferring to regular universities. A mixed methods approach was applied including student data analysis (N=1375), a survey (n=180) and semi-structured interviews (n=25). Results show that many students use support services independent of the offered online curricula but in correspondence with their individual needs and life situations. They evaluate existing support positively, but also emphasize the need for more one-on-one support and opportunities to improve their language skills. Besides language as key barrier, students are facing combined challenges outside of education. Interviews reveal how difficult life circumstances are affecting usage patterns and the outcome of flexible and low threshold digital approaches which also seem to be (re)producing inequalities within a heterogeneous student population. Not least, results demonstrate the interdependence of refugees’ needs on the one hand and the effectivity of support structures on the other.
Mathematics of the Fisherfolks: Basis for Contextualized Teaching-Learning Materials
Renato Jr. Herrera, Jose Monfort National Science High School, PhilippinesThis design ethnography was conducted in two fishing villages in Barotac Nuevo, Iloilo, Philippines to gather data about the mathematical activities of the fisherfolks, the mathematical ideas that they integrated into their activities, and problem-solving situations faced by the fisherfolks. The data were used as inspiration and grounding for designing and developing a context-based teaching-learning materials that are culturally appropriate for learners in coastal communities. Seven key informants were chosen purposively. Participant observation, ethnographic interviews and elicitation techniques were used for data gathering and triangulation. Futhermore, IDEO’s design thinking toolkit for human-centered design were used as guide for designing and developing the contextualized teaching-learning materials. The analyses using LeCompte’s item, pattern, and structure level analysis revealed that fisherfolks integrate mathematical ideas into their activities. Moreover, the work-related problem-solving situations faced by fisherfolks were: (a) locating submerged fishing gears, (b) attaching floats and sinkers, and (c) releasing fish fry into a pond. To address these problem-solving situations, fisherfolks used trial-and-error method, making decision based on previous experiences, and creative thinking and resourcefulness. These results can be used to mediate learners’ culture and mathematics education through using cultural artifacts as ethnomodels and using social situations as context. All of these were integrated into the Mathematics of the Fisherfolks, a context-based mathematics activity book for junior high school learners, and the Teaching Guide on Mathematics of the Fisherfolks.
Assessment for Learning in Indonesia: Exploration of Convergent and Divergent Teachers’ Assessment Values and Practices
Mohammad Arrafii, University of Leicester, United KingdomAssessment for learning (AfL) has been considered as a substantial element of curriculum and assessment reform around the globe. Indonesia just begins the journey into such reform initiative. The reform implementation however took a top-down approach without a careful consideration of teachers’ thinking about the reform which are influential to their practices. This research explores teachers’ assessment thinking and practices to support the implementation of assessment reform. Specifically, the research explores and identifies gaps between teachers’ values and practices of assessment and compares these to teachers in England (James & Pedder, 2006) and ALIC survey (Warwick et al. 2015)
A survey questionnaire was used to gather data from 343 secondary school teachers. Participants share relatively homogenous demographic backgrounds with a roughly equal number of male and female participants. For the purpose of this paper, exploratory descriptive statistics was used to discover patterns and emerging gaps between teachers’ assessment values and practices.
The research indicates that teachers highly valued assessment practices that are associated with the effort of exploring and improving student learning. They also placed performance and curriculum-oriented practices as important, while least valued some practices that are linked to the promotion of student agency in learning. These findings confirmed existing knowledge of assessment values of teachers in England and ALIC context. In contrast with England and ALIC teachers, the study reveals small assessment value-practice gaps, suggesting a congruence between what assessment practices teachers thinking are important and what they enact in the classroom. Theoretical and practical implications are elaborated.
Proposed Quality Assurance Mechanisms for School Development in the Unified Schools of the Archdiocese of Lipa (USAL)
Randy Baja, Sta. Teresa College, PhilippinesQuality Assurance for school development is a process of monitoring, assessing, evaluating and reporting objectively based on agreed quality standards, all aspects of school life to ensure that acceptable standards are attained, maintained and improved upon continually. This study delved on the quality assurance practices in the Unified Schools of the Archdiocese of Lipa (USAL), Province of Batangas. It aimed at assessing the schools’ performance on trust and shared accountability; opportunities to support innovation in schools; shared understanding and dialogue among stakeholders; network to support development; and developing a balanced view of school development. To achieve the fundamental purpose of this research, the descriptive method was utilized. The study made use of 10 schools with 100 respondents.
One of the reasons for the slow development of and resistance to QA in school is that academics are, of course, trained to ask questions, to be skeptical, if not challenging. More and more, despite the reluctance of academics to accept the fact, students are becoming customers and will be looking for ‘value for money’. In this context of international competition, quality assurance may well prove to be much more ‘market orientated’. Quality Assurance processes and practices are dynamic and provide the needed guidance and support to schools for consistent improvement in learning outcomes. In this study, therefore, it is more important for an organization to be thinking actively and creatively about what it is trying to achieve, than to put its energy into complying with the standards of an external body.
Effects of Cooperative Learning with Dynamic Mathematics Software (DMS) on Learning Inverse Proportional Functions
Kan Kan Chan, University of Macau, MacauYi Cheng Zhou, University of Macau, Macau
The study focuses on the integration of dynamic mathematics software (DMS) and cooperative learning into the teaching and learning process of inversely proportional functions. The aim of the study is to investigate the effects of integrating DMS with cooperative learning on students’ mathematics achievement using quasi-experimental research design. Students in treatment group learnt inverse proportional functions in cooperative learning groups with DMS while those in control group had typical approach of instruction. Participants are all ninth-grade students in a Macau private school. They were given an achievement test at three stages, namely as pre-test, post-test and delayed post-test. Analysis of students’ results showed that the pedagogy of cooperative learning with DMS does have significant influence on students’ mathematics achievement.
Ethnicity and the Leadership Practices of Effective Public School Principals in Northern Mindanao, Philippines
Nelson Tantoco, De La Salle University Manila, PhilippinesThe region of Northern Mindanao in the Philippines is ethnically diverse and this is mirrored in its school population. It would be to the advantage of the schools if the demographics of school principals reflected this diversity. The reality is that they do not. In evaluating the leadership practices of effective public school principals in Northern Mindanao, it is posited that their ethnicity surfaces in their leadership practices and that it positively influences their ability to improve schooling for their learners. For our case studies, four effective public school principals from Northern Mindanao are purposively chosen and interviewed. Their ethnicity is from groups native to Mindanao and they have proven their effectiveness as principals. The study aims to identify their leadership practices and single out specific practices targeting the needs of ethnic groups in the school, evaluating their impact in the learners’ schooling. The study reveals that the principals share common leadership practices in setting goals, touching hearts, promoting unity, and empowering others. More importantly, they employ practices that create a healthier school environment for the students from these ethnic groups, improving student learning and providing them an inspirational role model to look up to and follow. In essence, the ethnicity of the principals enables them to be more understanding of the students’ experiences, thus creating the potential to enhance student learning. This is a criterion that ought to be considered in the appointment of principals in the ethnically-diverse region.
Assessment for Learning in Singapore Context
Wei Shin Leong, National Institute of Education, SingaporeTay Hui Yong, National Institute of Education, Singapore
In many Asian countries, educational agencies have heeded the advice of research findings and acknowledge the value of Assessment for Learning (AfL) practices through policy initiatives. At definitional level, the multiple evolving conceptions and theories of what constitutes AfL have consistently streamed in from overwhelmingly European and Anglophone-based research. The implementation of AfL in Asian classrooms may therefore encounter barriers such as deeply rooted learning traditions that conflict with current mainstream AfL methodology and an unfamiliarity with, or distrust of, specific AfL practices. This symposium presents findings from a grant-funded two-year mixed methods research study based in 13 Singaporean secondary schools. From the results, we present cases of how AfL are situated and enacted in Singaporean classrooms. How various stakeholders negotiate and select solutions to resolving tensions of assessment are analysed, as are mediating influences in this process. Overall, the findings suggest that, while AfL has gained traction among secondary-school teachers, they also reflect ambivalence in negotiating the formative and summative expectations of policy and practice.
Presenter 1 will present findings suggesting Singapore teachers reported valuing learner-centred AfL (e.g. self and peer assessment) more than they reported practising or feeling proficient in it. The qualitative data showed that teachers constantly toggle between AfL practices that focus narrowly on exams (more predominant) and those with deeper learning goals.
Presenter 2 will present findings on the role of middle leaders affecting teachers’ perceptions of AfL; as well as how they themselves are influenced by and mediate policy implementation in schools. The study also found in response to various tensions encountered in their work, MLs used three dominant approaches in their assessment leadership – Technical, Tactical and Ethical.
Presenter 1 and 2 will then suggest implications for further inquiry and analysis. Singapore’s continuous efforts to scale up a form of assessment that balances the summative and the formative are also reflected in other (Asian) contexts, where educational institutions continue to grapple between the priorities of external examination results and the need for assessment to improve learning. The findings from this study reflect teachers’ efforts in negotiating the tensions between competing assessment priorities. Whether such efforts may yield positive results in Singapore or elsewhere could be explored further.
International Online Exchange Program to Promote Cultural Responsiveness in Teaching
Bahia Braktia, Sam Houston State University, United StatesAndrey Koptelov, Sam Houston State University, United States
Vera Rozhina, Vyatka State University, Russia
Fouzi Belalia Douma, Higher Arab Institute of Translation, Algeria
Ana Marcela Montenegro Sanchez, Sam Houston State University, United States
As the world becomes a global village and educational institutions become more culturally diverse, teachers and students must understand each other to reach an optimum level of learning. It is crucial to grasp the different cultural differences each person brings into the classrooms to effectively provide more culturally responsive instructions that suit students’ needs and learning expectations. However, to achieve full understanding, it requires more than language proficiency, as sociocultural differences present a bigger challenge for students and teachers alike. This study took part among two teacher preparation programs in Russia and the United States and an English language program in Algeria. The purpose of this research was to elicit the attitudes, believes and perceptions of preservice teachers towards teaching students from culturally diverse backgrounds. The Cultural Diversity Awareness Inventory (Henry, 1991) was administered to 140 participants from the three countries. This study also sought to give the participants the chance to interact with students who were culturally different from them. The participants followed The ABC’s of Cultural Understanding and Communication Model to communicate with other students. Results revealed cultural responsiveness varied from a country to another. Findings also showed that participants benefited from The ABC’s of Cultural Understanding and Communication Model (Finkbeiner & Schmidt, 2006) as it allowed them to examine their own beliefs and explore other people’s perceptions of education, family, culture and beliefs. This project offered preservice teachers the opportunity to develop a multicultural mindset to address the needs of students from different cultural backgrounds.
A Priming Experiment on the Effects of Letter Grades and Autonomy-support on Academic Motivation
Mai Yasue, Quest University Canada, CanadaI-Chant A. Chiang, Simon Fraser University, Canada
Kelsey Chamberlin, Independent Researcher, Canada
Here we used a survey-based priming experiment to explore the psychological effects of letter grades (ie. A, B, C to F) and autonomy-supportive teaching practices (eg. giving opportunities for choices, building trust between student and teacher). Much research in educational psychology has suggested that extrinsic motivators such as grades can “crowd-out” or thwart autonomous academic motivation and increase controlled academic motivation. In contrast, empirical research in Self-Determination Theory has suggested that autonomy-supportive teachers can enhance autonomous academic motivation and reduce controlled academic motivation. Thus we hypothesized that priming autonomy-support would reduce or buffer the adverse effect of grades on autonomous academic motivation. 392 participants at three universities were randomly sorted into three different study conditions (no-prime, grading prime, grading and autonomy-support prime). In the grading prime, students were asked questions about their grade point averages whereas in the autonomy-support prime students were asked items about autonomy-supportive teachers. Contrary to our predictions, priming students to think about grades had no effects on autonomous or controlled academic motivation. Furthermore, at one of the universities, priming students to think about autonomy-supportive teachers increased controlled academic motivation. The results of this study suggest that in at least one particular context, enhancing the salience of autonomy-supportive pedagogical techniques used by teachers can inadvertently create additional extrinsic social pressures on students. The results of this study point to the need to conduct more multi-institutional research on academic motivation to enhance understanding of the wide array of pedagogical factors that may affect academic motivation.
Synergy and Collaboration in Developing a K-12 Compliant Tertiary Admission Examination
Crisanta De Leon, Bulacan State University, PhilippinesThis study, Development and Validation of a 21st Century Education-Based University Admission Examination investigated the validity and reliability of the proposed test for the four strands in the K-12 Senior High Curriculum: ABM, GAS, HUMMS, and STEM. The CIPO model was used as the paradigm that guided the conduct of the study. Each test for the four strands consisted of 200 items. A panel composed of nine (9) experts in the different fields validated the contents of the tests. The content validation revealed that the tests were considered “very good”. Content validation was based on ten indicators: Content, Test Format, Readability, Mechanics, Clarity, Language Register, Structure, Organization, Authenticity, and Presentation. The test items for each of the four strands were pilot tested to selected 100 senior high school students enrolled at four pilot schools, School Year 2017-2018 in the National Capital Region (NCR). Results of the test were submitted to item analysis using KR-20 to determine the index of difficulty which is a measure of the proportion of examinees who responded to item/s correctly and discrimination index, which is a measure of how well the item discriminates between examinees who are knowledgeable in the content area and those who are not. Item analysis was an important phase in the development and validation of the tests for the four strands. It was used to identify the test items that were not working well.
Working Collaboratively Among Neuroscience and Education to Foster Better Understanding of Cognitive Development
Kourtland Koch, Ball State University, United StatesAbstract: To date, both neuroscience and education have focused on cognitive development, yet both sides have often neglected how they can work collaboratively to identify and monitor strategies which produce clinically based results that can be applied to educational practices. Encouraging teachers to turn their attention to social and emotional environments in which children encounter learning; it becomes possible to modify educational practices based upon neuroscience. If we can learn to appreciate the diversity of strategies that researchers apply to answer a specific question, then education may also benefit by emphasizing the importance of teaching different strategies and helping students develop the skills necessary to be able to take different approaches to a problem. Research in neuroscience, cognitive science, and educational research has intensified in recent years. These endeavors have provided an opportunity to understand and apply current research findings with the hope it may eventually be possible to identify selected teaching methods associated with specific types of brain activation. Additional outcomes may be informing teachers how the brain works and develops as the child progresses through school, based on developmental milestones from birth through the adult years. This will require teachers to become more critical when evaluating the latest neuroscience findings to avoid the misapplication of concepts which have been noted by Bruer (1998) and others (Fischer, 2009) over the past 20 years.
International Students in Hybrid Courses: Using Grading Contracts to Create an Online Learning Community
Sarah Faye, University of California, Davis, United StatesWhile research shows that contract grading improves learning habits (especially labor contracts with their focus on the effort students put in their work, rather than the quality of final products), there is no research on how contracts affect international students in hybrid courses. The purpose of this ongoing study is to show how labor contracts can help this student population by fostering independent learning habits and a strong sense of community. This is particularly important as the international student population continues to grow, and as students take online courses with restricted contact with instructors and peers. Labor contracts teach strong learning habits by asking students to make their own choices on how they want to demonstrate their effort; this helps international students become independent, but it is also important in the online context, where instruction tends to feel canned and impersonal. Being able to create their own learning path makes students more confident and connected to the material. Additionally, labor contracts counteract the fact that technology in hybrid courses tends to isolate students by creating a community of learners where one’s success is interconnected with the success of others; for example, the labor contract can highlight group work and providing effective peer review feedback as key aspects of success in the course. To fulfill the contract, students must take the initiative of being reciprocal community members. Our assessment methods thus become tools in facilitating the growth and interconnection of our international students in online classes—preparing them for professional collaboration.
The Role of Lectures and Factors Affecting Individual Working Competency of Students at Thai Nguyen University, Vietnam Through Mathematical Modeling Process
Ngoc Dong Thi, Thai Nguyen University, VietnamBac Nguyen Trong, Thai Nguyen University, Vietnam
Nam Nguyen Danh, Thai Nguyen University, Vietnam
For university training, all teaching processes aim at developing and perfecting occupational competencies for learners. In the study of teaching mathematics at Thai Nguyen University, Vietnam, we consider mathematical modeling as a way to help students solve problems mathematically. Accordingly, the main role of teachers in these situations mostly include: to build learning environment, conduct research and practice, introduce methods and guarantee accurate content of math theory. Through the process of implementing mathematical modeling, independent working competency of students is influenced by two basic factors named psychological factors and individual competency factors. The research results show that the main psychological factors include attitudes, motives and willpower while individual competency factors include the competency to recognize occupational situations, the competence to switch between the practice and mathematics, the competency to use supportive technology in the process of working with mathematical models and randomly opening data sets.
OP Observer – a Class Observation Tool for Measuring the Effectiveness of Teaching Practice
Don Amila Sajeevan Samarasinghe, Otago Polytechnic Auckland International Campus, New ZealandVera Maria Nistor, Otago Polytechnic Auckland International Campus, New Zealand
The aim of this paper is to present an evaluation of the effectiveness of a class observation tool in measuring learner-centred practice at a New Zealand tertiary institution. This research arose from an awareness that many lecturers are still mainly providing teacher-centred classes, which have been proven to be less effective and engaging for the students’ learning process. We believe that making this measurement tool more efficient will help capture more information that is beneficial for lecturers’ reflective practice and will overall bring about a higher quality tertiary education for students. We designed this project in collaboration with a group of IT students and their lecturer at Otago Polytechnic, Auckland International Campus, New Zealand. We initially conducted class observations on a paper-based tool to identify teacher-centred and learner-centred activities used by lecturers. This was later turned into a Web-based class observation tool for more efficiency. We conducted 25 observations and the results were then discussed with the respective lecturers to involve them in a reflective session on the effectiveness of their teaching practice. Our experience with this tool helped to further create a mobile phone application (app), to make it more user-friendly. We believe that the function of this observation tool could be further extended/customised to also measure other aspects of teaching practice.
Implementation of Self-regulated Learning in Ho Yu
Ma Yan Sze, Ho Yu College and Primary School, Hong KongSince 2012, Ho Yu launched the “self-regulated learning” (SRL) at Secondary one. We aimed at letting students become the owner of their own learning through systematic arrangements and implementations. It was not easy to initiate the new teaching and learning habit in school. In order to implement it smoothly, we had done some preparation on four aspects as "Administration arrangement", "Classrooms equipment", "Training of teachers " and "Training of students".
After years of implementation and through several school visits, exchanges and repeated discussions, we have developed four core elements in SRL lessons:
(1) Pre-lesson SRL worksheet: It helps establishing students’ own independent preparation skills and their ability to self-learning.
(2) Basic knowledge: Students are work in a small learning group. They will clarify some mis-understanding in the homework.
(3) Discussion: Students get on group discussion and make a presentation on challenging question which is followed up by a peer and teacher questioning and reasoning interaction.
(4) Self Reflection: Students evaluate the learning goals and their performance in the lesson.
In order to review self-regulated learning (SRL) in a more objective way and elevate the teaching and learning effectiveness with a focus, we had invited professor and scholar to evaluate SRL in terms of “quality” and “quantity”. The feedback and findings from the questionnaires are all encouraging. The student’s performances in public examination are also improved. We believe that SRL is a good way to develop students as lifelong learners. It lets students own their learning and learn with dedications wholeheartedly.
School to Work Transition for Young People with Disability in Vietnam
Huong Nguyen, Curtin University, AustraliaThere is little research into school to work transition programs for young people with disability either in Vietnam or other developing countries. With around one million new entrants to the workforce each year, young Vietnamese people with a disability face particular and substantial challenges around obtaining a job. This paper draws attention to the intricacies and challenges for a Vietnamese school to work transition program aimed at providing suitable vocational pathways for young people with impairment to their hearing and vision. Information collected through in-depth interviews, focus group discussions and a survey questionnaire ensured rich and authentic understandings of the complex barriers and facilitators to the program achieving success. Using Bronfenbrenner’s Ecological Systems Model as a conceptual framework, findings indicated that key facilitators of successful school to work transition were (i) confidence and motivation to work, (ii) peer relationships/friendships and networks among young people with disability, (iii) hopes and aspirations, (iv) motivation and engagement, and (v) preparedness for work. Barriers included: stigma and discrimination related to disability (ii) limited social networking with peers (iii) fear to start working and (iv) concerns about jobs for those who are about to graduate, and (v) short term training leading to limited acquisition of the necessary communication and work skills prior to working.
Navigating Marginality, Negotiating Difference: Migrant Teachers in Singapore and their Experiences of Professional and Social Integration
Peidong Yang, National Institute of Education, SingaporeEducation in a globalized world is characterized by greater interdependence between countries and cultures in knowledge and talent. One manifestation of such interdependence is the international mobility of teachers. Migrant teachers’ experiences of professional and social integration can have important implications on the values, harmony and diversity of the host education system, and the receiving society in general. Yet, in existing educational and sociological literatures, teachers of migrant backgrounds remain a relatively under-studied topic. This paper addresses this research gap by looking at migrant-background teachers working in mainstream schools in the Southeast Asian city-state Singapore. The paper draws on a study that has to date collected 144 survey responses and qualitative interviews with 24 informants. Findings suggest that younger migrant teachers in Singapore experience greater senses of precarity associated with immigration status and perceived marginality in career progression. Migrant teachers brought up and/or educated in Western liberal environments have more notable experiences of discomfort with dominant values, culture, and practices in the local education system. The teachers carefully manage and pragmatically negotiate with such differences by adopting an openness to mainstream values/practices while also finding small spaces of liberty and creativity, albeit within acceptable boundaries. It is argued that while the Singapore education system benefits from migrant teachers’ diversity in teaching expertise (esp. in case of foreign language teachers), the room for value diversification seems much more limited. Migrant teachers negotiate their professional integration by downplaying the differences arising from their migrant backgrounds while stressing their role as state-employed educator.
Implementing the Multiple Teaching Strategies in Mechanical Mechanics Teaching to Improve Students Learning Motivate: An Action Research
Chih-Yuan Lee, National Taipei University of Technology, TaiwanShu-Hui Tseng, National Taipei University of Technology, Taiwan
Students from industrial and vocational senior high schools in Taiwan usually are not interested in school learning. In order to raise their interest, teachers are trying different teaching method. The purpose of this study is to explore whether changing teaching methods can improve students’ learning effectiveness and engagement. Different from the traditional teaching method, this study uses multiple teaching strategies like learning sheet, group discussion, question and answer method, and other teaching strategies. Students' learning status are monitored at any time during the teaching process.
The result shows that teachers can effectively increase students' interest in learning and improve the learning effectiveness by using multiple teaching strategies. With learning sheets, students can easily focus on the content. With group discussion activities conduct in class, students are more confident to express their thoughts and share them with each other. With question and answer method, students can easily identify the questions that they are confused. This study also found that students are more willing to answer the questions on the midterm exams paper. However, multiple teaching strategies will require teachers to spend more time preparing for the teaching materials, and the course syllabus must be revised in line with the learning status of students.
Fourth Grade Students’ Number Sense Performance on Four-Tier Test
Der-Ching Yang, National Chiayi University, TaiwanThis study examined fourth-grade students’ number sense performance, reasoning, and confidence by using a four-tier number sense test (4TNST) comprising an answer tier, a reasoning tier for those answers, and two corresponding confidence tiers. Few studies have applied four-tier testing to mathematics education. A total of 982 Taiwanese fourth-grade students were selected to join this study. The online 4TNST could be used to diagnose the students’ number sense performance, confidence in their answers and reasoning, and differences in confidence between answers and reasoning. In addition, the values of ΔANS and ΔRSN were all positive for each number sense component and the whole test, which implies that the students had higher confidence in correct than incorrect responses for both answers and reasoning. The contributions based on this study’s findings are discussed.
Students, Teachers, and Devices: Experience-based Education in an Age of Technological Distraction
David Hildebrand, University of Colorado Denver, United StatesIn John Dewey's educational philosophy, a key role is played by both “experience" and “situations.” However creating pedagogically rich experiences for students has become more difficult, as 21st century teachers face a range of technological obstacles, such as the habits and expectations of schools, parents, and students themselves. As documented in recent books such as Sherry Turkle’s Reclaiming Conversation (2015) and Jean Twenge’s iGen (2018), teachers find themselves challenged by a highly-connected generation of digital natives — and their highly connected parents.
This paper argues that experiential education in the 21st century must reckon with our technological starting point. After a brief review of (a) Dewey's notions of “experience” and “situation” (as they apply to education) and (b) recent literature of technology’s effects on classroom space and student headspace, the paper argues that (c) a Deweyan analysis of technology’s effects is a crucial pre-condition for pedagogical planning. Finally, (d) the paper argues that the analyses of the previous sections (on experience, situations, and technology) can be advanced using an aesthetic account — such as the one Dewey provides in both his educational works and in Art as Experience. This paper has both a theoretical and practical upshot. Theoretically, philosophers and teachers will see how they might interpret and critique students’ technological habits using Dewey's criteria. Practically, educators will learn how they might constructively improve students’ authentic experience and learning while seeing that a pragmatist aesthetic approach can set goals that make new pedagogies both relevant and meaningful for students today.
Multi-dimensionality of Acculturative Stress Among Chinese International Students: What Lies Behind Their Struggles in a US University?
Yue Zhang, Santa Clara University, United StatesEunjoo Jung, Syracuse University, United States
This study aimed to identify the underlying dimensions of acculturative stress that Chinese international students may encounter in the U.S. In addition, we re-examined students’ background characteristics and perceived social support from family, friends, and their university as predictors of students’ different dimensions of acculturative stress. In total, 262 Chinese international students (average age 23 years; 142 male and 120 female students) from a diverse university completed an online questionnaire in the U.S. This study identified multiple dimensions of acculturative stress, including perceived discrimination, fearfulness, homesickness, stress due to change, and guilt, among Chinese international students. The results indicated that students’ comfort level in using the English language and academic status (i.e., undergraduate/graduate) significantly predicted acculturative stress. Notably, as students’ comfort level in using the English language increased, their feelings of perceived discrimination, fearfulness, homesickness, and stress due to change decreased. Undergraduate students reported more discrimination and fearfulness than did graduate students. Perceived social support from family indicated an intriguingly different pattern than perceived social support from school in relation to acculturative stress among Chinese international students. This study confirmed the multi-dimensional nature of acculturative stress and highlighted the role of students’ background characteristics and perceived social support systems in illuminating each acculturative stress dimension among Chinese international students.
Pedagogical Quality in Developing 21st Century Skills: Status and Policy Implications
Daniel Jr. Saroca, De La Salle Araneta University, PhilippinesThe Enhanced Basic Education Act of 2013 lengthened the ten-year Philippine basic education into twelve, wherein graduates are expected to be equipped with the skills that shall prepare them for either higher studies, employment or entrepreneurship. The study aimed to determine the status of the upper secondary Science, Technology, Engineering and Mathematics (STEM) pedagogical quality in developing 21st century skills and then utilize identified issues to draw implications for policy formulation. The study was conducted to ten teachers and 333 students, which underwent several iterative evaluation processes, both quantitative and qualitative. Quantitative data were obtained through survey questionnaires, self-reflection tools, documentary analysis guides and observation evaluation forms. Qualitative data were obtained from focused group discussions among students and teachers and interviews among administrators. Triangulation of results were able to determine the “good” status of the pedagogical quality in the development of 21st century skills among students. Four policy implications were derived from identified issues namely: the inclusion of 21st century skills development in the learning documents; the provision of high-quality learning facilitation through training; the establishment of an excellent learning environment; and the provision of effective learning processes.
The Effect of Problem-Based Learning Instruction Activities in Linear Equations on Problem Solving Ability Analytical Thinking and Reasoning
Kedchuda Phienukrochon, Srinakharinwirot University, ThailandThe purposes of this research were to compare the before and after Problem Solving Ability Analytical Thinking and Reasoning Ability of Mathayomsuksa 1 students by using method of Problem-Based Learning Instruction with a statistic criterion. The subjects of this study were 30 Mathayomsuksa 1 students in the second semester of 2018 academic year from Srinakharinwirot University Prasarnmit Demonstration School Secondary. They were selected by using cluster random sampling technique. The experiment lasted for 10 periods. The One-Group pretest-posttest design was used for this study. The instruments were the Problem-Based Learning plans in word problems of Linear Equations in One Variable. The data were analyzed by using t-test for dependent samples and t-test for one sample. The findings were as follows:
1. The mathematics learning achievement of problem-solving ability for Mathayomsuksa 1 students after being taught by using Problem-Based Learning Instruction activities in Linear Equations in One Variable were higher than that before being taught and statistically higher than the 70% criterion at the .01 level of significance.
2. The mathematics analytical thinking and reasoning ability for Mathayomsuksa 1 students after being taught by using Problem-Based Learning Instruction activities in Linear Equations in One Variable were higher than that before being taught and statistically higher than the 70% criterion at the .01 level of significance.
Senior High School Learners’ Modern Biotechnology Literacy: Inputs for the Development of Instructional Materials
Ariette De Asis, Alimodian National Comprehensive High School, PhilippinesRoel A. Alli, West Visayas State University, Philippines
This study utilized the Instructional Design (ID) using the ADDIE (Analysis, Design, Develop, Implement, and Evaluate) model, which ascertained the level of knowledge and attitude towards modern biotechnology among Senior High School (SHS) learners. This study determined the learning gaps of SHS learners based on their knowledge and attitudes toward modern biotechnology and identified the difficulties encountered by SHS teachers in teaching the concepts of modern biotechnology, which served as the bases in the development of instructional materials (IM). The respondents of this study were 371 learners and 38 teachers of the Second District Public Schools in the Province of Iloilo, Philippines. Three validated researcher-made instruments were utilized: Modern Biotechnology Knowledge Test (MBKT) and Modern Biotechnology Attitudinaire (MBA) for the learners and Modern Biotechnology Survey Checklist (MBSC) for the teachers. Results revealed that SHS learners have low level of knowledge but have favorable attitudes toward modern biotechnology. Unavailability of learners’ materials and resources was identified as the major problem encountered by teachers. The developed IM was designed to address the learning gaps and encountered difficulties of SHS learners and teachers. In the implementation of the developed IM, the learners described their learning experiences as fun but not easy, challenging but informative, and interesting but requires in depth understanding. The developed IM gained an excellent evaluation, which may be used by SHS learners and teachers in improving learners’ conceptual understanding, while building concrete judgments toward the processes and products of modern biotechnology.
Analysing the Inextricable Link Between Visualisation and Reasoning When Solving Mathematical Problems
Beata Dongwi, Rhodes University, South AfricaMarc Schäfer, Rhodes University, South Africa
While the use of visualisation is an essential problem-solving strategy in mathematics, it is somewhat neglected in actual mathematics classroom practices especially in high school. This paper reports on the findings of a case study research that was conducted in Namibia to explore the significance of using visualisation by selected Grade 11 learners when they solved geometry word problems, and how it related to their mathematical reasoning. The research used the learners’ responses to word problems during task-based interviews. Data included interview transcripts, audio and video recordings and learners’ worked-out solutions to the given word problems. Using enactivism to theorise the relationship between visualisation and reasoning, the study demonstrated that there exists an inextricable connection between these two embodied processes when engaging in word problem solving. Further, findings suggest that if visualisation processes are incorporated in task development, and if learners are encouraged to talk about their solutions and problem-solving strategies, then a cyclical navigation between their use of visualisation and mathematical reasoning processes is inevitable. This inextricable relationship is termed co-emergence in the context of an enactivist perspective. Therefore, we argue in this paper for the (re-) consideration of visualisation as a word problem-solving strategy for its claimed implication in the development and nurturing of mathematical reasoning.
English Majors’ Perceptions of Group Work and English Use in Group Activities
Hung Do, Dong Thap University, VietnamLong Le, Dong Thap University, Vietnam
Pair or group work is now widely applied in virtually all types of classroom and it is one of the prominent features of the learner-centered approach and the communicative method in EFL classes. This study aimed to investigate English majors’ perceptions toward (1) group work, (2) English use in group activities, and (3) given suggestions for English speaking deployment. The data were collected via a questionnaire from 150 third/fourth-year English majors, Dong Thap University and interviews with 10 target students who had answered the questionnaire and agreed to partake in the interview. The obtained results show that most students highly appreciated the significance of group activities and English use in group work. They also confirmed that Vietnamese speaking is still dominant in practice, and largely agreed on several given suggestions to maximize generic benefits and other language learning merits produced by group work. Accordingly, the current study strongly advocates English use as much as possible in group activities performed by English majors.
Python Programming as a General Education Course: Students’ Background, Perception, and Performance
Tsung-Che Chiang, National Taiwan Normal University, TaiwanComputer programming education has received a lot of attention in recent years. In many countries, computer programming has been introduced in the official curriculum of different levels of education. This paper is an experience report on a programming course in a university in <> (hidden for double-blind review). The course is a general education course and teaches how to write Python programs for data analysis. First, the course design, including topics, schedules, teaching methods, course activities, platforms, exam tasks, and grading criteria, are described. Then, data collected from two classes, one class in the fall and spring semesters during 2018-2019, are presented and analyzed. The data were collected through one programming pre-test, several questionnaires, and students’ work (exercises, mid-term exam, and term projects). Relationship between students’ background (e.g. gender, colleges, prior experience, etc.), perception, and performance (e.g. exam scores) is studied. Based on the results, we confirm some findings in the literature and make some interesting observations: (1) genders, colleges, and prior experience have strong relationship with students’ performance; (2) the frequency of talking about programming in daily lives could be a successful predictor of students’ performance; (3) peer support could be a positive factor for learning programming. We also present students’ feedback on the course and difficulties that student would encounter during learning programming. Since most studies on non-computer-science-major programming education were conducted in western countries, this study aims to be a useful reference for teachers in Asian countries.
The Integration of Foreign Faculty in Japanese Higher Education
James Lassegard, Hosei University, JapanMichio Tajima, Nihon University, Japan
The Japanese government has in recent years been making efforts to “internationalize” its education system by promoting study abroad, and by emphasizing the teaching and learning of foreign languages, in particular English. One of the objectives of these endeavors is to raise the quality and global reputations of Japanese universities. However, despite several programs to create “Super Global Universities” and to cultivate “Global Human Resources” the results have been mixed.
One aspect of Japanese international higher education that has not received as much attention is the presence of foreign national academics, whose number is considered low when compared with other developed countries. Indeed, this indicator has been a factor positively contributing to the higher ranking of universities in other Asian countries, such as Singapore and Korea. Previous research on international faculty has examined such factors such as how well they are integrated into their work environments, with the underlying presumption that higher levels of integration contribute to overall work satisfaction and motivation toward one’s career.
The researchers in 2019 conducted a large-scale multi-item questionnaire survey of foreign faculty working in Japanese universities. This paper focuses on the quantitative data findings, and uses descriptive statistical analysis to determine the degree that foreign faculty perceive themselves integrated, valued, and supported in their work environments, and which factors most significantly impact satisfaction with working and living in Japan.
Development of Learning Modules for Enhancing Classroom Action Research Skills of Student Teachers
Suwimon Wongwanich, Chulalongkorn University, ThailandChayut Piromsombat, Chulalongkorn University, Thailand
Kanit Sriklaub, Chulalongkorn University, Thailand
A crucially important quality student teachers preferably possess in order to facilitate their own learning and career relates to classroom action research skills. This study aimed to design learning modules for enhancing classroom action research skills among student teachers. This design-based research was divided into three phases. The first phase was the development of the design principle in order to form the conceptual basis for arguments in learning modules. The second phase involved the experiment on the implementation of the learning modules on five groups of student teachers in diverse contexts. Data were collected using observation and assessment of classroom action research reports. After that, the data content was analyzed. The final phase dealt with the presentation of the new design principle by adopting lessons from the learning modules. The results were as follows. First, there were six learning modules for classroom action research, and 14 weeks of treatment adaptation. The design principle of learning modules created knowledge and skills for classroom action research as well as improving awareness, attitudes, self-awareness and research commitment. Second, the result of the experiment of the learning modules revealed that student teachers held the opinion that classroom action research was not difficult and they understood its benefits. The result of the assessment revealed that student teachers had the right knowledge and products followed the principles of classroom action research. Third, the new design principle was the interaction between students and the classroom action research activities and that consistency was necessary throughout the whole process.
Principals’ School Turnaround Strategies Under the Influence of Neoliberal Reforms in the Philippines
Alea Ann Macam, University of Waikato, New ZealandThe quality of Philippine public education has deteriorated in recent years. Despite the implementation of educational reforms such as Governance in Basic Education Act in 2001 and K-12 system in 2012, the Philippine educational system continues to have poor student achievement, high dropout rates, and high repetition rates. As a response to this, this study explored the phenomenon of school turnaround, a quick and dramatic improvement of chronically low-performing schools in a short time. This research investigated the strategies of five public elementary school principals from Lipa City, Batangas in the Philippines, who had successfully achieved school turnaround in the areas of National Achievement Test, dropout rates, and repetition rates. In doing so, it also investigated the wider political and economic forces that influence principals in their strategic responses. The findings of this study identified three strategies that the principals’ implemented to facilitate school turnaround. These include: 1) “teaching to the test”, 2) establishing community engagement, and 3) implementing “user pays” reforms to enhance financial contributions. The findings also demonstrated that the principals’ strategic decision-making to achieve school turnaround is strongly influenced by the wider neoliberal reforms in the country, such as accountability, decentralisation, and “user pays”. Finally, this thesis argued that some principals tend to reproduce these neoliberal ideologies, but, in some ways, have also responded by transforming these neoliberal agendas to benefit and enhance the outcomes of students in their schools.
The Latent Peril of Student Debt: Analysing Students’ Perception of Debt at Selected South African Universities of Technology
Gauda Johannes Maseko, Vaal University of Technology, South AfricaMerwe Oberholzer, North West University, South Africa
Susanna Levina Middelberg, North West University, South Africa
Although there is freed education for qualifying students, South African universities are still confronted with the student debt. The outstanding student accounts is mainly from students whose families earn income above the threshold or for whatever reason do not qualify for a government bursary. These students are vulnerable because they are not eligible for a government bursary, while they are not from affluent families that can afford the university fees. Consequently, universities face a challenge of unwarranted default rates and maintaining higher education accessibility. The purpose of the study was to determine students’ perspectives on debt and how they are related to family income and some other selected demographic factors. In total 1382 students at five of the six universities of technology completed a questionnaire. Exploratory factor analysis was applied to group students’ student debt perceptions into factors. Thereafter, an analysis of these factors means’ was done to determine how the perceptions of debt relate to demographics and socio-economic variables. What was found is that having debt, students are mostly: (i) concern thereof; (ii) reflecting destruction reaction; and (iii) aware of the threats of debt. In the context of South African universities, this study also revealed some risk areas, i.e. undergraduates which are more concern about debt and the threat thereof than postgraduates; students attending university for longer periods (5-6 years) are more concerned than new comers; the previous “missing-middle” group that were excluded from free education during this investigation and all students with debt are concern thereof, relatively to those not having debt. This study’s contribution towards the theory is that it confirmed that students with different socio-economic and demographic environments, and how they differently observe debt, i.e. the credit granted to them by their institutions.
To What Extent Enhancing Emotional Intelligence, Through Performing Arts, Help Global Leadership in Schools?
Namiko Holderman, Aoba-Japan International School, JapanEnabling students to understand optimal well-being can be effected through fostering a concept called "global leadership". The rapidly changing globalized world demands interdependent skills such as effective human connection and maintaining a positive relationship to facilitate decisions with others, and cultivating social relationships. At the same time, the individual must also be able to make decisions on her/his own and be able to evaluate competing ideas. This requires a suite of self-management and critical thinking skills. Research has shown that Global Leaders tend to demonstrate high Emotional Intelligence (EI); it is key to develop both independence and interdependency. EI is the disposition and ability to perceive, control, and evaluate emotions in oneself and others. Fostering EI within a school curriculum maximizes students’ well-being, creativity, critical thinking skills, and supports stronger academic outcomes. EI can effectively be taught through Performing Arts, however, the arts, especially the performing arts, are often the first to be lost to budget cuts. This paper investigates utilizing Performing Arts to foster the development of Emotional Intelligence, and student independence and interdependence. It also explores strengthening connecting other academic subjects with Performing Arts to successfully design interdisciplinary units to achieve high academic and Emotional Intelligence results.
Determining Student Perceptions and Attitudes of Non-accounting Majors Towards Accounting at the University of Technology in South Africa
Mothemba Cecilia Phohlo, Vaal University of Technology, South AfricaAs part of qualifications requirements, non-accounting students enroll for Accounting as a non-core subject. About 80% of the students enrolled had no accounting exposure. This poses an interest to investigate how they perceive the subject, to enable educators to keep the students focused and interested in the subject that they find difficulty to relate to in order to reduce the increasing failure rate and ensure that students complete their respective courses within the shortest possible time.
Research in accounting has mainly focused on accounting majors. Only limited research has sought to establish the perceptions and attitude of non-accounting majors with or without any accounting exposure before matriculation.
The study revealed that majority of the students considered the subject not to be important in their future careers. They do not understand why the subject is part of the curriculum and should be excluded, the subject is time consuming and irrelevant to their careers. They lacked confidence and enthusiasm in accounting thereby dislike the subject.
ANOVA established significant differences between students with and without accounting exposure in relation to confidence in the subject, interest, importance of the subject in their future careers and daily lives. As a result, there should be separate subject delivery for students with and without accounting exposure as the beginners in accounting need more attention as they lacked confidence and interest in the subject and have a negative attitude towards the subject.
Pathways and Barriers to Mental Health Service Utilisation by Croatia and Bosnia-born Migrants in Melbourne, Australia
Gabriella Karakas, Royal Melbourne Institute of Technology, AustraliaVal Colic-Peisker, Royal Melbourne Institute of Technology, Australia
Sharlene Nipperess, Royal Melbourne Institute of Technology, Australia
This qualitative research aims to answer fundamental and interrelated questions pertaining to mental health support access by Croatia and Bosnia-born migrants in Melbourne, Australia. Empirical data to demonstrate the current attitude towards mental health care utilisation within the selected population group was obtained, as well as educational, gender, cultural and migration trajectory differences that may effect pathways or create barriers to service utilisation. The experiences of mental health service providers, Croatia and Bosnia-born community members, and Croatia or Bosnia-born clients who have previously utilised the existing mental health services was explored through semi-structured, in-depth interviews. Thematic analysis, driven by a grounded theory approach, was used in order to analyse data. The collection and analysis of mental health data is central to moving towards equity in health, and the improvement of service utilisation through education and awareness. This research will help to promote the understanding of limitations to access of mental health support to migrant community groups, making it relevant to academics, mental health organisations, policy makers and the general public—who are increasingly concerned and aware of the importance of inclusion and mental health care accessibility. This study aims to work towards overcoming the barriers to mental health service utilisation identified by the research participants by suggesting practical, structural and systematic initiatives- particularly pertaining to the increase of mental health literacy and education- that can improve the accessibility and effectiveness of current mental health services.
Implementation of Certainty/Confidence Based Marking (CBM) in Clinical Science Units at Central Queensland University, Australia
Henrik Pallos, Central Queensland University, AustraliaIn the clinical environment, it is important to be aware of gaps in knowledge as they may contribute to clinical errors, including misdiagnosis and underdiagnosis. While multiple choice question (MCQ) based assessments have high reliability, they cannot distinguish between one who knows the answer confidently from one who has guessed their answer. Though students may have obtained the same test score, their clinical performance can vary widely.
In Certainty/Confidence Based Marking (CBM) quizzes, students are asked to rate their level of confidence in their answer. The final score is dependent on the combination of whether the answer is correct or incorrect and how confident students are in their answer. CBM allows a more accurate understanding of student performance, whether their responses are based on guessing or sound knowledge.
From 2016, the clinical science units at Central Queensland University, Australia implemented CBM as one of the formative assessments in a conditional step-wise access to summative assessments in order to improve students’ metacognitive skills. In my presentation, I will introduce CBM and its implementation in these clinical science units, the benefits and challenges.
Oral or Poster only: On the Lack of Acceptance of Virtual Presentations at Language Education Conferences
Michael Brown, Kanda University of International Studies, JapanThere are many reasons that travel, particularly air travel, to conferences may be unwanted or impossible. Such reasons include, but are not limited to, physical disability, lack of financing, political restrictions, and concerns over climate change and ecological sustainability. Nonetheless, presenting at conferences is often key to academic and research networking, disseminating one's research or innovative practices, and career progression. Thus, there is a tension between the reasons one may have for not traveling and the perception of the need to present at conferences. The option of virtual presentations could dissolve, or at least ameliorate, this tension. This presentation analyzes the acceptance of virtual presentations at more than 200 conferences in the field of English Language Teaching and adjacent fields. The proportion of conferences that permit virtual conferences is reported, and for those conferences that do permit virtual presentations, it is reported whether the format is synchronous, asynchronous, or mixed. This analysis then informs a discussion about the ethics of travel for conferences, accessibility, sustainability, and the potential of virtual presentations for conferences that do not currently permit them.
Use of QR Code System in Enhancing Teaching and Learning
Christine May Torres - Reyman, Columban College, Inc., PhilippinesJeanelle Avila, Columban College, Inc. (Barretto), Philippines
Laurabel Bacones, Columban College, Inc (Barretto), Philippines
QR Code System or Quick Response System is a two dimensional bar code system initially designed for automotive industry in Japan is now one of the most popular Universal Product Coding system used because of many applications such as product tracking, item identification, managing documents and marketing features efficiency. Today's educational system is challenged to deliver a more dynamic approach particularly with the challenge of the K to 12 Curriculum implementation that ICT integration is a necessity. It is a challenge to transform every classroom into a 21st Century set up by providing technology in the instruction and assessment. In this workshop, the proponents will demonstrate how QR Code System can be used in teaching and learning process. Initially, this concept was used in plant identification and Science trail or Science Hunt Activities. The students who were able to experience gave positive feedback. However, there are still rooms for improving the of this system such as in terms of the QR Code size, databases and QR Code generators.
A Review of the Risk and Protection Factors of Self-injurious Behavior of Adolescents
Yeonjae Jo, Dong-A University, South KoreaThe purpose of this study was to present a comprehensive review of the literature for understanding adolescents’ self-injurious behavior.
This study reviewed 47 academic articles for the understanding of conceptualization, psychological characteristics, influencing factors of self-injurious behavior among adolescents. The authors implemented an exhaustive search for peer reviewed article for last 5 years on self-injurious behaviors.
The risk factors of self-injurious behavior were nursing environment of childhood, difficulties in emotional control, negative self-image, psychological condition, psychosocial factors. The protection factors of self-injurious behavior were recognition of wounded self, goal of life, resilience, social support.
Based on the literature review, the author provides the motivation, risk and protection factors of self-injurious behaviors. In addition intervention strategies for self-injurious adolescents such as support group meeting, mindfulness program were discussed.
Adolescent Mathematics Ability Trajectories and Related Ecological Factors
Mei-Shiu Chiu, National Chengchi University, TaiwanThis study used an ecological approach to studying adolescent mathematics ability development by classifying their mathematics ability growth trajectories and examining contextual measures differentiating the identified classes. Longitudinal student and parent data were collected for Taiwanese students in Grades 7, 9, 11, and 12 (n = 4,163). Growth mixture modeling identified 4 growth classes: low-increase, middle-flat, middle-increase, and high-increase. Multivariate analysis of variance revealed that girls’ mathematics ability improved and that boys started as middle or high mathematics achievers. Moreover, mathematics ability related to socioeconomic status and academic programs, persistent parental monitoring related to desirable ability development, and student-perceived teaching quality related to student ability. High-increase students reduced their engagement in leisure activities when preparing for examinations, but they felt little mathematics frustration, whereas the opposite was true for low-increase students.
Politics, Textbooks, and the Boundary of ‘Official Knowledge’: A Case from Hong Kong’s Liberal Studies
Wenxi Wu, The Chinese University of Hong Kong, Hong KongIn Hong Kong, rifts in the political arena can have profound repercussions in education. This presentation explores such a case with Liberal Studies (LS), a core senior secondary subject in Hong Kong. Over the years, this subject has evoked debates among educators and researchers with particular references to the curriculum content about Mainland China. I trace these claims on both sides and propose to understand the complexities of the issue with a textbook-based investigation, which has not been sufficiently considered previously. Highlighting the Education Bureau’s deregulated textbook policy for LS, I use critical discourse analysis to compare how the politics and society of Mainland China are portrayed in the official learning material published by the EDB vis-à-vis commercially published textbooks. My findings have shown some significant mismatch between the EDB’s and commercial textbooks, as well as competing narratives about Mainland China in different commercial ones. These findings reflect the contradictions in the current debate on LS and politics more broadly; crucially, they also serve as counterarguments against certain existing claims from a single-party perspective. This shows how both the curriculum and the talk around it are susceptible to the sway of political climate and personal beliefs. Theoretically, this presentation seeks to advance our general understanding of the ‘official knowledge’ proposed by critical educational theorists. This is because, as my findings suggest, the major contention for LS manifests itself less in terms of the predominance of any particular group’s knowledge, but a dichotomy of ideas produced in a collective way.
The Development of Terminology Learning System for Thai Classical Dance Through Learning Management System
Jansamorn Pholboon, Songkhla Rajabhat University, ThailandMonton Pholboon, Prince of Songkla University, Thailand
Effective use of web application for self-paced learning can provide a valuable opportunity for students to make progress at a pace that is commensurate with their prior knowledge. To facilitate self-paced learning, the aim of this study was to develop the terminology learning system for Thai classical dance through Learning Management System. Based on the Randomized Solomon four-group design, the study was implemented on a group of performing art students using the purposive sampling method.
The findings of the study revealed that, to develop the terminology learning system for Thai classical dance, the researchers used web application to enhance the quality of learning system. Acting as a powerful agent, it is most associated with 1) Webboard 2) Test instruments including Pre-test and Post-test 3) Lessons comprising.
Two experimental and two control groups were involved in this study. The findings revealed that 1) after employing the learning system, the first experimental and control groups showed higher achievement results with a significance level of 0.01. As for a study period, the first experimental group completed their course within one week while the control one needed two consecutive months after completing the course. Moreover, according to the achievement scores, the second experimental group showed higher statistical results than the second control one in all aspects. With regard to quality assessment and satisfaction with learning and practice system for Thai classical dance, the findings indicated all at the highest levels.
Brokers Behind International University Admission: An Investigation on the Role of Private Admission Agents in China
Siyuan Feng, The University of Hong Kong, Hong KongInternational student mobility represents a fast-growing component of contemporary international tertiary education. Current literature has approached the research topic from diverse perspectives such as global academic movement, internationalisation of the curriculum, and campus diversity. However, the surge in international student mobility is not purely an educational phenomenon, and it also indicates a lucrative global market in exporting higher education as a merchantable service. Behind the booming market for international higher education, one phenomenon that raised the research attention in this study regards the use of private education agents in international admissions and beyond. Despite education agents' significant roles in facilitating international student mobility, insufficient research has been done in the literature to reveal the pattern and implications of education agents’ roles in the host countries. This qualitative study studied education agents’ roles in Chinese students’ admissions to international universities as well as their educational and social implications. Building on data collected through multiple qualitative methods, the study focused on education agents’ relationship with international higher education institutes and their approaches to assist students in admission. The analysis of this study also examined the implications of these characteristics have for equity and social justice within international higher education. Findings suggested that educational agents had significant influences on students' decisions in their application to international universities. The study also revealed hidden monetary connections between the agents and universities that indicated a possible conflict of interest in international higher education. The study also makes a few policy recommendations based on its findings.
How to Think as a Nurse? Helping Students to Master Nursing Education Through the Use of Animated Cases
Jaro Zlamal, Lovisenberg Diaconal University College, NorwayNursing students often struggle with organizing the necessary streams of knowledge from various subjects and skills into one coherent entity —- nursing. In addition, students perceive subjects such as anatomy as straightforward and clear, while nursing subjects often have a reputation for being unclear and confusing. At Lovisenberg Diaconal University College, we have been using animated cases in order to help students to connect the various threads of knowledge between different subjects, and in order to stimulate critical thinking and professional judgment. The use of cases in nursing education has a long tradition, however, animated cases have seldom been used. We have been using a digital animation tool* with recorded voices. Using animated cases provides each lecturer with the possibility of creating various scenarios for patients, which can be easily adjusted and adapted. Animated cases also closely resemble real-life patient situations and are subsequently reusable. The feedback from students so far has been positive and students perceive the animated cases as being helpful in connecting the varied material acquired in different subjects. Nonetheless, there are several challenges when using animated cases, which are related to writing case scripts and animating certain patient situations. *The digital animation tool described in this abstract is Vyond. The author of this abstract has not received any form of financial or non-financial support and is not associated in any way with Vyond. Example of animation: https://ldh.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=958db9e3-248e-43b8-b69f-aa6f01494b77
Insight on the Finnish Field of Learning Analytics – Applications and Ethics in Adaptive Education Models
Matias Nevaranta, Satakunta University of Applied Sciences, FinlandKatja Lempinen, Satakunta University of Applied Sciences, Finland
Erkki Kaila, University of Turku, Finland
Learning Analytics provide better means of interaction and guidance between educators and students. Through data, we can elaborate on our understanding of the way a student learns and progresses in the education environment or learning management system. Adaptive and blended learning as modern education models can further emphasize the role of learning analytics: since the teacher is no longer present physically in all (or any) learning scenarios or is partially available, the significance of data collection, analysis and reaction models have become crucial. Moreover, we can also administer pre-emptive measures to ensure continued progression by using the data in prediction models. In this presentation, we describe a learning analytics project between several Finnish universities of applied sciences. The focus is on several empirical experiments conducted in one of the participating universities. We discuss the design and the setup of the cases along with our findings on the effectiveness to student performance and motivation, and teachers and students’ perceptions of the experiments. Moreover, the ethical aspect of the experiment is observed along with limitations of the cases. We conclude by providing our lessons learned and by offering some hints and tips for other researchers, who might be conducting similar experiments later.
Teaching Students With Autism Spectrum Disorder (ASD): An E-module for Teacher Training in the Lao People’s Democratic Republic
Somchay Makesavanh, Souphanouvong University, LaosHui Min Low, Universiti Sains Malaysia, Malaysia
Lay Wah Lee, Universiti Sains Malaysia, Malaysia
Tze Peng Wong, University of Nottingham Malaysia, Malaysia
Ann Sien Sut Lee, Universiti Sains Malaysia, Malaysia
Bounthieng Vongsouangtham, Souphanouvong University, Laos
The global prevalence of autism spectrum disorder (ASD) has increased markedly in recent decades. However, many mainstream teachers are lacking knowledge and skills to teach students with Autism Spectrum Disorder (ASD) in inclusive settings, particularly in the least-developed countries. To address the issue, we designed an e-module called ‘The Story of Khamdy’, which is uploaded onto Facebook Social Learning Platform as a free online resource. A novelty of this e-module is the presentation of a story through the compilation of 160 pictures that illustrate the everyday experience of a boy with ASD called Khamdy and how his parents and teachers helped him cope with daily living challenges. The acquisition of knowledge from the story was reinforced by 100 quiz questions which were designed to facilitate knowledge recalling and retention. The generalization of knowledge was enabled by the application of CCAF model (the initials stand for context, challenge, activity, and feedback) in the design of 12 assessment questions of this e-module. In a preliminary study, the social validity and user satisfaction of this module was assessed to inform the effectiveness of this e-module as a virtual interactive e-learning application for the purpose of ASD teacher training in Lao’s People Democratic Republic, a country categorized as one of the least-developed countries by the United Nations. The social validity was assessed using the adapted Intervention Rating Profile while the user satisfaction was assessed and analysed according to Kano’s customer satisfaction model. The findings offered insights to inform future trend in teacher training using open-access online resources with proven effectiveness and sustainability.
Reasoning Skills, Content Knowledge, and Conjecturing Ability of Pre-service Mathematics Teachers
Jan Rex Osano, West Visayas State University & Paref Westbridge School, Inc., PhilippinesThis mixed-method study was conducted to find the level and relationship of conjecturing ability of pre-service mathematics teachers to their reasoning skills and content knowledge, find the predictor of conjecturing ability, identify the problems in making conjectures, and ways to cope with those difficulties. The participants of the study were 25 pre-service mathematics teachers. The data-gathering instruments were three multiple-choice tests for reasoning skills, content knowledge, and conjecturing ability. In-depth interview was conducted to determine the problems and difficulties in generating conjectures, and how to cope with these problems and difficulties encountered. After collecting quantitative data and analyzing its result, qualitative data analysis was utilized to support in detail the initial quantitative results. Results revealed that pre-service mathematics teachers has “average” level of content knowledge and conjecturing ability while “high” reasoning skills. It was found out that content knowledge and reasoning skills has significant relationship same with content knowledge and conjecturing ability. On the contrary, reasoning skills and conjecturing ability has no significant relationship. The result of linear regression analysis indicates that content knowledge was the only predictor of conjecturing ability. Pre-service mathematics teachers revealed that retention of previous lessons and their perception of geometry as a subject were the difficulties encountered in making conjectures. Also, in facing those problems, pre-service mathematics teachers used, remembering past lessons, finding pattern, and, identifying given through illustrations and visuals in geometry in order to cope with it. Moreover, an increase in pre-service mathematics teachers’ content knowledge implies an increase in their conjecturing ability.
Explaining Teachers’ Interdependency in a Primary School Through Hofstede’s Cultural Dimensions
Md Shajedur Rahman, The Open University, United KingdomAccording to existing research, teachers’ interdependency with colleagues is considered as a contributing factor for their professional development. Teachers’ interdependence and joint works are assumed as conducive to their professional learning in context. However, what promotes collaborative and interdependent environments remains an ongoing research subject. Existing research mostly considers individual and organisational level factors that contribute to or restrict interdependence. However, this current research, a doctoral study, explores the effect of wider culture on teachers’ interdependency and collaboration. The aim of this presentation is to explain how cultural factors affect teachers’ interdependency in a school using a four-dimensional cultural model developed by Geert Hofstede. This approach helps to define the cultural characteristics of the society the school is located in and their effect on teachers’ relationships. The model represents four dimensions of culture, namely: power distance, uncertainty avoidance, individualism and collectivism, and femininity vs masculinity. How these four cultural dimensions affect teachers’ relationships is the focus of this talk.
An ethnographic approach was adopted in this research. Qualitative data was collected from the interactions of twelve teachers in a rural primary school in Bangladesh. Teachers’ day to day activities were observed, their staffroom conversations were recorded, and they were interviewed for approximately two months. The extended period of data collection and a thematic analysis helped to understand the nature of teachers’ collaboration and their interdependence and the factors that affect their relationships.
Development of an Immersive Intelligent Tutoring System for Foreign Language Learning with a Maximum Student Agency
Jun Seong Choi, Kyungpook National University, South KoreaJong Hee Park, Kyungpook National University, South Korea
The student agency is a primary determinant in keeping the student interested and improving retention and applicability of learnt knowledge. We propose a student-directed, immersive Intelligent Tutoring System (ITS) for foreign language learning with a maximum student agency. This student-directed learning paradigm is realized with a pedagogy of ‘shepherding’ students beyond didactic teaching or even facilitating. We focus on constructing a realistic virtual world to provide genuine pedagogical situations staging the full student ownership of learning process. This realism in learning contexts are pursued in two aspects, the multi-layered, multi-faceted composition of the virtual world and the diversity of situations that unfold in that world. The virtual world is modeled in terms of entities and their interrelationships and layered in the Reality, which in turn is composed of the Physical and Social worlds, and on top of it, the Conceptual worlds of its inhabitants or agents. All the events underlying situations in this virtual world are designed to be not just audio-visually realistic but causally and dynamically connected with each other based on real-world rules. Those events often involve many agents with their respective epistemes. The possible epistemic discrepancy from the reality or between agents could cause as serious consequences as the real or physical problems, leading to a wide range of emergent situations, where an original event is intertwined coincidentally (still naturally) with diverse exogenous events. Our immersive ITS achieves high variability of simulated situations, still won’t overly sacrifice authoring scalability. A prototyping is underway to demonstrate our approach.
Linkage Among Education Policies, Schooling Attainment, and Employment in the Philippines
Ma. Laarni Revilla, National Graduate Institute for Policy Studies (GRIPS), JapanJonna Estudillo, National Graduate Institute for Policy Studies (GRIPS), Japan
It is by now well-known that schooling is positively correlated to the probability of being employed. Yet the linkage among education policies, schooling attainment, and the probability of being employed largely remains unexplored in developing countries. The study investigates the relationship among education reforms, schooling, and employment in the Philippines using the regression discontinuity design (RDD). RDD could address the endogeneity problem if schooling is used as independent variable in the employment function. We exploit the timing of the free and subsidized secondary education policies in 1989 to create our instrumental variable on program exposure. Specifically, those who benefited from the policies are part of the treatment group, while those who did not benefit are part of the control group. We conduct our analysis using individual-level data from the 2008 and 2011 Annual Poverty Indicators Survey. We present three main findings. First, policy beneficiaries have significantly higher educational attainment (0.17 to 0.21 more years of schooling) denoting that the programs lowered the costs of schooling borne by parents. Second, schooling has no effect on the probability of being employed. This result may be explained by certain mechanisms, which include macroeconomic shocks, lack of well-targeted education programs, low labor demand, and poor schooling quality that lowers employment probability. Lastly, among employed individuals, additional schooling leads to higher income. Hence, the benefits of free and subsidized education in the Philippines can only be realized if an individual is employed. This study recommends a holistic approach in strengthening the education-labor market linkage.
Determining Gaps Between Expectations and Reality When Studying Overseas: Graduate Diploma Students in a Private Training Establishment (PTE) in New Zealand
Syed Jamali, ICL Graduate Business School, New ZealandDayal Talukder, ICL Graduate Business School, New Zealand
The aim of this research was to explore the gap between the initial expectations of students and the reality of studying overseas. Many countries, including New Zealand, have become important destinations for international students in recent years. When deciding to study in foreign countries, students are influenced by a number of factors in destination countries including the reputation of educational institutions, living costs, fees, whether the country is easy to enter or not, the possibility of immigration, job opportunities, security and lifestyle. Therefore, this study investigates foreign students’ expectations compared with the reality of studying in New Zealand, in order to understand their views and motivations in studying in the country. Graduate diploma students from one Private Training Establishment (PTE) have been investigated as a case study. The study applied a mixed method research approach – a combination of the elements of both quantitative and qualitative analysis. A questionnaire technique was applied to collect primary data. The findings reveal that international students choose New Zealand as a destination because they believe that the country has a safe and peaceful environment, a high possibility of permanent residency after study, and a well-reputed education system. They generally experience difficulty in finding a job, which contradicts their prior expectations. They find that study is harder than in their home countries because of the language barrier, cultural differences and a different education system. They suggest that the school should provide support to help them find a job and should provide an internship programme.