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’.
Science Process Skills Test: Development and Validation
Glenn Medallon Calaguas, Pampanga State Agricultural University, PhilippinesEbanreb David, Westwood Highschool, United States
This research focused on the development and validation of a test for Grade Seven students that can used to assess and monitor acquisition and development of Science Process Skills. A framework with eight Science Process Skills, each with three sub-skills, was developed based on a review of extant literature and following the K to 12 Science Education Framework of the Philippines. The eight Science Process Skills were: (1) observing, (2) inferring, (3) measuring, (4) classifying, (5) predicting (6) conducting scientific investigations (7) interpreting data, and (8) communicating. The test development and validation process followed guidelines from the Standards for Educational and Psychological Testing of the American Educational Research Association, the American Psychological Association, and the National Council of Measurement in Education. Psychometric analysis using both classical test statistics and Item Response Theory showed that the instrument was internally consistent, reliable, and did not function differentially for male and female students.
The Decline and Fall of the Humanities and the Rise of Intolerance in American Higher Education
Denis Binder, Chapman University, United StatesThe traditional humanities, (archaeology, classical languages, modern languages, history, jurisprudence, linguistics, and philosophy), were the foundation of American higher education. Western Civilization with its roots in the Greeks and Romans formed the humanistic approach to education. The Humanities over time overlapped with the liberal arts. The two became the basis of a broad general education, exposing inquisitive students to examining the human experience with an open mind. The first major break with the Humanistic approach to higher education was The Morrill Act, the Land Grant Act of 1862, which created many of the large public universities, a condition of which was they offered agricultural and engineering programs. Recent decades has seen a shift both to professional education, such as business schools, engineering, and STEM majors, and to new courses of narrower studies in human behavior, including ethnic studies and women’s studies, accompanied by a decline in interest of Western Civilization and the Humanities. Students are concerned about employment possibilities with many majors. The decline in the Humanities reflect a decline in the reading of the classics in secondary schools. The lack exposure to the classics at formative stage results in a lack of interest in the humanities in college. It also results in a ignorance of the values of western civilization, such as individual freedom, as well as freedom of speech and expression. Humanities programs further face a funding problem at research universities because they receive few large research grants. As the programs lose students, they lose funding. Tenure track positions are shrinking. The result is that students are increasingly graduating with a lack of worldly understanding as well as an inability to engage in critical analysis and thinking.
An Analysis on the Use of Document-based Approach as an Effective Tool in Learning Social Studies
Joan Doctor, De La Salle University, PhilippinesDocument-based approach is characterized by the use of primary or secondary documents that includes an overarching investigative question that the student must answer through analysis of the documents included. The paper is an experimental study that aims to venture out a new way of teaching Social Studies by using a document-based approach to find out the effectiveness of this strategy for both students and teachers. Two outcomes were tested: student’s learning and effective teaching strategy. In obtaining the data, the researcher used One-Group Pre-Test-Post-Test-Design under pre-experimental design. One class of Grade 12 HUMSS students in STI College Novaliches were purposely selected for this research. The study was implemented over a three-day instructional period during a 60-minute block of Social Studies instruction. Two different instruments were designed to test the hypothesis and measure the effectivity of document-based approach for both students and teachers. For the students, the data were analyzed using their scores from a self-designed test under document-based approach. For the teachers, a self-designed Likert Scale was designed to evaluate the effectiveness and acceptability rate of document-based education in Senior High School students. The results of the study showed a significant difference in teaching and learning Social Studies. Thus, the use of document-based approach will be of great help to teachers and students for teaching and learning. This research will contribute in making Social Studies practical and memorable for all students.
Reading Comprehension of the Grade 8 Students in the Division of City Schools Manila Towards a Reading Enhancement Module
Marjorie Therese Chua, University of the East Manila, PhilippinesThis descriptive study was confined only at determining the levels of the students’reading comprehension ability and in designing a module to enhance students’ reading comprehension levels. The respondents were 200 Grade 8 students in four different public schools in the Division of Manila. A 30-item test composed of 3 selections having 10 questions for each representing the three levels- literal, inferential, and evaluative was administered. The test took the students 45 minutes to answer. The tests were checked and validated and the scores were tallied using the percentage distribution and weighted mean. It was found out that majority of the Grade 8 in their over-all level of reading comprehension ability was very low. Majority of the students failed in literal, inferential and evaluative comprehension. Thus, their higher level of thinking/ comprehension must be enhanced. It is then recommended that teachers should use methodologies, strategies and activities that will develop their students reading ability most particularly their higher comprehension skill. Moreover, school administrators should include in the curriculum in all grade levels the development of students’ thinking abilities by incorporating some reading materials which would interest and motivate the students. The designed module should also be used to help improve students’ higher-order thinking skills.
The Challenges of Implementing Task Based Language Approach in ESL Classes
Sally Kondos, American University in Dubai, United Arab EmiratesThis presentation introduces to the audience the outcome of a study that compares the Task-based Language Teaching (TBLT) approach and the Traditional Form-Focused approach when embedded within an Intensive English language learning programme for university students (IELP). It attempts to detect which of the two teaching approaches can be considered as both engaging and applicable for students enrolled in an Intensive English Language Programme (IELP) in one of the American universities in the Middle East. Its rationale investigates whether students acquire the target language in a communicative class that contains tasks situated within a natural context for language learning or if students require traditional form focused classes, in which the focus is primarily on grammar instruction alongside vocabulary lists. The research study attempts to compare the two approaches through its presentation of two teaching models. The first model follows a process syllabus that focuses on the negotiation of meaning (TBLT), and the second model follows a functional-notional syllabus which focuses on teaching English language forms (known as “P-P-P”); which stands for “present”, “produce” and “practice”. The study was originated to answer specific questions concerning the implementation of both Task-based language approach and traditional form focused approach in the IELP language programme in the university. The questions were as follows:
• Can the (IELP) students learn to communicate better if more TBLT exercises were applied in the language programme?
• Can (IELP) students learn the grammar points through TBLT lessons?
• Can (IELP) students achieve better if taught any language points through TBLT classes?
• Will the students in the PPP class score better than the students in the TBLT class?
• The IELP students are used to be taught the language through traditional form focused approach, how can introducing another teaching approach affect their results?
Technology in the Language Learning Classroom – Motivation or Hindrance?
Lara Promnitz-Hayashi, Juntendo University, JapanStudents born after 1984 are classified as “digital natives” and it has been argued that education practices should reflect the advances in technology and skill sets that students have as a result of growing up surrounded by such technology. Japanese people love technology, so much so that it was estimated that there were approximately 65 million smartphone users in Japan in 2018. If half of the population owns a smartphone, one could assume that younger generations would be proficient at using them in the classroom and that incorporating Mobile Assisted Language Learning into the curriculum would be seamless. However, things are never as easy as they seem. A study conducted in 2018 and 2019 at a private university in Tokyo (n=192) investigated whether students really are adept at using technology and how it affects their motivation and language learning. This presentation will present the findings of students’ background experience with technology and discuss not only the challenges students face when technology is incorporated into the language learning curriculum, but also the activities they have undertaken in class. Is technology use in the classroom a motivation tool or merely a hindrance?
Quality of Mentoring and Personal Attributes as Correlates of Professional Competencies Among Librarians of Region 10
Melody Retazo, Lourdes College, PhilippinesIt is essential for librarians to advance professionally. The professional competencies of librarians that were acquired through education and library practice may no longer be relevant for the jobs that have been changed or redesigned by technology. Thus, this study determined the association between the head librarians’ quality of mentoring and personal attributes and the librarians’ level of professional competencies. The respondents were the professional librarians in Northern Mindanao. Mixed method and standardized survey instruments were used in the study. Data were analysed using percentage, mean, Pearson’s r, t-test and Anova. The findings of the study revealed that the quality of mentoring and personal attributes of head librarians is to a great extent as assessed by the librarians which includes career advancement and psychosocial support. The librarians’ assessment of their level of professional competencies showed “high” in both their hard and soft skills. It was further disclosed that there was a significant association between the head librarians’ quality of mentoring and personal attributes and the librarians’ level of professional competencies. It is then concluded that head librarians are driven, committed, and engaged to enhance the professional competencies of the librarians. It is recommended that library administrators may consider planning, designing and implementing a mentoring program to further enhance and maintain the professional competencies of librarians.
School-to-Work Transitions: Experiences of Career Fit Among College Graduates
Liberty Ochavo, University of Saint La Salle, PhilippinesMarijoy Gaduyon, University of Saint La Salle, Philippines
Cinderella Francisco, University of Saint La Salle, Philippines
This descriptive study explored factors that significantly contribute to appropriate career fit among graduates. Using convergent parallel design, data on ability, personality and interest were generated through survey. Focus group discussion was employed to gather information among college department chairpersons and faculty representatives. In-depth interviews were conducted from the graduates and employers on expected fit of graduates in terms of ability, personality and interest. Results revealed that participants belonged to the above average level mental ability. However, personality profile showed that they obtained low scores on the ten traits measured by the temperament survey. Concerning vocational interests, results indicated that participants’ inclinations were aligned to their respective academic programs. On mental ability, personality, and interest most likely expected by employers, six themes were derived: Graduates hired for competence with basic skills; There is no one more fit than the one with experience: Importance of job experience prior to employment; Graduates with soft skills bring into the working environment a more positive perspective; Adaptability and trainability provide advantage to fit and Passion for work bring about fit. On experiences of career fit among graduates, five themes were derived: Laying the foundation: School provides the groundwork for one’s career; Exposure to the real work prepares one to fit; Fitting the mold: Realizing one’s rightful place at work; Positive experiences at work influences the perception of career fit and, Creating future career plans that align to present path is necessary to Career Fit. Recommendations for career planning are proposed based on the findings.
Academic Freedom and Self-actualization of Teachers in a Higher Education Institution
Elvenne Bate, Palompon Institute of Technology, PhilippinesAcademic freedom is very important in the performance of duties of the teachers. The study was undertaken to determine how academic freedom affects the self-actualization of the teachers of Palompon Institute of Technology and sought to find out the respondents’ level of understanding and extent of practice of academic freedom; level of self-actualization as well as the significant difference in the level of understanding and extent of practice of academic freedom when respondents are grouped according to their profile variables, significant relationship between the level of understanding on academic freedom and its extent of practice, and the significant relationship between academic freedom and self-actualization. Results of the study revealed that there is a significant difference in the level of understanding and extent of practice of academic freedom and self-actualization when respondents were grouped according to their profile variables. A significant relationship existed between the level of understanding on academic freedom and its extent of practice and that a significant relationship existed between academic freedom and self-actualization of the teachers. It was concluded that the respondents have a moderate understanding of their academic freedom and in terms of practice, they sometimes practice their academic freedom; and that the respondents demonstrated high level of self-actualization. Thus, academic freedom was noted to have association on the teachers’ teaching performance, self-expression, and self-worth.
Intelligibility of Hong Kong English: Segmental and Suprasegmental Features
Ka Long Roy Chan, The Chinese University of Hong Kong, Hong KongHong Kong English (HKE) has been investigated vastly in the recent years (Sung, 2015), while the phonetic and phonological patterns of HKE have been examined by various scholars in the past decade (Setter et al., 2010; Hansen Edwards, 2019), the intelligibility of HKE has not been researched extensively. Also, Hansen Edwards’ (2015, 2016, 2019) series of research on the language attitudes towards HKE found that HKE has been gaining a positive image among Hongkongers and has gradually emerged as a variety of legitimate form of English used by Hongkongers. The current mixed method study employed a self-designed program, which is modified from Van den Doel’s (2006) experiment on intelligibility and language attitudes, to examine the intelligibility of HKE. Using the specially designed program, the segmental and suprasegmental features of HKE which are related to the intelligibility are discovered. Eight HKE speakers’ sound clips were listened to by sixty participants from different parts of the world. Preliminary results suggest tentatively that HKE is intelligible to people all around the world regardless of their familiarity to HKE. However, the intonation of HKE is likely to bring minor hindrance to understand HKE fully. Moreover, there is a generally positive attitude towards HKE. The study is potentially useful to provide insights for the English pronunciation teaching in Hong Kong, especially on providing a modification to drift the current norm-based pronunciation teaching method to an intelligibility-focused pronunciation teaching.
The Learning Experience as “Becoming”: To Find the Otherness by the Virtual Reality
Hiroya Shimoyama, Nagoya University of Arts, JapanIn this research, we will consider education in the information society, especially the learning and arts education using media technologies from the philosophical perspective. And, the purpose of this research is to extend John Dewey’s philosophy of education by French philosopher Gilles Deleuze and Félix Guattari’s theory. We will map various theories in the “four functors” of Guattari, try to find the unknown potentiality inside/outside of us. Deleuze called this potentiality as the “virtual”, but its reality needs to be express by the recent technology. The virtual reality is not a fantasy or a fiction, it is the power that is occurred by the “active learning” as the strict critique. Therefore, first, we will focus on Deleuze’s learning theory, and it will be compared with Plato, Kant, and Dewey’s education theory. We aim to consider the otherness from inside to outside in the learning process, in the end, the otherness is the becoming that is the rhythmic “ritornello” of continuously causing from the learning experience. Second, referring to Marshall McLuhan’s experimentation in the media environment, we will show the importance to find the problem in our informational environment. Third, we focus on Dewey’s Art as Experience for arts education and clarify the need to grasp surrounding forces. The philosophical concept the “diagram” that can express the environmental forces. Finally, we will show the “self-enjoyment” which is to apprehend ecological forces for to critique oneself, and we can get out for another way to live as the “ecosophy”.
Exploring Motivations and Challenges of Ex-convicts, and the Roles of ALS in their Reintegration in the Mainstream Society
Ernie Pamor, Department of Education, PhilippinesStudies on ex-prisoner’s reintegration are mostly seen in the context of psychological, criminological, and sociological perspectives. Limited attention was given in exploring motivations and challenges of ex-convicts in the reintegration process through the lens of education. Hence, ten ex-convicts who graduated from Alternative Learning System were interviewed to examine this phenomenon and how the program supports them in the process. Thematic analysis employed to the responses of this phenomenological study revealed that family and friends, religion, and sound philosophies are four primary motivating factors. Social stigma, unemployment, family-relationship and self-control issues hinder the successful reconnecting to the community. Alternative Learning Sytem (ALS) addresses these challenges by providing the certification of learning needed for employment and skills development, renewing their self-worth and new identities as individuals, and equipping them with values and attitudes necessary in the world of work. Findings of this inquiry were argued in the context of reviewing the current educational programs in prison for a possibility of crafting relevant and inclusive prison education curriculum; designing professional development programs for ALS implementers teaching in prison cells; and laying future directions of adult learning in basic education sector.
Education, State Formation and Nation-building in Post-independence Indonesia 1945-1998
Hisan Anis Matta, University College London, United KingdomThis paper will look at state formation and nation-building efforts through the national education system in Post-Independence Indonesia. Referring to Andy Green’s education and state formation theory and utilizing ‘parallel demonstration of theory’ of comparative historical analysis methodology, this paper will argue that education and state formation theory is applicable to Indonesia. This paper aims to contribute to the literature on Southeast Asian education and comparative historical analysis of education.
After proclaiming its independence in 1945, Indonesia went through a state formation process to mold the new country to reflect its 1945 Constitution and the national motto, "Unity in Diversity". During this process, education and the subsequent establishment of the national education system played an important role as an instrumental tool utilized by the new governments to reinforce national identity and the national language. This paper will explore, compare and contrast between how the Soekarno government (1945-1967) and Soeharto government (1967-1998) used the national education system to achieve their goals. This paper will argue that both governments aimed for different goals and due to various internal and external factors utilized education differently.
The Effects of Reading-aloud on Speaking Competence
Rieko Matsuoka, Teikyo University, JapanTadashi Nakamura, Nakamura ENT Clinic, Japan
Recently, plenty of reference books on advocating reading-aloud for improving English communication competence have been published in Japan (e.g., Kano, 2013). Pedagogically plausibly, reading-aloud practice in a real site of tertiary education, positive results have been anecdotally revealed. However, it has been challenging to find the study about the rigorous effects of reading-aloud on university students’ speaking competence, while reading-aloud study on children gained an attention more than three decades ago (Anderson, et al., 1985) and more recent research on reading aloud has targeted the older population suffering from cognitive problems (e.g., Nouchi, et al., 2016), Thus, this presentation examines the ways in which the students have improved their speaking competence based on the data gained from classwork conducted in one Japanese university. On the first session the students will make one to two minute speech, which will be evaluated by 5 Likert-scale. From the second session to the seventh sessions they are required to read aloud a given passage for ten minutes a day for six weeks. On the eighth sessions, they will do the same thing on the first session. The results of 5 Likert-scale evaluation on the first and the eighth session will be compared and discussed. As one chapter on a reading-aloud practice book (Kano, 2013) states, reading-aloud may provide us with neurological benefits such as training the frontal lobe and developing the English language circuits. Feasible findings of this study may convince us to believe that reading-aloud will enhance the students’ speaking competence.
Coaching of Teams toward Leadership – Building a Cohesive Feedback Culture in Innovative Schools in Mexico and the United States
Bethesda Quintana-Manrique, The Next Step Public Charter School, United StatesIf diversity and innovation are real, so is coaching as today’s approach for creative and transformative change in education, materialized through coaching teams of students and teachers, and eventually other key stakeholders to turn from good to high-performing. The author, serving as coach to teachers and instructional coaches, has compiled qualitative records of student and teacher work, observation-based teacher feedback, and coaching conversations within the curricular work.
There is immense power in excellent teaming. Schools can now be viewed as a “huge farming place” with incalculable demand for innovative, self-accountable, self-disciplined workers, to grow their potentials in the service of humanity. Teaching, learning, and leading can no longer be done autonomously but rather through a mirror holder, a coach, who with expertise and empathy guides the growth and equipping process. Nevertheless, this partnering to be effective necessitates open collaboration.
COLLABORATION is the embodiment of concepts like We can, Our Way, Inclusion, Partnership, Excellence, Interdependence, Team learning, Boundaries, Agility, Personal Sacrifice, Learner of styles, Negotiation, and Shared goals. Collaboration is a true learning experience that can be acculturated through coaching.
Most significantly, students benefit from thoughtful feedback and coaching of teacher teams throughout their process of knowledge and life skills development. Students are inspired by their mentors when they model their own robust learning through coach-supported peer observations, kaizen sessions, and lesson studies, to enrich their repertoire. Real-world learning- using school as cultivating labs with ongoing reflective and improvement conversations- is crucial where students can collectively design and implement possibilities.
Reflection on Role Playing in English for Tourism and Travelling Classroom
Orasa Roykhaew, King Mongkut's Institute of Technology Ladkrabang, ThailandThe purpose of this research was to study English speaking skills of the students at King Mongkut's Institute of Technology Ladkrabang Bangkok Thailand who took English for Tourism and Travelling course in 2018. The objectives of the research were 1) to study English speaking skills of KMITL students through role-playing activities 2) to study students' satisfaction toward role-playing methodology in English for Tourism and Travelling. The samples were the students of faculties of engineering and agricultural technology at KMITL. They studied English for Tourism and Travelling as an elective course. The research had been done according to their interests because they would like to practice English speaking skills fluently. The materials were adapted from the websites, textbooks, newspapers, magazines and dictionaries. Statistics used in this study were percentages, means and standard deviation. The results of this research showed that students were good at English speaking and were satisfied with role-playing activities. They thought that role-playing activities would be beneficial to their future careers.
Factors Influencing the Conduction According to the King’s Science by the Case Study of Sufficiency School
Phuwadon Chulasukhont, Thepsatri Rajabhat University, ThailandPoggade Chulasukhont, Thepsatri Rajabhat University, Thailand
King Bhumibol’s science known as sufficiency economy encourages Thai citizens to live based on themselves, and all schools have been teaching their students to cultivate, learn and practice this sustainable theory. The objectives of this research were to 1) study the factors influencing the conduction according to the king’s science of the sufficiency schools under the Lop Buri Primary Educational Service Area Office and 2) create the model of success factors influencing the conduction according to the king’s science of the sufficiency schools under the Lop Buri Primary Educational Service Area Office. The research sample consisted of 321 school administrators and teachers. The research instruments were 1) a questionnaire related to the factors affecting the conduction of the theory and 2) a structured interview form. The data were analyzed by using percentage, mean, standard deviation, T-Test and One-way ANOVA. The research results showed that 1) the factors affecting the conduction according to the king’s science of the sufficiency schools was at the high level, classified by gender, school position, academic standing, working experience, working area, and school size were difference at .05 statistically significant level, and 2) the model of success factors influencing the conduction according to the king’s science of the sufficiency schools was approved by the experts and could be used as a practical guideline for schools in Lop Buri.
Importance Analysis of Mathematics and ICT Curriculum in High-school for Coding Education
Heeseon Jang, Pyeongtaek University, South KoreaThe newly revised mathematics and ICT (Information and Communications Technology) curriculum have been operating in high school since 2015 in Korea. The mathematics curriculum includes equations, sets, function, sequences, calculus, statistics, and linear algebra, and the main contents of ICT course are coding basics, flow control, modularization, data structure, sorting & search, algorithm, simulation, and physical computing. In this study, the importance analysis of each course to improve computational thinking in coding education is performed. The suitable coding educational tool (programming language) in high school is also proposed. The survey results of 645 questionnaire for teachers, programmers, and students show that the statistics course is the most important (69%), and function and sequences are next important. It is also shown that the coding basics, flow control, algorithm are the more crucial for efficient coding education rather than the physical computing, modularization and data structure. Through the significance analysis for respondent’s major, coding career, and the awareness between math and coding, it is observed that the more coding career, the more important opinions for statistics and coding basics course. Finally, the proper coding educational tool in high school is evaluated to be the C/C++ (27%), Java (17%), Python (9%) and VisualBasic (9%).
Resilience in Times of Change: Impact on Performance and Well-Being
Marilyn Thompson, University of Waterloo, CanadaChange happens to all of us in various forms; sometimes as a result of choices we make and at other times coming our way unexpectedly. The truth is, we live in a world of being constantly connected, always-on, in highly demanding work cultures. Where quickly adapting can improve our effectiveness and productivity, and being resilient can help us avoid being overwhelmed. Educators across all disciplines are experiencing extremely high levels of stress as organizations try to do more with less, further increasing employee workloads, with no end in sight. Leaders are discovering the impact of pushing themselves and their teams harder as health and well-being suffer. Since the pace and intensity of work is not likely to fade, it’s more important than ever to build resilience skills to bounce back from and to grow and thrive during challenge, change, and adversity. Resilience is not a fixed entity, something that a person is blessed with, or not. It can be nurtured and the workplace is an ideal place for people to develop personal resilience. This workshop aims to help participants tap into the skills required and is applicable for any workplace and any educator role. Participants will explore aspects of change that may be stressful for different people, the impact of that stress, and how to remain resilient in the face of uncertainty. Participants will come away with insight into the influencers of resilience, how using a change resilience framework can drive critical thinking and decision-making, and practical tools.
The Impact of Teachers’ Perceptions on the Implementation of CLIL in Higher Education in Indonesian Context
Agnes Herawati, Bina Nusantara University, IndonesiaContent and Language Integrating Learning (CLIL) is coming to its popularity across the world including Indonesia. It means teaching subject content through English with the emphasize on both content and language and creates a dual benefit of developing both language and content knowledge. Learners in CLIL classes are thus learning language skills, academic skills and subject content at the same time. This study discusses an exploration how higher education teachers implement CLIL approach to subject teaching by following 4Cs CLIL criteria. Classroom observation forms and a set of teachers’ questionnaires asking about their perceptions on the importance of English and integration of content and language are used. In addition, the teachers are asked about how to equip them when they eager to implement CLIL in their classrooms. The study reveals that most teachers claim they have implemented CLIL in their classrooms, have good perception on the importance of English and content and language integration however they are lacking-of knowledge regarding CLIL and the observation results show that they fail in implementing CLIL in their classroom and tend to implement other approach such as EMI instead. This study has shown that CLIL also has a potential with higher education Indonesian EFL learners and furthermore promotes some possibilities and suggestions to make a better CLIL implementation come true and leads to a closer achievement of students’ content and language capability.
Dimensions of Perfectionism and Self-stigma of Seeking Help Based on Filipino College Student’s Familiarity With Mental Illness
Aira Pauline Rizelle Centeno, Ateneo de Manila University, PhilippinesThis study used a mixed-methods design to understand the levels and relationship of the dimensions of perfectionism and self-stigma of seeking help based on the familiarity of Filipino college students with mental illness. 120 emerging adults, ages 18-29 years old from public and private colleges were given the Multidimensional Perfectionism Scale, Self-Stigma of Seeking Help Scale and Level of Contact Report. Students on average, have moderate levels of the dimensions of perfectionism, self-stigma of seeking help and level of familiarity with mental illness. No significant relationship was found between the variables in contrast to similar studies on high school students (Zeifman, Atkey, Young, Flett, Goldberg, & Hewitt, 2015) and university students (Thomson, 2017). In order to explain the relationship, thematic analysis was utilized to identify themes in the interviews of 10 students. Qualitative findings described that factors such as hiya, amor propio, self-concealment, mental health/illness literacy, self-compassion, previous counseling experiences, self-reliance and social support may have mediated or moderated the relationship.
Investigating the Relationship Between Metacognition and Attitude Towards Science (ATS) of 7-8th Grade Students in Schools of Uttar Pradesh, India
Nivedita Singh, University of Tsukuba, JapanThe illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn (Four-dimensional Education, Pg 145,2015). With the web of information that surrounds us now, it is vital for students' to be aware of their thinking, regulate their learning effectively, and build new knowledge. Enhancing students' metacognition could have positive effects on their attitude, helping them be lifelong self-directed learners. The first phase of the research involves finding the correlation between metacognition and attitude towards science (ATS) of 7-8th-grade students in three schools of Uttar Pradesh. The instruments used are the Test of science-related Attitudes (TOSRA) for assessing ATS and Junior Metacognitive Awareness (Jr. MAI) for assessing Metacognitive awareness. Further, in the second phase, 4-weeks action research will be conducted in one 7th grade classroom, where attempts will be made to enhance students' metacognition by incorporating metacognitive strategies in the science lessons. This will include hands-off teaching approach for 2-weeks, practising effective thinking routines in the classroom, use of metacognitive diary by the students, working as a community to improve the classroom thinking environment and use of thinking language while teaching. Classroom observations, teacher and student interviews, response to metacognitive activities, and reassessment through a questionnaire at the end of the 4-weeks will be used to investigate changes in students' attitude towards science.
A Content Analysis of Research Articles on English as a Foreign Language Learners’ English Pronunciation: 2000-2019
Pimrawee Ruengwatthakee, Sam Houston State University, United StatesThe purpose of this research study was to determine the countries, topics, samples, methods, and language features in four English as a Foreign Language (EFL) research journals: English Language Teaching, CATESOL Journal, Educational Technology & Society, and World Englishes between 2000 to 2019. The method of content analysis was utilized to investigate the abstracts and full texts from 37 scholarly articles on English pronunciation in the EFL context. Frequency counts of the findings from aforementioned academic journals were identified. The results indicated that over time the frequency of articles published on English pronunciation in the EFL context has been increasing since 2005. The majority of the past two decades were conducted in China. Research reveals that Intelligible pronunciation is the most prominently used topic and that qualitative research is the most predominantly applied method. The highest percentage of recruited participants came from undergraduate students. Additionally, English consonants and word stress were most commonly found in language features. The results illustrated general issues and trends on teaching and learning EFL learners’ English pronunciation.
Predicting Social Adjustment During the Transition from Preschool to Primary School – The Role of Children’s Media Use
Yanfang Zhou, Hiroshima University, JapanAtsushi Nanakida, Hiroshima University, Japan
Early transition from preschool to primary school is an important predictor that gives a lot of insight into the later years of formal schooling.Studies have demonstrated the importance of social adjustment for transition,ranging from childhood,adolescence and adulthood.This study aims to to examine factors that predict children's social adjustment based on children’s media use during the transition from preschool to primary school in China.Using a nationally representative stratified sample of 195 families with children aged 4-6(4-65,5-65,6-65),children's media use on 3 media devices-television, mobile phones, and computers were examined. Results from correlation analysis,linear regression analyses and “T”test indicate that:(1) The amount of time on media use was strongly associated with social adjustment during the transition;(2).The content of children’s media use varies as a function of child age and gender regarding the social adjustment.Further analysis shows that parents' intervention attitudes towards children's media use are also an indispensable factor in predicting social adjustment.Based on findings,implications for further studies and early intervention for young children`s media use strategies during the transition to primary school are discussed.
The Impact of KLESF: The Fair 2017 on the Students’ Motivation Towards Science Learning
Kiah Ju Ong, Tunghai University, TaiwanYing-Chyi Chou, Tunghai University, Taiwan
Ding-Yah Yang, Tunghai University, Taiwan
Kuala Lumpur Engineering Science Fair (KLESF: The Fair 2017) is a 3-day science fair which provided a platform for the public to expose to science. KLESF: The Fair 2017 was organized on 3 – 5th November 2017 at Malaysia. KLESF: The Fair has been conducted for four consecutive years; however, little is known about the impact of science fair on the high school students. The purpose of this study was to investigate the impact of KLESF: The Fair 2017 on the students’ motivation toward science learning and the students’ perception towards the event. A total of 360 students from three different independent high schools in Malaysia participated in the survey. The students completed a pre-test on students’ motivation toward science learning before the science fair. A post-test, identical to the pretest plus student engagement, capacity, and continuity outcome questionnaire was administered a week after the event. Results indicated that the students’ motivation towards science learning has improved significantly after the event. The students were engaged to and gained new knowledge from the science fair. KLESF: The Fair 2017 positively influenced their desire to pursue a science-related career. Science workshops, science-related games, and hands-on activities were the most favourable activities during the event. Many students commented that KLESF: The Fair 2017 was interesting, fun, attractive, enjoyable, and they can learn and remember easily the science knowledge. They had a deeper impression on the knowledge learned as they were learning by doing and experiencing.
Culture and Communication Skills Learning in an Asian Medical School
Andrew Foong, University of Tasmania, AustraliaChew-Fei Sow, International Medical University, Malaysia
Background: Communication skills are fundamental to the provision of health care. However, reports of poor communication skills persist amongst medical practitioners for various reasons, including attitudes, education, and culture. Objective: This study was aimed at exploring reasons why medical undergraduates in an Asian medical school should have challenges in learning communication skills for competent professional practice. Methods: Participants from a cohort of third-year undergraduate medical students who had completed a communications skills course were recruited to seek insights into their thoughts based on their learning experiences. Focus group interviews were undertaken to elicit the participants’ experiences and thoughts on communication skills learning. Six focus groups were set up before the saturation point was reached. Each group comprised of between six to eight participants. Results: Thematic analysis of data threw up a range of insightful thoughts from the students’ perspectives. They comprised of four themes, namely, Empowering Enablers; Enervating Inhibitors; Enabling Facilitators; and, Enabling Enhancers. They presented a range of insights into the characteristics and skills required to facilitate its learning. Conclusions: In contrast to studies which identified negative attitudes towards communication skills, the findings highlight participants’ acknowledgment that communication skills learning is problematic and its importance in professional practice. Various factors were highlighted as reasons (including, Asian specific) for challenges to the learning of communication skills and areas that education managers could take on board in their curriculum planning and delivery.
Interactive and Critical Thinking Pedagogy and Metacognitive Strategies of Teachers Towards a Comprehensive Instructional Training Program
Ritzcen Durango, St. Michael's College, PhilippinesPacita Loberanes, St. Michael's College, Philippines
Aniceto Naval, St. Michael's College, Philippines
The quality of teachers and teaching matter are undeniably among the most significant aspects affecting the learning and development of students. Hence, this study endeavors to investigate the contributions of the professional background of the teachers to their extent of utilization of interactive and critical thinking pedagogy and on the extent of employing metacognitive strategies in respective classes. Furthermore, the relationship between the extent of utilization of interactive and critical thinking pedagogy and on the extent of employing metacognitive strategies was also assessed. Fifty-seven (57) faculty members of the Basic Education Department and Higher Education Department of St. Michael’s College, Iligan City, Philippines were taken as respondents of the study. The quantitative-descriptive correlational research design was used in the conduct of the study and it utilized the Interactive and Critical Thinking Pedagogy Inventory and the Metacognitive Strategies Inventory of Calaguas (2012). Results revealed that new teachers of the institution with inclusive years of teaching around 3 years and below showed significantly higher extent of utilization of interactive and critical thinking pedagogy and metacognitive strategies. Moreover, interactive and critical pedagogy utilization of the teachers is strongly related to their metacognitive strategies. Teachers engaging their students through interactive and critical thinking pedagogy are at the same time frequently using metacognitive strategies in learning process. Thus, an instructional training program was crafted to improve the effectiveness of teachers and further help students enjoy and find meaningful learning.
Building Intercultural Capacity in a Faculty of Education
Colleen Kawalilak, University of Calgary, CanadaBetty Leask, Boston College, United States
Higher education has a crucial role in supporting all members of their work and learning community to take on important roles as culturally aware, engaged, and responsive learners, participants, facilitators, leaders, and mediators in cross/intercultural contexts, at home and abroad (Gopal, 2011). The University of Calgary (Canada) has identified as a priority, to “improve global and cross-cultural competencies within our campus communities” (International Strategy, 2013-2017). In this paper, authors focus on how this commitment is being taken up and lived, with thoughtful purpose and intention, in a Faculty of Education and opportunities and challenges experienced in advancing this agenda. Referred to as building intercultural capacity, we present a ‘case’ that details particular strategies and initiatives in our Faculty, aimed at advancing intercultural knowledge, skills, and abilities to enhance our impact on teaching and learning (formal and informal curricula), research, and engagement in the global community. We also address the critical need to work collaboratively, as faculty and professional staff, to co-create meaningful spaces in our work and learning context—spaces that are welcoming of and thoughtfully responsive to cultural differences.
Teachers’ Perceptions of the Impact of ADEC Educational Reforms on Their Self-efficacy in Al Ain Public Schools
Cherry Jean Dela Cruz Recio, United Arab Emirates University, United Arab EmiratesThe focus of this study is on the teachers’ perceptions of the impact of educational reforms on their self-efficacy. Its objective is to explore teachers’ valuable thoughts and to look deeper into their insights about educational reforms in connection to their self-efficacy in performing their jobs as educators. Teachers’ insights about reforms will help policymakers and educational leaders to pave the way to achieving the educational goals of the United Arab Emirates. As the UAE includes education as one of the six priorities of the country’s programs for development with the goal of having a first-rate education (Minister, 2017), its educational system has undergone a number of reforms through Abu Dhabi Education Council (ADEC) to produce graduates who are equipped to pursue quality higher education (AlAlili, Tabari, 2014; ADEC, 2012) because students of today's knowledge economy need to acquire new skills to have better careers and have good citizenship preparation (Wagner, 2008) to be locally and globally competitive. Exploratory mixed methods research design was used in this study having qualitative findings as the basis of the quantitative aspects of the research (Creswell & Clark, 2011). Initial data were collected through a qualitative interview technique which provided a direct interaction with teachers who freely talked about their insights, views and perceptions on the educational reforms and their self-efficacy. Data gathered from the open-ended interviews were analyzed through the use of NVIVO and the results of the qualitative analysis were utilized as the foundation to pursue the quantitative aspects of the study.
How Do You Draw a Tree? Raising Intercultural Awareness in the Language Class
Julie Marie Ross, Khalifa University, United Arab EmiratesToday’s world may be a global village, but not all of the world’s universities are. For example, while the UAE is a country that is home to people of almost 200 nationalities, many universities there serve predominantly Emirati students. Even in such a learning environment however, it is imperative that educators equip their students to be global citizens, ready and eager to interact with others outside the university gates. Since the connection between language, culture, and identity has long been known, and since being competent in a language requires understanding the culture that has defined it, the language classroom is an ideal space for fostering intercultural competence. This presentation describes an action research project in an English language class at Khalifa University in Abu Dhabi. The project investigates the effect of specifically-designed classroom activities on students’ intercultural awareness. The activities used in the project are based on a humanistic language learning approach, and draw on the principles of Gardner’s Multiple Intelligences Theory. The students are in their first year of study at the university, and are all Emirati. The aims are twofold: to raise students’ awareness of the beliefs and/or stereotypes they bring to the language class, and to help students develop sensitivities to both similarities and differences in learning another language and culture.
“Tuning” Self-assessment Rubrics: Focusing on Japanese Female Students’ Attributes
Misa Otsuka, Jissen Women's Junior College, JapanKaoru Mita, Jissen Women's Junior College, Japan
It is vital for college students to confirm their learning outcomes through self-reflection. Of various methods, rubrics are an effective formative assessment tool. Our research team has been working on an interdisciplinary study by conducting self-assessment rubrics in both the first and the last class sessions of a term. Through our study, we found that students’ academic ability and self-assessment do not always match. Rather, it is likely that some student achievers evaluate themselves as being lower than their actual status and vice versa. Asian students are said to be generally modest, and Japanese students are well-known for being the best examples of modest behavior. In addition, the results are affected to some degree not only by factors such as students’ self-esteem, ability, and ambition but also their major field of study. Accordingly, the following research questions are posited: 1. To what extent does students’ major field of study affect their self-assessment? 2. How can we decrease the influence of students’ major field of study on their self-assessment? 3. How can we manage the influence of students’ individual differences, such as underestimation due to lack of confidence and overestimation because of overconfidence or a rough attitude?
In this paper, we will present the findings from our survey in two different departments, along with the above questions. We will also propose methods for tuning or modifying rubrics based on our results.
Improving Mathematics Vocabulary Learning in the Foundation Phase
Xiaotian Han, Shanghai Normal University Tianhua College, ChinaMathematics is more than numbers. Students should be able to understand and use academic vocabulary to think about and discuss mathematical situations. However, vocabulary learning within the mathematical contexts could be very complex and challenging to students, especially for English Learners. The purpose of this study aims to present a review and synthesize literature regarding the vocabulary learning challenges of mathematics in the foundation phase. Peer-reviewed articles (N=42) are gained from Google Scholar via systematically searching key words “mathematics vocabulary” with one or more of the following terms: challenge, difficulty, error, discourse, and analysis. Lee’s (2005) study is applied as the theoretical framework. It formulated four main features of vocabulary in the mathematics contexts: same meaning words (same meanings in ordinary English and mathematics, such as discount, and total), math-specific words (technical math words, such as coefficient and linear equation), multiple-meaning words in ordinary English and mathematics (such as even and function), and multiple-meaning words within mathematics (such as base and square). This study shows a variety of challenges in mathematics vocabulary learning. Also, the study provides suggestions in learning practice and instructional strategies in order to help teachers support students to improve mathematics vocabulary learning in the foundation phase.
The Usability of iHELP: An Outreach Management System for Integrated Community Extension Services (ICES) – Adamson University
Leonard Alejandro, Adamson University, PhilippinesThis study involves development of outreach management system for Integrated Community Extension Services (ICES) of Adamson University that will computerized the process of conducting an outreach activity which covers registration of participants, creation of ID’s or name tags, generation of completion and attendance certificates. It also includes profiling feature that can monitor the number of service points rendered by a volunteer. In turn, the volunteer profile will be used as basis in generating a certificate of service points essential for faculty and employee promotion.
The system was developed using Waterfall Model as development methodology. It was tested into three (3) on-site activities; toy-making seminar, women’s month celebration, and community-based secretarial training. The developed system was evaluated using ISO 25010 Quality Model in terms of its functional suitability, performance efficiency, compatibility, usability, reliability, security, maintainability and portability. The target respondents that include ICES staff, community leaders, faculty volunteers, non-teaching personnel, and activity participants affirmed that the system was excellent and has high rating in terms of usability. The respondents also agreed that iHELP is highly adaptable in terms of economic, technical, and operational factors.
Planning for Capacity Building on Career Support of Vietnamese Technical Colleges: A Perspective of South Korea’s Official Development Assistance
HyunKyung Lee, Hankuk University of Foreign Studies, South KoreaThe purpose of this project is to provide a model for establishing a career support system for higher education institutions in Vietnam by applying and spreading the social partnership model of Vietnamese industry, government, and school. Since capacity building projects may not achieve their goals even if they complete all their individual activities, it is necessary to design and carry out projects based on the Capacity Development Results Framework (CDRF). The first stage of this project is the demand and capacity assessment which aims to carry out steps 1-3 of CDRF. After the demand and capacity assessment, the first year of the education cooperation project will be carried out in CDRF 4-7, and in the second year of the educational cooperation project, the CDRF steps 8-9 will be carried out. After the completion of the project, the researchers separately will carry out follow-up management by adding additional manpower for monitoring and evaluation. If this project can be approved by the South Korean government, an in-depth study regarding the effectiveness of Technical and Vocational Education and Training (TVET) projects in Vietnam will be conducted. The presentation includes not only analysis of current situation in Vietnam, but also specific plans for the project.
Culture as a Determinant in Students’ Acceptance of Gamified Learning
Filomachi Spathopoulou, American University of the Middle East, KuwaitNowadays, higher learning institutions in various countries across the globe are incorporating gamification in their respective curriculum so as to create learning experiences that can motivate as well as actively engage learners in learning activities that they would otherwise find boring. While incorporating gamification in higher education curriculum, it is crucial to address the differences in students’ behavior or perception due to their cultural differences. Gamification stands out as one of the effective e-learning approaches in motivating learners to actively participate in learning activities that they find uninteresting. To successfully incorporate gamification in various lectures, it is imperative for instructors and policy makers to comprehensively understand the involved students’ cultures. This is because the knowledge of the impact of culture in higher learning plays a crucial role in enabling policy makers in the education sector to develop viable approaches of incorporating gamification in the students’ learning process. Gamification is a vital tool in facilitating students’ learning process as well as the creation of viable teaching models in higher learning institutions. However, there should be a remarkable balance between the application of gamification and time management in order to ensure effective delivery of instruction to students. At the same time, a culture of dedication and focus on personal growth in relation to gamification and learning should be promoted in order to ensure students are always motivated to pursue their studies. This paper aims at providing a critical examination of the effect of culture in relation to gamification in higher learning.
Role of the Association of Caste and Class on Households’ Expenditure on Elementary Education in Uttar Pradesh, India: An Evidence
Sandeep Kumar Tiwari, Shri Mata Vaishno Devi University, IndiaPabitra Kumar Jena, Shri Mata Vaishno Devi University, India
Kirtti Ranjan Paltasingh, Shri Mata Vaishno Devi University, India
The previous studies acknowledge that educational expenditure is determined by choice of schools, tuition fees, books, stationary, coaching fee, school uniform, parent’s educational level, family income, family size and cultural & social values. This study attempts to analyze the result of some previous variables with some new variables. The study focuses on the role of caste, class (economic class), and their interactions in influencing the education expenditure with respect to localities/sector, gender and type of schools in Uttar Pradesh (UP), one of most populous state of India. This study uses secondary data from National Sample Survey Office (NSSO) 71st round (2014). This paper uses ‘Tobit regression model’ for empirical analysis. It finds inequality in elementary education expenditure existing between gender, localities/sectors, religion and also in socioeconomic interactions (caste*class). The study also finds that the interaction of lower caste (ST/SC & OBC) to subsequent classes (Q1- Below Poor Class, Q2- Poor Class, Q3- Middle Class, Q4- Upper Class) will increases the monthly expenditure (mpce-quintile) on elementary education especially in middle class and further interaction of upper caste in subsequent classes also increases the expenditure on elementary education but proportionally less than the lower caste. The study suggests to strengthen the economic structure on lower caste by providing more employment opportunities and also should try to frame a universal curriculum structure for all types of schools irrespective of management types.
The Effects of Developing Primary Teachers’ Cognitive Empathy Using Students’ Cognitive Models in Their Ability to Support Student Learning
Dicky Susanto, Calvin Institute of Technology, IndonesiaThis study examines the effects of a professional learning community program in developing primary teachers' cognitive empathy by emphasizing on understanding various cognitive models of students in their learning of mathematical concepts at the primary level. Participants consist of four primary teachers in a private school who meet on a weekly basis to discuss the different models facilitated by the researcher. Prior to the program, teachers' cognitive empathy was measures using the Interpersonal Reactivity Index (IRI) Perspective Taking sub-scale to identify their level of cognitive empathy, and their classrooms were observed to identify any effects of their cognitive empathy to their instructions, particularly their ability to support students who were struggling in their mathematical learning. As the program proceeded, these teachers' classrooms were observed, field notes were taken, and follow-up interviews were conducted after the observations. Classroom episodes of the interactions between the teachers and their students that highlight the affordances and constrains of the program in developing the teachers' cognitive empathy are reported in this paper. The study shows that the deliberate emphasis on the cognitive models of students, particularly the difficulties that students normally face, better equip the teachers to develop cognitive empathy with their students, and consequently improved the quality of the interactions with the students.
Critical Intercultural Awareness: Developing EFL Teachers’ Intercultural Teaching Skills in Indonesian Tertiary Classrooms
Andi Susilo, Western Sydney University, AustraliaPing Yang, Western Sydney University, Australia
Ruying Qi, Western Sydney University, Australia
This paper aims to investigate the development of English as a Foreign Language (EFL) teachers’ intercultural teaching skills, covering foundational awareness of interculturality, syllabus design, and facilitation skills after they complete a ten-week critical cultural awareness (CIA)-centred teaching in an Indonesian university setting. A qualitative case study was employed in the project and four Indonesian lecturers participated in it. They used ten culturally appropriate video clips in a Public Speaking unit, implementing four classroom activities: input, noticing, reflection, and verbal output. Data were generated from interviews and teachers’ reflection notes. NVivo 12 was used to code the data themes and perform content analysis. The results revealed that intercultural teaching helped assist the in-progress formation of teachers’ CIA that was subsequently transformed into their syllabus design and facilitation skills. Findings showed the participants were better able to create dynamic intercultural interactions among heterogeneous classroom members and effectively engage students in pairs or group works to discuss the socio-cultural issues embedded in the video clips. The pedagogical implications show that video-clips used as the intervention teaching materials function as culturally laden teaching tools and the communication-based intercultural learning activities enable teachers to experience meaningful intercultural encounters, especially when they scaffold in-class discussion.
A Single Case Study of a Newcomer Student’s Science Learning Experiences Taught in English for the First Time
Syahrul Amin, Texas A&M University, United StatesBugrahan Yalvac, Texas A&M University, United States
Students attending the “National Plus Schools (NPS)” in Indonesia receive education beyond the minimum requirements of the national Indonesian accreditation authorities. Both the Indonesian curriculum and international curriculum (e.g., Singapore education curriculum) are taught in tandem in the NPSs. Native Indonesian students are English language learners (ELLs) and they speak English as their second-language. Majority of the Chinese-Indonesian students at the NPSs are able to utilize English better than that of the Native Indonesian students. Chinese-Indonesians, who are also known as Tionghoas, have higher income and they often send their children to the private NPSs in the country beginning from the playgroup and/or kindergarten level. In contrast, Native Indonesian students often attend the NPSs after completing their elementary school at public schools where the medium of education in science and mathematics is not in English. Because of not learning science in English from the early elementary school years, newcomers struggle with learning science in the middle and high school levels. In this study, we explored and documented one of the Indonesian students’ science learning experiences where the medium of education was in English for the first time. We interviewed the student participant and the student’s science teacher separately. Findings indicated that the student struggled a lot in learning science and mostly received no support from the course instructor. Not only the language barrier, other factors including science content, peer-pressure, and science teacher attitudes also affected the student’s self-efficacy and interests towards learning science taught in English for the first time.
Expectations and Experiences of Inbound Exchange Students: Insights for Improving the University’s Image
Annie W.Y. Ng, The Hong Kong University of Science and Technology, Hong KongChung-Yee Lee, The Hong Kong University of Science and Technology, Hong Kong
The percentage of undergraduates on campus being international is a metric of university-specific key performance indicators in the domain of enhanced internationalization. More universities are recognizing this and trying to attract qualified inbound students. Recommendations from friends who attended the host institution and from staff in their home university are important factors for inbound students to consider when choosing a host university. Due to the significance of word-of-mouth’s impact on inbound students’ university preferences, this study thoroughly investigated their expectations and experiences of inbound exchange. All 1191 inbound students at a university in Hong Kong were invited to complete a feedback survey near the end of their exchange studies. A total of 279 students (response rate 23.4%) completed the questionnaire. The results showed that 96.8% of the respondents indicated their exchange experience to be rewarding or very rewarding; 82.1% of the respondents rated their academic experience at the host university to be good or excellent; and 74.2% of the respondents enjoyed the non-academic aspects of campus life at the host university. The effectiveness of exchange experience in facilitating cultural awareness and understanding, adaptability to changes, being open-minded, and interpersonal and self-development was high (above four on the five-point scale). However, student services navigation and diversity of catering outlets to various ethnic groups were lower than the respondents’ expectations. The findings were used for education administrators to formulate strategies in enhancing inbound student satisfaction and further boosting up the university’s image at the international level.
Divide and Conquer: Chunking as a Strategy to Enhance Select Grade 12 Students’ Paraphrasing Skills
Alce Sentones, La Salle Greenhills, PhilippinesMa. Samantha Faye G. Dumlao, La Salle GreenHills, Philippines
Phoebie Claire V. Manapat, La Salle GreenHills, Philippines
This exploratory study looks into a strategy addressing one of the main issues of academic writing. Various disciplines have incorporated the use of academic papers as a requirement in assessments. However, lack of attention is placed on paraphrasing as an essential component in applying the student’s understanding of the text which leads to poor academic composition. One of the known strategies to aid reading is chunking, the process of dividing information into manageable sections. This article used chunking as a strategy to enhance the paraphrasing skills of selected grade 12 students in a senior high school in the Philippines. Two sections involving twenty-five (25) senior high school student volunteers participated in the study. A Pretest Posttest design was utilized and the intervention indicated five steps: Chop, Organize, Review, Paraphrase, and Assess (Malamed 2012). The academic text used a paragraph having three sentences. The Paraphrasing Trait for Rubric was used in scoring and data obtained showed that at 0.05 alpha, there is a significant difference between the means of the pre-test and post-test scores. The difference seems evident since the p-value is at 0.008 and the mean difference of the scores is 0.84. Peer feedback from the students were also taken and analyzed. The study suggests that chunking may be considered an effective paraphrasing strategy. Findings and implications were also discussed.
The Use of Western Teaching Resources: Javanese Muslim EFL Teachers’ Perception and Negotiation of Cross-cultural Values in Inculcating Moral Education
Yuni Yulianti, Mait Darul Fikri Sidoarjo, IndonesiaThe implementation of moral education in Indonesian schools is perceived by EFL teachers, particularly those who teach in Muslim schools, to result in the additional responsibility and ambivalence to negotiate the cross-cultural interface between the target culture and their home culture. This study examined four Javanese Muslim EFL teachers’ perception and experience of using Western EFL teaching resources, the representational system of English that presumably entails Western cultural values, in inculcating moral education in Muslim EFL classrooms context. It also explored the teachers’ attitudes towards negotiating cross-cultural values between some values of Western culture that are embedded within some teaching resources and Muslim values. It draws on Stuart Hall’s concept of ‘the circuit of culture’ and the adversative binary of cultural relativism and cultural objectivism theories. The data in this study was elicited through semi-structured interviews which were analyzed using thematic narrative analysis. The findings elucidate that using Western teaching resources, with diverse reasons, can be both linguistically and culturally beneficial but challenging. Different attempts such as adopting critical pedagogy, developing intercultural competence, and creating local teaching materials as well as performing religious teaching were carried out by the participants to counter the values or customs that are culturally different.
Using Kahoot!: A Case Study on Game-based Learning for Undergraduate Students
Ko Wai Tang, The Open University of Hong Kong, Hong KongIn traditional mass lecture class, there is limited interaction between students and teachers. To improve the interaction and motivate students to learn, a free game based digital tool – Kahoot! is proposed. It is a game-based student response system, teachers can create, edit or share quizzes on Kahoot! community. With the use of Kahoot! report, it is easy for teachers to keep track of the student performance even for a mass lecture class. Based on the previous studies on game-based learning, this paper aims at exploring the use of Kahoot! game as a learning tool in mass lecture. A questionnaire survey was employed in this study. It was organized in four sections: (1) student interest; (2) Activity and Motivation; (3) Ease of use; and (4) Knowledge transfer. The study included a group of third year undergraduate students majoring in early childhood education. Data were collected on the last week of Spring 2019 semester. The results indicated that Kahoot! was useful for improving student-teacher interaction in mass lecture. In addition, most of the participant agreed that Kahoot! could motivate them to learn the subject content and reduced their learning anxiety. It provides a more interactive and fun environment in a mass lecture setting.
Voicing the Needs of a Growing Diversity: Provision and Practice of Learning Support for Ethnic Minority Children
Michi Saki, Doshisha Women's College of Liberal Arts, JapanThis research project aims to examine the current situation of the provision and practice of additional Japanese learning support for ethnic minority school children aged between 6 to 12 years of age currently enrolled in public elementary schools in a city located in the Kansai region of Japan. The research design for this study follows a qualitative approach being exploratory, descriptive and predictive in nature. The researcher preferred to gather experimental data rather than statistics or measurements, in an attempt to examine phenomena that impact the lives of individuals and groups of a particular cultural and social context. She placed a considerable amount of value on the understanding of the individual voices and experiences of forty-two participants. Individual interviews (40 to 50 minutes in length) were conducted with participants ranging from ethnic minority families, public school educators, Japanese language teachers and support volunteers. In analyzing the content of the interviews, common themes such as `insufficient services for language support`, `school community’s lack of awareness`, `lack of experience and expertise and resources to meet the needs of ethnic minority children` were discovered. The findings from the interviews have proved to reaffirm that while there may be ample systems and policies in place at some public elementary schools, it may be argued that there is insufficiency in the current quantity and quality of additional Japanese learning support in schools throughout the city.
Marketing Management Students’ Foreign Language Anxiety in ESP Class: Why is Student’s Silence Worth Investigating?
Jatrifia Ongga Sinatrya, State Polytechnic of Malang, IndonesiaUyun Nishar, State Polytechnic of Malang, Indonesia
Having completed 3 semesters of ESP (English for Specific Purpose) course with varied objectives and expected outcomes, Marketing Management students of State Polytechnic of Malang are to take a compulsory module focusing on the implementation of English in real-work context such as for delivering a presentation in their 7th semester. This study makes reference to Horwitz et al.’s study (1986) and uses the Foreign Language Classroom Anxiety Scale (FLCAS) which has become the standard measurement of anxiety (Horwitz, 2010). The aim of this paper is to investigate whether Marketing Management Students’ have Foreign Language Anxiety especially in ESP class and if so, identify what kinds of anxiety they experience. In order to obtain the data, a questionnaire following Horwitz’s protocol was distributed to the Marketing Managements Students attending ESP course in their 7th semester. Based on the learning objective, we want to know if a speaking task like delivering presentation will make the students anxious and furthermore examines the causes underlying this anxiety. The results indicate that some students have a considerably high level of anxiety with several factors predominantly cause more severe anxiety than the others.
Science Program in Selected Public Elementary Schools: A Formative Evaluation
Eileen Bernardo, Isabela State University, PhilippinesThe implementation of the K to 12 curriculum in the Philippines started in 2012. While the program began with Grade 1 and Grade 7 students, the succeeding levels were introduced as these students get promoted to the next grade levels in the following school year. During the school year 2011-12, Republic Act 10157 or the Kindergarten Education Act was implemented. The Act institutionalized the inclusion of kindergarten education in the basic education system. Republic Act 10533, also known as the Enhanced Basic Education Act of 2013, enabled the implementation of the K to 12. This study aimed at conducting formative evaluation of the implementation of K to 12 Science Program of public elementary schools in Cabagan District, Cabagan, Isabela, Philippines for the first semester of school year, 2019-2020. The respondents of the study were teachers and administrators from twelve (12) randomly selected public elementary schools in Cabagan district. The study used quantitative and qualitative designs of research. Survey questionnaire and interview guide were used to gather data. This paper presents the teachers’ competencies and pedagogical practices in teaching science. It also presents common problems encountered by teachers and administrators in the implementation of the program, and the degree of seriousness of these problems.
Professionalization of Secondary Mathematics Teachers in the Philippines: Policy Implications
Nilda Aggabao, Isabela State University, PhilippinesThis is a policy oriented study relative to the assessment of the performance of Teacher Education Institutions (TEIs) and their capability to produce quality secondary math teachers based on the results of the Licensure Examination for Teachers (LET) over the six years 2003-2008. The congruence between what the Commission on Higher Education (CHED) is planning and what the TEIs are actually delivering in terms of curricular content and policies on faculty, student admission and retention was also sought. Results showed that the increase in the number of institutions producing prospective teachers of which majority exhibit poor capability of producing licensed teachers resulted to glut of unlicensed teachers. There is a shortage of licensed secondary mathematics teachers who are Bachelor of Secondary Education (BSEd) graduates. The different TEIs have their own philosophies in preparing both the mathematical and pedagogical content knowledge and skills among their students as manifested in their planning and designing of the curriculum. The capability of TEIs to produce more LET passers does not necessarily mean very strict compliance with the standard CHED requirements in terms of the implementation of BSEd curriculum.
Preferred Learning and Teaching Styles in Filipino-8: Basis for Developing Learning Modules
Ray Mon F. Pereyra, Eusebio High School, PhilippinesThis study aimed to determine the preferred learning and teaching styles in Filipino of Grade 8 students and teachers of Eusebio High School, Division of Pasig City during first quarter of school year 2017-2018. More specifically, it sought answers to the following questions: 1. What are the preferred learning styles of the student respondents in Filipino as perceived by the students themselves? 2. What are the teaching styles of the teachers in their Filipino subjects as perceived by the teachers themselves? 3. Is there a significant difference between the preferred learning styles of the students and the teachers’ teaching styles in Filipino 8.4. What learning modules could be developed based on the results of the study? The descriptive method of research was used with the survey questionnaire as the data gathering instrument. The respondents were composed of five Filipino teachers and 365 Grade 8 students from Eusebio High School, Division of Pasig City. The hypotheses that was pursued is, “There is no significant difference between the students learning styles and the teachers’ teaching styles in Filipino. The statistical tools used to treat the data were the percentage, ranking, weighted mean and t-test. The salient findings of the study are the following: 1. The students’ learning styles in Filipino are the following: rank 1- Bodily Kinesthetic; rank 2 – Interpersonal; rank 3 – Musical/Rhythmic; rank 4 Logical/Mathematical; rank 5 – Verbal/Linguistic; rank 6 – Naturalist; rank 7.5 – Visual/Spatial and Intrapersonal and rank 9; Existentialist
In the Trenches: A Teacher-voice Perspective on Data-driven Decision Making
Cynthia Raffe, University of New South Wales, AustraliaTony Loughland, University of New South Wales, Australia
Education systems worldwide have been encouraging data use initiatives with the aim of improving student learning through data-driven decision making (DDDM) (Means, Chen, DeBarger & Padilla, 2011). Despite this, the adoption of DDDM practices by Australian classroom teachers has been slow. To examine the underlying factors attributing to this, the study views the school as an organisation and adopts a change management framework (Lewin, 1947). Here, it is argued that investigating the current status quo is imperative for any change initiative to gain momentum and adoption. Thus, this study looked at the extent to which teachers in Australia are adopting DDDM practices, specifically their processes and opinions on collecting and analysing student assessment data. This was done via thematic analysis of individual semi-structured interviews with eighteen teachers. Findings showed that teachers are adopting the terminology synonymous with DDDM literature to talk about their informal data use practices. However, most participants were not following literature-recommended DDDM processes and instead were collecting student data for reporting purposes, leading to a shared belief that data systems were used for teacher-monitoring rather than enhancing their own capabilities. This was attributed by the participants to several factors, including how data use was introduced and supported within the school, as well as time, culture, leadership, and training. The presentation will detail why change has not yet occurred, what the major influences appear to be, and how incorporating teacher-voice into the research process can foster fit-for-purpose change initiatives that promote data use in the classroom.
The Direction That Teaching With English as the Medium of Instruction (TEMI) is Taking in East Asia: Consolidation or Retreat?
Stuart Perrin, Xian Jiaotong - Liverpool University, ChinaMarkus Davis, Xian Jiatong - Liverpool University, China
In this paper we will argue that whilst great strides have been taken over the past decade in the respect for, understanding of and implementation of English Medium Instruction (EMI) universities and degree programmes across the region, in more recent years there seems to have been a retreat from the application of principled EMI teaching and training that suggests a surrendering to the norms of traditional L1 delivery. We will argue that this is a result of initial overreach and a deep misunderstanding of what the implications of EMI delivery are, especially in terms of resources, organization and teacher knowledge, amongst other things, to an institution that truly wants to establish real Teaching in EMI (TEMI) programmes. Changes have been called for too fast and too widely without a true understanding of what TEMI actually is. TEMI training courses have been developed, particularly in China, but instead of leading to change, advancement and improvements in TEMI delivery, they have led to opposition and retrenchment of traditional teaching patterns. In addition managers often appoint themselves as experts in teaching in English pedagogy, purely because they can communicate in English, often with less than ideal results. This paper argues that this means we have entered a period of retreat from change into one of consolidating the type of teaching methods and materials that have long been in use, but repackaged deceptively as being TEMI, international and even student-centred. We argue that it is high time our industry reflected honestly upon this trend.
The Emergency Preparedness and the Use of National Media for the Indonesian Caregivers in Japan
Daisuke Yamashita, Universitas Pendidikan Indonesia, IndonesiaMohammad Ali, Universitas Pendidikan Indonesia, Indonesia
Since 2015, utilizing the EPA (the Economic Partnership Agreement) between the Indonesian and the Japanese governments, the author has provided support for Indonesian nurses and nursing graduates to work abroad in Japan. This research examines their emergency preparedness and the use of national media in natural disasters.
As a baseline inquiry, a set of questionnaires on the current nursing students has been taken place in Indonesia, and it illustrates their use of national media for disasters. On top of the result, the Indonesian caregivers in Japan has been interviewed for investigating their crisis communication plans, as well as disaster situational awareness and response. The data gained from the semi-structured interviews has been reviewed by the America’s CERC (Crisis and Emergency Risk Communication) Manual, which has been developed by the CDC (Centers for Disease Control and Prevention), in relationship to sustainability education, and discuss the illuminated issues. This research revealed that the year-long EPA training sessions before working as caregivers in Japan have not provided the nursing graduates any information on how to use the media against disasters; even though the country has plenty of them. It suggests that currently, community engagements for each nursing home seems to be the best way to provide life-saving information in crisis. However, their pre-work training sessions must include at least some lessons so that every candidate learns how to deal with the emergency management with the information from the media – like everyone else does in Japan.
A Review of the Active Learning Curriculum in Management Accounting Using the Felder and Soloman’s Index of Learning Styles (ILS)
Suay Peng Wong, Singapore Management University, SingaporeAngela Koh, Singapore Management University, Singapore
The study examines the effectiveness of active learning in Management Accounting (MA) in Singapore Management University (SMU). The aims of the paper are to determine student learning styles through the Felder and Soloman’s Index of Learning Styles (ILS) instrument, if there is correlation with demographics and whether activities found effective matched learning preferences. Findings from the ILS instrument established a slight preference for Sensing and Visual learning styles. Findings from the second questionnaire concluded that the active learning curriculum comprising diverse activities succeeded in supporting formative learning. The results present a case for the active learning curriculum and fine-tuning certain teaching and learning components.
The Ecological Influences on Professional Development (PD) Experiences of Early Career Vietnamese EFL Lecturers
Nga Huynh Hong Ngo, Victoria University of Wellington, New ZealandThis study investigates how ecological contexts affect EFL lecturers’ PD experiences drawing on Bronfenbrenner’s (1979) ecological systems theory. Following a phenomenological approach, semi-structured interviews and document analysis were employed to explore how EFL lecturers experienced the phenomenon of PD. Participants included twelve Vietnamese EFL lecturers and four academic managers. National and institutional documents were analysed to enable a better insight into the lived PD experiences of the participants. This paper presents the findings on how individual, institutional, national, and global factors have influenced the PD experiences of early career EFL lecturers in a Vietnamese university.
English Language Students’ Perceptions of Interchanged Application of Face-to-Face and Synchronous Virtual Classrooms
Phanupong Thumnong, Khon Kaen University, ThailandRecent research has suggested that synchronous virtual classrooms can equally or, in some cases, better enhance students’ learning experience compared to the traditional face-to-face instruction. However, little has been explored within the circumstances where both of the instructional modes are applied to the same group of students. This study thus investigates students’ perceptions of interchanged application of synchronous virtual classrooms via the software Zoom and the face-to-face instruction in an English Pronunciation course. The data was collected by semi-structured individual interviews with 10 university students. The qualitative content analysis using coding schemes adopted from Community of Inquiry (CoI) framework was conducted. The findings were discussed with the aim of answering the query whether the two instructional modes can be interchangeable when student’s perceptions are taken into account.
Stories of Diaspora of Overseas Filipino Workers in Singapore: A Management Perspective
Leandro Loyola, De La Salle University, PhilippinesMariano de Los Santos, Colegio de San Juan de Letran Calamba, Philippines
This qualitative study focused on the documentation and analysis of the narratives on the diaspora stories of the overseas Filipino workers in Singapore in the contexts of their fear, opportunities, and management initiatives, viewed through management perspectives. The Filipino diaspora has gone global having overseas Filipino workers (OFWs) present in all parts of the world. Push factors motivated many Filipinos to seek better job opportunities in developed countries such as Singapore since it offers higher salaries. However, the length of stay for work in the said country is limited by the working pass. Using narrative inquiry as a research design, data were collected through face-to-face interview with the OFW storytellers working in Singapore for five years and more under working pass. Results were then inferred with the functions of management to surface the management perspectives. The narratives revealed that the storytellers were motivated by better quality of life and higher salary. They fear the unknown and uncertainties on their return home. For the opportunities, storytellers consider putting businesses. For management initiatives, they revealed that companies provide skills development programs that could help them. The narratives surfaced plausible inferences on the planning, leading, organizing, and controlling functions of management. The findings and discussions highlighted the importance of education as a means to equip the OFWs with the necessary skills and knowledge as they prepare for their return home. It reflected the value of education being integral to their personal and professional growth. They appreciate the initiative of their employers of providing opportunities for learning as they aspire to improve their lives.
The Professional Identity of Early Childhood Teachers in Hong Kong: Perceptions of Pre-service Early Childhood Teachers
Jessie Ming Sin Wong, The Open University of Hong Kong, Hong KongA long-neglected sector in education, early childhood education (ECE) in Hong Kong has generated much attention in recent years following the heavy promotion of the government as it lays the foundation for lifelong learning and all-round development. Since teachers are viewed as the main determinants of quality ECE, early childhood teacher training programs are sprouting up across the region. How do pre-service ECE teachers perceive and describe the professional identity of ECE teachers in Hong Kong against the current policy environment? As a part of a larger project sponsored by the Research Grants Council of Hong Kong, this study explored the views of 175 pre-service ECE teachers from 7 teacher training institutions in Hong Kong using self-administered, open-ended survey questionnaires. The results revealed that while pre-service ECE teachers generally described the role of early childhood teachers in positive terms, many presented a pessimistic view on the prospect of the profession. In particular, even though most of them perceived early childhood teachers as professionals, they believed the general society thought otherwise. Such a feeling was reported by pre-service teachers across all 7 institutions and different years of study. Implications for policy and teacher training will be discussed.
Applying the Block Model Approach in Teaching Mathematics in the Philippine Classroom
Ronald Lucasia, Rizal High School, PhilippinesDaisy Dolor, Rizal High School, Philippines
The teaching of Mathematics involves problem solving skills in which proved to be difficult on the part of the students due to misrepresentation of the word problems. This problem is associated to the low performance in Mathematics of Filipino students both in local and international assessments. This paper addresses the problem solving skills of Filipino Grade Seven students employing the Block Model Approach which is based on concrete - representation – abstract principle of teaching Mathematics. In this quasi-experimental study, two Grade Seven sections participated in a three week trial of the method. Comparing pretest and posttest scores showed both groups, Non- Block Model Approach and Block Model Approach groups gained an improved performance in Mathematics. The test of significance showed that the Block Model Approach provides better results. In addition, the learning gain of the experimental group under the Block Model group was higher than the mean learning gain of the control group. This study concludes that drawing a bar to make a model assists Grade seven students to solve word problems. It is recommended for the public basic education teachers to consider the Block Model in their lessons to improve the mathematical ability of the Filipino learners.
Teaching Healthy Lifestyle in the Higher Education in Hong Kong: Report and Reflection
Amy Wai Sum Lee, Hong Kong Baptist University, Hong KongSince the major curriculum reform in 2012, most of the university curriculum in Hong Kong has extended by one year, and this offers good opportunities to provide a programme of General Education for students despite their chosen major disciplines. The compulsory general education programme is seen to be an important component in the nurturing of the young adults as responsible members of the society, as well as equipping them with necessary knowledge and skills for lifelong learning. The actual course contents of individual universities differ, but the common core areas cover general knowledge within the arts, the social and natural sciences, and courses that train students’ mind and body. The presenter’s university has a General Education programme that offers courses designed and taught by individual academic departments, falling within the prescribed categories of courses. This presentation is a sharing of the experience of teaching a General Education course to students of all disciplines in the category of healthy lifestyle. The presenter comes from a Humanities department, and this sharing will highlight issues of course design, coursework requirement, choice of teaching materials and learning activities. The presentation will reflect on the issues mentioned in the context of higher education in Hong Kong, which has an interestingly mixed cultural identity; and a majority of Chinese population with an exposure to global cultures. It is hoped that the report and reflection can invite feedback on course design in similar situations.
Preliminary Experimental Investigation of Computer Assisted Pronunciation Training of Speaking Putonghua for Undergraduate Students in Hong Kong
Man Fong Lam, The Open University of Hong Kong, Hong KongStudies have suggested that the traditional classroom instruction is difficult to meet the needs of the teachers and learners and computer-assisted language learning has potential benefits which are immensely promising and is effective in enhancing learners’ motivation in improving pronunciation. In recent years, Hong Kong universities have developed a lot of multimedia-rich internet platforms to support Putonghua learning. Nevertheless, the empirical study of such learning resources has not been reviewed and documented. This paper reports the findings of a study, for the first time, conducted on the application of computer-assisted pronunciation training on speaking proficiency of Putonghua based on 20 undergraduate students from a university of Hong Kong. The mail goals of the present study are: (1) to examine the Putonghua proficiency such as pronunciation, sentence fluency; (2) to evaluate the effectiveness of using CAPT to improve pronunciation and fluency of Putonghua. By adopting the teaching theory of “Audio-lingual Method”, participants completed a six-month online course in a learning platform that provides Automatic Speech Recognition systems for real-time visual feedback and automatic diagnosis of pronunciation errors. Preliminary experimental results show that: (1) performance of pronunciation is better than fluency; (2) the speaking proficiency of the participants was significantly improved, especially in terms of fluency. The results of this study have some intriguing implications to Putonghua learning strategies and pedagogy for teachers and learners by providing empirical evidence in computer-assisted pronunciation teaching to students in Hong Kong.
Underrepresentation of Black Teachers in United States Public School Systems: Black Teachers Serving as Role Models for Black Children
Queen Ogbomo, Tennessee Technological University, United StatesChildren from ethnic minority homes are projected to be in the majority in the public schools by 2022 (William & Bailey, 2018, NCES). This paper resulted from my lived experience as a black teacher and my observation of the low representation of African American teachers within the public school systems where I taught in two different Midwestern States in the US. The limited presence of minority teachers has continued to be a challenge for most American public schools. The case being made here, is the need to employ more African American teachers who can serve as mentors for African American children. While the need to diversify the teaching, workforce has received some attention from scholars, much consideration has not been paid to the ways in which the presence of black teachers can contribute to the improvement of the educational performance of African American children as well as other minority children whose parents are recent migrants to the United States. To address this gap in the literature, this paper argues for the imperative of black teachers who will serve as role models thereby creating a positive learning environment for black children. This is not to undermine the fact that there are many white teachers who have dedicated their careers to educating children of all races; rather the point being emphasized is how the increase in the number of black teachers can positively affect the performance of African American children many of who normally rank among the lowest performers in the public schools.
Implementing Mindful Learning Intervention to Enhance Creativity
Yu-chu Yeh, National Chengchi University, TaiwanYun-Fan Chen, National Chengchi University, Taiwan
Chih-Yen Chang, National Chengchi University, Taiwan
Yu-Shan Ting, National Chengchi University, Taiwan
This study aimed at employing technology-based interventions in daily life to investigate the relationship between mindful learning and creativity. One hundred and forty-nine college students participated in the experimental instruction and they were randomly assigned to a control group or the experimental groups. All participate took the pretest and the posttest within a week. The control group (G1) did not receive any intervention during the experimental period, whereas the experimental groups were requested to use their smart phones to take 2 photos each day (with 4 days in total) and upload them to a designated website. Experimental group 1 (G2) took photos at their preference without sharing them on a designated website; Experimental group 2 (G3) took photos at their preference and shared them on the website; Experimental group 3 (G4) took photos of different categories and shared them on the website. The instruments included the AMD-CL. The results showed that G3 and G4 outperformed G2 on the improvement of creativity. In addition, those with more positive attitudes toward using mobile devices on creativity learning had better improvement in creativity performance. The findings of this study suggest that technology-oriented mindful learning interventions, which can be practiced in daily life, contribute to the cultivation of creativity.
I am Grateful of Being a Teacher: Voices from Elementary Educators
Airin Saleh, Universitas Indonesia, IndonesiaE. Kristi Poerwandari, Universitas Indonesia, Indonesia
Farida Yusuf, Universitas Indonesia, Indonesia
This study aims to identify the various domains of teacher wellbeing, from elementary school teachers in Indonesia based on a qualitative approach with grounded theory. Data collected through open questions from 209 teachers and semi-structured interviews from 8 teachers from four cities in Indonesia. By using thematic analysis, results showed that teachers in Indonesia are very satisfied with their lives as a teacher and consider wellbeing important for a teacher in their work. Relational and professional factors are the themes that frequently cited as support to teacher wellbeing. Results also found that there were general and unique things that were the domains of teacher wellbeing in the western and eastern regions of Indonesia.
Teachers’ Innovative Behavior: The Importance of Learning Goal Orientation, Work Environment Support, and Professional Education
Stephanie Yuanita Indrasari, Universitas Indonesia, IndonesiaLucia RM Royanto, Universitas Indonesia, Indonesia
Satwika Parama Nandini, Universitas Indonesia, Indonesia
Teachers need to demonstrate innovative behavior to support high-quality education. It also helps to ensure students to have adequate role models to prepare them for their highly competitive and innovative-demanding future. In order to realize this, factors that precede teachers’ innovative behavior need to be fostered well, from the individual, environmental, and demographic factors. This study examined whether one variable from every three aforementioned categories; i.e. learning goal orientation (individual), work environment support (environment), and professional education (demographic), together predict teachers’ innovative behavior and its dimensions. Participants from 29 schools in Jakarta, Bogor, Depok, and Bekasi filled out a set of questionnaires of Innovative Work Behavior (to assess teachers’ innovative behavior), Goal Orientation (to assess learning goal orientation), Colleague and Supervisor Support (to assess work environment support), and demographical data. Data analysis using multiple regression from 234 elementary school teachers showed that the combination of all three predictor variables significantly predicts teachers’ innovative behavior in idea generation and idea promotion dimensions. Overall teachers’ innovative behavior and other dimensions were also significantly predicted by the model, but only one or two out of three variables were found significant. Implications of these findings are discussed further.
Exploring Filipino Kindergarten Children’s Concepts of the Environment: A Study of Drawings
Geri Mae Tolentino, Southern Luzon State University, PhilippinesThe success of Environmental Education (EE) is based on how the curriculum helps students develop the “right” relationship with the environment. EE scholars reveal that environmental problems arise not because EE approaches have failed but because people connect with the environment differently. Hence, educators should understand students’ views of the environment before formulating environmental science lessons.
Children should be taught to view themselves as part of the environment at the early childhood stage because, during these years, they develop their basic values, attitudes, and habits. However, young children do not always have the words to describe what they see, think, or feel. Thus, drawings and interviews were used to elicit children’s environmental concepts. Thirty-five drawings and transcribed interviews of kindergarten pupils from a public school class in Calauan, an agro-industrial municipality south of Manila experiencing some environmental problems, were analyzed.
Results show that the children see the “environment” as an area composed of more natural elements than built or human elements. Common in the drawings is the presence of weather elements. Only less than half have humans in their drawings, indicating that they see humans as separate from the environment. Through the drawings and interviews, it was found that the role of past experiences is vital in children’s conceptions of the environment. Moreover, some drawings have evidence of misconceptions of their environment, specifically the presence of day time and night time elements in one drawing and the existence of “foreign” fruit in the locality.
The Effect of In-class Educational Group Game (EGG) in Students’ Motivation and Academic Achievement for Pharmaceutical Science Student
Annie Ng, Nanyang Polytechnic, SingaporeRou Shen Liew, Nanyang Polytechnic, Singapore
Chee Wee Phoon, Nanyang Polytechnic, Singapore
In-class Educational Group Game (EGG) defines as a face-to-face educational game played in the classroom which aims to motivate the students to learn through interaction and collaboration with peers. Many teachers used EGG to facilitate their teaching, however, most of the researches were either case-study or only focused on the students’ perception of the EGG. Besides, not many were conducted in tertiary institution. To answer these research gaps, this study aimed to research on the effectiveness of the in-class EGG in students’ learning motivation and academic achievement in a quasi-experimental method in tertiary setting. The participants were the Year 1 and Year 2 Pharmaceutical Science students in Nanyang Polytechnic. For Year 1 students (n=88), the combination of worksheet and EGG (Guess the term) approach significantly improved students’ scores by 8.2%. The improvement is greater than the worksheet-alone approach by 2.1%. The other EGG “The Game of Truth” which was conducted in Year 2 students (n=54), demonstrated a significant improvement by 26.3% when it is used alone or complemented with worksheet. The improvement is also better than the worksheet-only approach. Paired Sample T-test was conducted on the questionnaire data to compare the difference between the motivation of students towards EGG and worksheet. Students in both years demonstrated a significant increase of interest and perceive choice towards EGG compare with worksheet. The result offered some possible reasons of the significant improvement in academic performance with the use of EGG. In conclusion, the EGG provides an affective learning environment for students to learn.
Online Professional Practice Programme
T. Hui Teo, Singapore University of Technology and Design, SingaporeSafety is the most important element in all daily activities related to personal, work, public and environment. It is an essential topic to be taught in all disciplines in tertiary education before the graduate start serving the society. In engineering courses, the safety is not only a design consideration, but also should be bounded by ethics. However, safety lesson is often only a single introductory level course in most of the university which must be offered to all students as a graduation requirement under architecture and engineering accreditation framework. It is not effective with merely a single course, but it is also not efficient to have too many courses as a large faculty pool is required to teach all the students at different level. This work proposed and implemented a professional practice programme to teach and train the students in Ethics, Safety, Environment and Sustainability which also covers health, regulation, law etc. The program has been carried out to two batches of students.
The Performative Teaching Inventory: Instrument Development and Estimates of Reliability and Validity
Ritzcen Durango, St. Michael's College, PhilippinesAniceto Naval, St. Michael's College, Philippines
Engaged pedagogy through perfomative teaching emanates from a teaching philosophy that recognizes the importance of making teaching and learning processes into reality by actively engaging students. This study ascertained to develop and validate an instrument that measures performative teaching techniques. A review of relevant and recent literature on teaching practices was done which led to the writing of the items in the instrument evaluated by subject matter experts (SMEs). A total 100 teachers participated in the initial test administration. The adequacy indicator of the sample ΚΜΟ=0.868 indicates that the sample data were enough for Exploratory Factor Analysis (EFA) through Principal Component Analysis (PCA) of extracting factor loadings based from the eigenvalue greater than 1. Results yielded valid items and extracted four (4) factor loadings of .511 to .830 while Cronbach’s Alpha indicates that the instrument is internally consistent. The development of the final instrument was based on the results of the evaluation of the instrument’s reliability and validity. For purposes of recognition, the instrument was named “Performative Teaching Inventory for Teachers ( PTI ).”
Prediction of Success in Online Study: Testing, Evaluation, and Interpreting Data
Anna Toom, Touro College & University System, United StatesDistance online education has already proven to be a viable alternative to traditional education. However, the task of raising informationally competent and easily adapting to a new learning environment specialist is still far from completion. The purpose of this work is to create a method that allows in the first days of the semester to predict the students’ difficulties that may arise during their further learning in an online course. This method is based on the idea that each of five basic components of education - administrative, academic, technological, communicative, and personal - can be a “risk area” resulting in the student’s low academic performance and failure.
In our study, a computer-based survey was conducted with 108 graduate students enrolled in the author’s online courses. Students read a brochure which include a description of situations typical of online education and corresponding correct (leading to success) behavioral strategies in dealing with these situations and then answered questions which have tested their knowledge of the brochure’s content. The study results allow to identify: a) students at risk of failure, b) their areas of risk, c) causes of being at risk. The final product of the study is a set of recommendations on the use of the developed method and the rules for interpreting the respondents' answers to the questionnaire. The possibility of aforehand identifying online students at risk allows us to organize the supportive training for them. Development of strategies and methodology for such a training will be our future task.
Transforming Instructional Practice Through a Community STEM Night: A Partnership Between Preservice Teachers and an Elementary STEM School
Stephanie Wendt, Tennessee Tech University, United StatesQueen Ogbomo, Tennessee Tech University, United States
In this interpretive qualitative study, we investigated 19 pre-service teachers’ involvement in a community STEM night event. The STEM night is an annual event organized by an elementary STEM school in partnership with a public university’s College of Education. The STEM school is located in a rural part of the Southeastern United States. The goal was to examine how preparing for, teaching, and interacting with children and their families at the event would change the pedagogical content knowledge and perceptions of preservice teachers toward the teaching of science. Learning to teach science to elementary students is integral to our education preparation program. The partnership with the elementary STEM school therefore, provides the opportunity for students to engage with children and their families with hopes of bolstering our preservice teachers’ abilities to teach science. This research was guided by the following questions: Does participation in helping prepare materials for a community STEM event at an elementary school help preservice teachers prepare for the teaching of science? Does participation in a community STEM event at an elementary school help preservice teachers prepare for interacting with children and their families? How does participating in a community STEM event at an elementary school effect preservice teachers’ pedagogical content knowledge? These questions were examined through students’ written reflections following the event. Reflections were used to ascertain if changes occurred in students’ perceptions about teaching science. The results have significant implications for the future design of our community partnership projects and for supporting students’ learning.
Exploring CLIL Tasks in EFL Classrooms: Development of Mock English Television Advertisements for Raising Intercultural and Media Awareness
Mariko Takahashi, Setsunan University, JapanThis study aimed to investigate the effects of having Japanese university students create mock English television advertisements as a CLIL (Content and Language Integrated Learning) task for developing intercultural and media awareness in English communication classes. After a preliminary study in a different class, an advertising development task was introduced as a part of the unit on international business. Specifically, 32 students from two EMI English classes (upper intermediate level) participated in the study. They first learned about cross-cultural differences in advertisement (e.g., high-context vs. low-context) as well as related vocabulary and expressions. They then planned, shot, and edited in pairs a mock television advertisement of a Japanese product for an American audience, followed by discussion and feedback. For 10 different products such as Japanese sweets and green tea, 16 mock television advertisements were produced in total. The advertisements along with the discussion sheets were analyzed qualitatively from three perspectives: linguistic expressions used in the advertisements and other expressions learned in the class (language), the types and contents of the advertisements including comparison with television commercials of the same product aired in Japan (contents), and others such as students’ feedback. The students were able to develop a range of creative and well-edited mock English advertisements, carefully considering the target audience by integrating techniques such as comparative advertising. The results showed that this task can be an engaging way to help raise EFL university students’ intercultural and media sensitivity, having them learn relevant English terminology and expressions at the same time.
The Structural Equation Modeling of Human Resource Development Affecting Internationalization of Private Schools
Sakdipat Krishanachinda, Khon Kaen University, ThailandThe purposes of this study were to develop and examine the goodness-of-fit of the model of Human Resource Development factors affecting the Internationalization of Thai private schools developed by the researcher with empirical data. There were 626 samples of research conducted from private schools in Thailand. The factors were found as a result from thorough literature review and were confirmed by 5 academic experts through in-depth interview. The findings showed that 1) there are 4 key factors of Human Resource Development; (1) Knowledge Management (2) Strategic Human Resource Management (3) Diversity Management and (4) Learning Partnership and 2) there are 5 key factors of Internationalization of Thai private schools; (1) Internationalized Personnel (2) Integration of Internationalized Curriculum (3) Pedagogy of World Languages (4) Expanding Students’ International Experiences (5) Harnessing Technology to Expand International Network. Multi-stage random sampling were used to analyze the data. The results showed that a Structural Equation Modeling of Human Resource Development factors affecting Internationalization of Thai private schools was consistent with the empirical data.
Learning More Than Language: Hmong Heritage Language Education
May Vang, University of Wisconsin-Whitewater, United StatesThis study uses a phenomenological approach to arrive at understanding the essence of what it means to learn Hmong as an adult heritage language learner. What is the essence of Hmong heritage language learning? What factors contribute to the development of the heritage language? What role does the heritage language play in the Hmong American identity? Data were gathered through three rounds of interviews with seven participants. Findings reveal that learning the heritage language is central in maintaining and developing cultural and linguistic identities. Participants evaluate their own language proficiency in light of their understanding of the Hmong identity. These results suggest a broader understanding of Hmong heritage language learning and the internal struggles that must ensue in order to maintain and develop language, culture, and identity.
War Memory and History Education in the Global Era
Xiaohua Ma, National Osaka University of Education, JapanWhat part has war memory played in contemporary international relations in the Asia Pacific region? How has history played a role in the Asia-Pacific regional security? Answers to these questions must reckon with the impact of memories of World War II, or the Asia-Pacific War of 1931-1945, a time of troubles that continues to be the foundational period to affect Japan’s relations with its neighboring countries, China and South Korea in particular. Judging merely from media reports, accounts and sources of the Chinese side, the answer is simple: recollections of the wartime experience have inflamed disagreements between China and Japan. However, things are more complicated than that. In a less obvious but more important way, collective memory has also been responsible for the positive features of the relations between Japan and China. To understand how collective memory has had this impact, one needs to distinguish between the different kinds of collective memory. In my presentation, I will argue that historical understanding is a form of collective memory, which has been a constructive force in the shaping of contemporary Japan's relations with China. I will focus on how a dispute over the interpretation of history emerged between Japan and China. I will offer a few reflections on the implications of my analysis for the future of the history problem, both for China and Japan in order to find a road toward reconciliation for the people in the Asia-Pacific region.
Primary School English Teachers’ Understandings of Diversity in Qatar’s Government Schools
Reem Abu-Shawish, Qatar University, QatarMichael Romanowski, Qatar University, Qatar
Maha Ellili, Qatar University, Qatar
Globalization has changed the demographics of the Gulf Cooperation Countries (GCC) countries creating vastly diverse resident populations. Notably, Qatar has emerged as a multinational and multicultural nation. Qatar's record economic growth demands high- and low-skilled expatriate workers causing a substantial discrepancy between citizens and expatriates. Nowhere is this more evident than Qatar's government schools, where 27% of teachers are Qatari, 66% are other Arab nationals, and 6% are from non-Arab nations. Diversity is also evident in the student population containing approximately 56.5% Qatari Nationals and 43.5% non-nationals from a variety of Arab and non-Arab countries. Despite the large body of research on diversity, little is written about primary school English teachers' perspectives toward student diversity in the GCC. Semi-structured interviews were used to explore 26 primary school English teachers' perspectives regarding their understandings and experiences with student diversity. Participants' responses are analyzed using a culturally responsive teaching framework. The results offer insights about teachers and diversity and suggestions that will enhance culturally responsive teaching, and several suggestions are offered to assist teachers in developing a culturally responsive approach to teaching.
Towards the Development of Ibanag Orthography: The Allophones and Gemination of Sounds of the Ibanag Language Structure
Jaine Tarun, Isabela State University, PhilippinesEileen Bernardo, Isabela State University, Philippines
Nilda Aggabao, Isabela State University, Philippines
This study aimed at developing Ibanag Orthography of the Ibanag-speaking communities in the provinces of Isabela and Cagayan. Specifically, it aimed to document the allophones and gemination of sounds, determine the existing rules on the actual use of Ibanag allophones and gemination of sounds and establish the rules on allophones and gemination of sounds. The descriptive analysis using qualitative method was utilized. The study commenced in SY 2016-2017 to 2018-2019. Results validated the rules on the formation of words with allophones when affixes were used and when the root words were partially or fully reduplicated. Yet, there was a problem on establishing a writing system on some words ending in [b] and [d] sounds. Also, results vouched that gemination of sounds occurred when prefixes and a suffix-an were used to some of the root words. However, no normative manual or grammar is to be considered as a law valid for every speaker of Ibanag language. It is the political or cultural dominance which in practice can solve the language problems. Thus, the support of institutions, organizations, persons with authority and experts, in the development of an appropriate Ibanag Orthography is a most favorable factor in establishing a writing system of the spoken language.
Increasing Student Engagement in a Hybrid Class
Maria Staton, University of Maryland Global Campus, United StatesHybrid learning occurs when face-to-face instruction and online instruction are combined and about 30% to 79% of teaching takes place outside of the classroom (Allen, Seaman, & Garrett, 2007). Hybrid courses aim to combine the best features of face-to-face and online instruction; while face-to-face instruction provides social interaction and builds trust, on-line instruction offers convenience and teaches time management. The pedagogical challenge is how to increase student engagement and enthusiasm in the on-line section of a hybrid class. One way to address the challenge is by raising the quality of on-line discussions, which can be done through the following measures. First, the discussion prompts should either reflect on students’ experiences and expertise, or ignite their intellectual curiosity, or teach them a skill, in any combination. Second, the teacher’s participation should make a significant contribution; for example, it may model for students how to organize and lead a meaningful and focused conversation. Third, students may be assigned the role of discussion leaders, being previously coached for the task through modeling, practice, and feedback. In this way, on-line discussions in a hybrid class would integrate three forms of classroom presence - cognitive, social, and teaching (Garrison & Vaughan, 2008) - and become a valuable, well-grounded pedagogical tool in the absence of face-to-face interaction.
Level of Grit Among Faculty Members in a Selected Higher Academic Institution
Erwin Roxas, De La Salle University, PhilippinesThis quantitative correlational study investigated if there is a significant relationship between the demographic profile and the level of grit of faculty members from a selected higher academic institution (HAI). Survey questionnaire were distributed to 155 faculty-respondents through the College Deans and School Principal. Result of the study is consistent with the findings of Duckworth (2016) that grit was correlated to age which means that the more a person ages, the grittier he becomes. This study likewise confirms the work of Robertson-Kraft & Duckworth (2014) which reported that grittier individuals were more likely to stay long in the organization. It also supports the report of Robinson (2015) which stated the connection between grit and the respondents’ demographic profile in terms of correlation and predictive function. A significant difference is also found between grit and the following variables: highest education attainment, faculty rank, average teaching performance, and college assignment. On the other hand, no significant difference existed between grit and gender, employment status, and civil status. Grit which is also reported in the study to determine faculty employment retention may be utilized by HAIs in reducing the faculty turnover ratio. Results of the study may also guide the Human Resource Department in the selection and hiring of the faculty members.
Educational ‘Policy-scapes’ in Myanmar: Ethnic Conflict and Global Contestations
Tuwanont Phattharathanasut, Waseda University, JapanThe complexity of education reforms is evident in conflict societies; while the conflicting parties want schools to serve their own interests, the forces of globalization started to influence education policy and practice on a national level. This work explores how do differing goals of educational actors, including the Burma elite (the military and the National League for Democracy – NLD) and international agencies, impact education reform policies in Myanmar, especially in a matter of ethnic conflict and peacebuilding. The understanding of educational ideal and political interest that influence the education reform could identify various perceptions towards ethnic conflict and future direction of the relationship between education, peace, and conflict. Through research, I argue that education reform policies greatly driven by the educational agenda of Burman elite and international agencies. Here, the research draws upon three theories, including critical realism, strategic relation approach, and policyscapes to develop an understanding of education process, discourse, and outcome of education. For data collection, this ongoing research used a qualitative research method, including document analysis, observation, and interview, to answer the research questions.
Interdisciplinary Approach to Traditional High School Education, Grounded in Personalized Learning and Project-based Curriculum
Darlene Poluan, Singapore American School, SingaporeIn a traditional classroom, when students demonstrate their learning on how to interpret, analyze, and evaluate a histogram and boxplot, they are given a standardized assessment. More than likely, it will be in the form of a paper and pencil test with predictable questions that they might have seen before in similar classwork or homework problems. Additionally, they will only get credit for learning the interpretation, analysis, and evaluation of data for a mathematics course, even though they will have done these demonstrations of skills by, concurrently, demonstrating learning in creating a logical argument, providing evidence, and crafting a well-written conclusion to their analysis; all of which are also skills they learn in a humanities course. The Quest program at Singapore American School is embracing difference and changing the way traditional education is conducted by providing a learning opportunity that focuses on personalized learning, interdisciplinary curriculum, and project-based approach through community partnerships, design challenges, and experiential learning requirements. The goal is to develop students' skills and connections to the real world. Through their year in Quest, students receive five course credits: (1) research and composition, (2) data analytics, (3) design thinking, (4) cultural awareness and collaboration, and (5) critical thinking. Unlike traditional classrooms, students demonstrate their learning of these credits simultaneously through various authentic interdisciplinary unit projects that cater to their personal interests, as well as an individualized learning plan that culminates in the submission of a thesis paper, presentation, and defense. Embracing difference? Quest is traditional education done differently.
Exploring Parents’ Characteristics as Determinants of their Perceptions and Attitudes Towards Educational Technologies
Marc Sherwin Ochoco, De La Salle-College of Saint Benilde, PhilippinesGeronio Ulayao, De La Salle-College of Saint Benilde, Philippines
Marissa Fearnley, De La Salle-College of Saint Benilde, Philippines
Diana Ilishera Go, De La Salle-College of Saint Benilde, Philippines
Parents are important stakeholders when it comes to the education of their children, but their role in teaching and learning processes needs further investigation. A sample of 1289 parents was surveyed to assess demographic and technology-related characteristics that predict their perceptions of and attitudes towards educational technologies. Multinomial regression analysis was performed to determine differences in perceptions and attitudes. Findings revealed that of the four demographic characteristics namely, gender, age, educational attainment and academic track, only the latter generated statistically significant findings. This suggests that parents of students enrolled in programs with more advanced technology use are more likely to have positive perceptions of and attitudes towards educational technologies than parents whose children are pursuing less technology-inclined degrees. With respect to technology adoption and perceptions, parents who regard themselves as late majority adopters were found to be significantly different from innovators. When parents’ attitudes are considered, statistical differences were noted for laggards, late majority, and early majority adopters. Parents who are light users of technology seemed to have reservations about educational technologies in general. The daily Internet use of parents did not predict their perceptions and attitudes. Efforts aimed at increasing parental involvement in the implementation of educational technologies are encouraged.
The Influence of Mentoring and Coaching Relationship on job Satisfaction and Life Satisfaction in Teachers: Pilot Study of Vocational Teachers
Sukritta Preechawong, King Mongkut’s University of Technology Thonburi, ThailandAnusit Anmanatarkul, King Mongkut’s University of Technology Thonburi, Thailand
Pichet Pinit, King Mongkut's University of Technology Thonburi, Thailand
Ravinder Koul, Pennsylvania State University, United States
A lack of support from the principal, colleagues or other school leaders is one of the most important problem in teachers. There are many dimensions for teachers to handle in their lives such as workload, independently in career, life balance, and stress. Then it may decrease job satisfaction and life satisfaction in teachers. Mentoring and coaching are strategy that can support teachers not only in working life but also well-being. This study intended to investigate pros and cons of mentoring and coaching for teachers and examine the effects of mentoring and coaching relationship on job satisfaction and life satisfaction in teachers. For analyzing data, researcher uses questionnaire about mentoring and coaching experience, job satisfaction and life satisfaction in teachers using correlation and linear regression statistics. In this pilot study, data were collected by 44 vocational teachers from 7 provinces in northern, northeastern and southern parts of Thailand. The results showed that there were 3 factors correlated to job satisfaction; which were mentoring vicarious, mentoring psychosocial and mentoring verbal. Mentoring vicarious strongly associated with job satisfaction. Moreover, it had correlation between job satisfaction and life satisfaction in teachers. Findings could predict that we should promote mentoring vicarious in teachers for example creating modeled leadership or fostering supportive environment by working and learning alongside with mentors.
Using the 4-I Framework: Towards an Organizational Culture for ONELETRAN
Cristina Castro-Cabral, University of Santo Tomas, PhilippinesClarence Marquez, Colegio de San Juan de Letran, Philippines
The educational landscape in the Philippines is ever-changing and challenging, especially with the enactment of the Enhanced Basic Education Act of 2013 (K+12) and the Universal Access to Quality Tertiary Education Act of 2017. Privately-owned higher educational institutions face a complex future. In response, the Dominican Province of the Philippines (DPP), a religious congregation belonging to the Roman Catholic Church, committed to integrate four of the schools under its aegis – Letran Manila, Letran Calamba, Letran Manaoag, Letran Bataan – into ONELETRAN. This integration strategy hopes to synergize the awareness, efforts and standards of the four schools as reputable institutions of quality education in order to survive and sustain themselves through and beyond this period of uncertainty, towards reexamining their purposes and reimagining their organizational cultures and structures. Transcending the corporate decision to integrate, this current research focuses on (1) the “distance” between and among the four schools in terms of organizational culture; (2) similarities/differences in employee attitudes based on management style, autonomy, responsibility and perception of efficiency; (3) perceived barriers to integration in terms of actional-personal and structural-organizational contexts; (4) a proposed model for building an organizational culture suitable to ONELETRAN using the 4I-Framework and the tools of the Global Leadership and Organizational Effectiveness (GLOBE) Project.
Adversity Quotient Profile® and Reflective Thinking Skills as Predictor of Science, Technology, and Society Achievement
Jose Noel Fabia, De La Salle - College of St. Benilde, PhilippinesThis study aims to investigate the predicting aptitude of the Adversity Quotient® and Reflecting Thinking to the achievement of the students in the course of Science, Technology, and Society employing a descriptive-quantitative research design. The researcher used 104 students from a private college in Manila, Philippines. With the use of the Adversity quotient® questionnaire, reflective thinking questionnaire, and the midterm grades, the variables were identified. Accordingly, correlation and multiple linear regression were utilized. The results show that Reflective Thinking and the Adversity Quotient® are both correlated to the midterm grade of the students in Science, Technology and, Society. Additionally, both Adversity Quotient ® and Reflective Thinking have the predicting ability to the achievement of the students in Science, Technology and, Society. Therefore, teachers should train and emphasize the use of problem-based instruction and reflective thinking as a teaching method in the Science, Technology, and Society course.
Improving Performance and Level of Attitude Towards Learning Integral Calculus Using GeoGebra
Ma. Concepcion Arellano, Bulacan State University, PhilippinesEllenita Manalaysay, Bulacan State University, Philippines
Paulino Malang, Bulacan State University, Philippines
Minerva Amores, Bulacan State University, Philippines
This is a quasi-experimental action research aimed to determine the effects of the use of GeoGebra in the student’s performance and level of attitude towards integral calculus. Pre-tests and post-tests were given to two groups of engineering students who were taught of the same lesson in integral calculus. The control group was taught using the conventional method while the experimental group was taught using GeoGebra. Results showed that there exists no difference between the pre test scores of the two groups. Likewise, there exists no difference between the ATMI scores of the two groups before the experiment. Both the control group and the experimental group gained improvement in their performance after the experiment showned by the significant difference between their pre test and post test scores in favor of the experimental group. Comparison of their ATMI scores before and after the experiment showed that there exists no significant difference for the control group while scores of the experimental group were observed to be significantly different. Further analyses showed that of the four (4) underlying factors in the ATMI , scores between the two groups after the experiment were found to be significantly different in their confidence, enjoyment and motivation factors but found no significance for their value of mathematics factor.
Community of Inquiry: A Realization of the Kingdom of Ends
Keisha Christle Abog, University of the Philippines, PhilippinesIn a society where people are bound by relationships and whose existence depend on such relationships, it is fundamental that schools of education be an avenue wherein students would be able to actualize the Kingdom of Ends – one that is characterized by relations of reciprocity grounded on responsibility. This paper claims that for the Kingdom of Ends to be realized in the educational system, Matthew Lipman’s Community of Inquiry must be employed as a (if not the) framework through which students would be able to cultivate in and of themselves the right attitude in viewing others – that is, others as ends in themselves. This paper specifically argues that such a pedagogy would result in the realization of the necessary conditions for creating the Kingdom of Ends, namely freedom, rationality, humanity, and autonomy. These are the same conditions which are undermined in essentialist pedagogy that is generally employed by the educational system that we have today. Following Immanuel Kant’s three formulations of the Categorical Imperative, namely Formula of Universal Law, Formula of Humanity, and Formula of Autonomy, this paper also asserts that through engaging in Community of Inquiry, the students would learn not merely what but how to think. The students, who are at the same time citizens of the society, are likely to attain and maintain not only their own rationality, humanity, and autonomy, but also that of other people – the same conditions which would be taken for granted if we continue to adhere to essentialist pedagogy.
Formal Structure of Chiastic Style in a Story in Ancient Religious Texts
Uri Zur, Ariel University, IsraelThis presentation examines a story from a collection of stories in the ancient religious text in the Babylonian Talmud. At the center of the story is a complicated relationship between brother and sister on his deathbed. The story revolves around a relationship that has become entangled about a field owned by the sister. The gaps that emerge in the story, raise two fundamental questions. First, what is the sister's motive in her behavior toward her brother; Is it innocence and a belief in the power of life or the desire to deceive her brother and gain his attention. The second is why one of the ancient sages responded so sharply and unusually in his ruling against the brother in front of his sister. The purpose of the presentation is to present the chiastic structure in the narrative fabric of the ancient religious texts. The various possibilities to answer these questions help to understand the formal editing of the story and indicate that before the eyes of the editor of the story was a clear trend in editing the story and stylistic design that shape the entire story of the ancient religious text.
Being Different as a Personality and Being Design Unique Requires Respect, Bravery, and Patience
James Julian Rennie, Unitec, New ZealandWith the current plethora of social media and its resulting unfettered commentary on social cliques that can be publicly aired with a savagery more akin to school playground bullyboy tactics. Negotiating different personalities within a group of tertiary level architectural design students requires many humane skills including care, listening, and tolerance. Likewise designing (and constructing) a 1:1 scaled intervention within zero budget constraints requires listening to different (silent) materials, via careful hands-on trial and error iterations to discover which materials ‘talk’ best to each other in order to resolve issues of structure, poetics, and ‘recyclement.’ This paper case studies one group from Unitec’s second year in 2014, under the umbrella of Festival of Transitional Architecture (FESTA). This voluntary organization came into being after the devastating Christchurch earthquakes between September 2010 and February 2011, (the latter claiming the lives of 185 people). FESTA was set up to specifically explore the voids within the shattered urban fabric before the ‘rebuild’ of the city could commence. These 16 student personalities grouped themselves together as Group ‘ING’ which contained Pacific Islanders, Indian, Vietnamese, Chinese, Danish and Kiwis students. The group strove to work with humble materials: plastic bottles, gardening mesh, and light itself to create an original structure suspended from a 10-metre high steel frame for an evening to distract the local inhabitants of an earthquake shattered community for a few hours and the provide student architects evidence that indeed the sum of the human and material parts can indeed create a greater whole.
Using Online Collaboration in a Digitally-divided Classroom
Magnolia Laus, University of the Philippines Cebu, PhilippinesPurita Baltazar, University of the Philippines Cebu, Philippines
Kim Bondoc, University of the Philippines Cebu, Philippines
Sean Policarpio, University of the Philippines Cebu, Philippines
Ricky Salem, University of the Philippines Cebu, Philippines
Aurelio Vilbar, University of the Philippines Cebu, Philippines
The use of online collaborative tools serves as a potential solution to the challenges of group work. These tools allow synchronous and asynchronous collaboration and tracking of changes in group work. This paper presents the findings of a study that used an online collaborative tool in digitally-divided classrooms. The students completed three science group reports using Google Docs, a free, web-based software. Findings show that the most important benefit of Google Docs was the sense of empowerment and responsibility it gave the students since contributions were visible to the group. To address the problem of internet access, the students used free limited mobile data offered by service network providers to submit their work to classmates with full internet access, who would then consolidate the work on Google Docs. This was a concern for the students as their contributions would not be reflected in the revision history. The same concern was shared by the teachers as they could only see a few students in the revision history. The teachers recommend that students submit a list of their individual contributions for monitoring. Results show that in a digitally-divided classroom, online collaborative tools work best for cooperative work rather than for collaboration. This study further shows that the resourcefulness of the students overcame the digital divide that is common among public schools in developing nations.
Effect of Consistency of Interest and Perseverance of Effort on Academic Achievement: A Cross-cultural Meta-analysis
Kelly Ka Lai Lam, University of Macau, MacauMingming Zhou, University of Macau, Macau
Near a decade, the rapid growth of grit research existed in both educational and psychological literature. The concept of grit is firstly originated by Duckworth and her colleagues (2007) which operationalized into two distinct facets: Consistency of interest refers to individual maintenance of commitment towards long-term goals without getting distracted by new goals, while perseverance of effort refers to individual consistently work hard towards long-term goals over a period of time despite obstacles and failure. Grit becomes increasingly important indicator of students’ academic achievement. However, the recent mixed results failed to support this significant role grit on students’ achievement. Focusing on a different aspect, these mixed results would be explained by cultural factors. Cross-cultural studies suggest that Western cultures emphasize interest in childhood development, while Eastern more emphasizes effort, particularly in Chinese culture. Therefore, this meta-analytic study aims to address these competing hypotheses. A literature search located 19 eligible papers, samples from 9 regions and 15,948 total participants, directly comparing Easterners and Westerners in the positive effect of two facets of grit on academic achievement. Results suggest that these relationships do not vary across individualistic-collectivistic cultures, and only effort-achievement does vary across sample regions. The findings provide an updated insight of cultural differences of grit effect on students’ academic achievement – presenting considerations for future research in cross-cultural perspective in grit literature. Further investigation is now required to understand how cultural values or factors significantly play a role in grit construct and the association between grit and achievement.
Innovation vs Resilience: Education From the Standpoint of Kulitong (Kalinga, Philippines) and Paratuokng Musicians (Sarawak, Malaysia)
Maria Christine Muyco, University of the Philippines, PhilippinesMy collaborative project in 2016 supported by the Japan Foundation Asia Center introduced me to Malaysia’s Bidayuh musicians, particularly Paratuokng musician Arthur Borman who shared that his resilience for cultural education makes his community socio-politically and economically alive. This is the same stance of Benicio Sokkong, The Philippine’s specialist of the kulitong, a bamboo zither that has similar characteristics with the Paratuokng. However, he (Sokkong) uses innovative means to teach the youth of today, whether they are in the community or in academic setting. Using a visual guide or manuscript/score instead of the traditional way, I ask: “What has brought him to this mode of transmitting knowledge? Has he finally realized that there are differences among types of learners and that he needs to address the literacy factor of the youth of his community?” Reber (1995, 177) includes the passing of values, standards, and norms in his definition of cultural transmission. It is a process; however, I add that musicians and their standing philosophy of education in the midst of modernity and flux matter in the content and context of learning. Borman still sees the advantage of a traditional approach in the educational introduction of the Bidayuh culture. Tourists visit their longhouse day by day but he resists change (e.g., the use of amplifier on his instrument) and teaches his students through verbal explanation and demonstration/ participative learning. He sees the significance of making them keen to sonic perception and tactile interactions. “It is traditional but effective”, he says.
The Influence of Self-determination on Mastery Experience in a Creativity Game-based Learning
Yu-chu Yeh, National Chengchi University, TaiwanNgoc Phung Sai Sai, National Chengchi University, Taiwan
Chia Hu Chuang Chuang, National Chengchi University, Taiwan
Creativity refers to the process of generating contextually or culturally original and valuable products. This study aimed to develop a self-determination (SD) focused Digital Game-based Learning System for Creativity (DGLSC-SD-A) for 3rd and 4th graders and, further, to investigate the relationship between self-determination and mastery experience. Eighty-two 3rd and 4th graders participated in this study. The DGLSC-SD-A was composed of a story entitled “Searching for the clown’s color balls” that was connected by important festivals in Chinese and American culture; it included nine games, ranging from 10 minutes to 15 minutes for each game. Moreover, the employed inventories were the Inventory of Self-determination in Digital Games (ISD-DG) and the Inventory of Mastery Experience in Creativity Digital Games (IME-CDG). With 9 games in total, the participants completed their learning in five classes within a week. The results showed overall significant SD-experience effect on mastery experience, Wilks’ Λ = .545, p < .001, ηp2 = .455. The followed ANOVA revealed significant SD-experience effects on “ability to solve problems” and “confidence of solving problems”, F(1, 81) = 47.646, ηp2 = .372, and F(1, 81) = 64.934, ηp2 = .448, ps < .001. The results suggest that the real experience of SD after game playing can better predict pupils’ achievement of mastery experience of creativity than the needs of SD before the game playing.
Cognitive Neuroscientific Explanations of Active Learning: A Conceptual Review
Hiroshi Ito, Nagoya University of Commerce and Business, JapanActive learning has gained popularity as an effective pedagogy in higher education. Despite empirical evidence of the validity of active learning, its neural mechanisms remain understudied. This paper first reviews active learning from educational perspectives and discusses active learning as learning through engagement, constructive learning, and instructional methods. The paper then explores active learning from neuroscientific perspectives and suggests a learning model based on the relationships between active learning and neuroscience. The findings suggest that learning via engagement can be explained as an increased dopamine release in novel and relevant contexts, and constructive learning can be understood as neuroplasticity. Active learning can provide novel and relevant contexts that help to develop the neural architecture. This paper also suggests that active learning may help the brain become ‘cleverer’ through faster retrieval and greater transfer of information between the frontal and rear components of the brain.
Thinking Together: Stakeholders as Part of the Conceptualization of the Term “Parental Involvement” in Public Schools
Yael Fisher, Achva Academic College, IsraelThe purpose of this study was to define parental involvement by examining how the term is perceived by Israeli high-ranking civil servants in the Ministry of Education, parents, teachers, principals, and students and molding these perceptions into one comprehensive definition.
The sample included parents (140), teachers (145), students (120), and high-ranking civil servants in the Ministry of Education (30). Responses were analyzed through Smallest Space Analysis (SSA). Parental involvement can be defined by 44 actions and activities, which includes four elements: Resources, school welfare, control processes and pedagogical and wellbeing contents which can take place either at school or outside the school, often relating to the school as an organization and often in the personal context of one’s own child.
Home and School Profile Variables and the Students’ Academic Performance: Basis for a Proposed Intervention Program
Irene Cruz, Eusebio High School, PhilippinesThis study aimed to determine the relationship of home and school profile variables to the academic performance of the Grade 10 students at Eusebio High School, Division of Pasig City, SY 2018-2019 to serve as basis for a proposed intervention program. Specifically, it pursued to answer the following questions: 1. What is the home profile of the respondents in terms of the following variables? a. Socio-economic status b. Parents'marital status c. Home Location d. Home environment e. Parents'attitude towards their children's study habits 2.What is the school profile of the respondents in terms of the following variables? a. School environment b. Class program c. Teachers'personality traits d. Teachers'competence e. Instructional materials 3.What is the academic performance of the students based on their average grade for the first and second quarter? The descriptive methodology of research was utilized. The statistical tools used to treat the data were the frequency and percentage, mean and Pearsons Correlation. 1. With regard to the home profile of the respondents, majority of them had parents who are high school graduates, having permanent occupation with family monthly income of 5,000 to 10,000 pesos. 2. As regards the respondents profile, they often experience good school environment, well-planned class program, competent teachers and adequate instructional materials. 3. Most of the student respondents obtained fairly satisfactory general average grade or that fell within 75 to 79-grade bracket. There was no significant relationship between the home profile variables and the students respondents' academic performance but a significant relationship between the school and academic performance.
Administrative Support and Teaching Quality: Inputs to Professional Development Program
Ma. Lenny Araneta, Guimaras State College, PhilippinesRuby Catalan, Guimaras State College, Philippines
Erly Martir, Guimaras State College, Philippines
The purpose of this study is to determine the administrative support provided by the school heads and the teaching quality among teachers in the Division of Iloilo as of School Year 2018-2019. Findings were used as inputs to the development of a professional development program. There were 384 respondents of the study composed of school heads and teachers from the Division of Iloilo. They were classified according to variables age, sex, educational attainment, position and school size. The researcher-made questionnaire duly validated and tested for reliability was used to gather the data in this study. The results of the study are considered significant to DepEd officials, policy makers, school heads, teachers, learners, stakeholders, researchers and future researchers. The result of the study revealed that support provided by the school heads is related to the teaching quality of the teachers. The statistical tools used were frequency count, percentage and mean for descriptive statistics; and t-test, One Way Analysis of Variance and Pearson Product Moment Correlation for inferential statistics. The level of significance was set at .05. The Statistical Package for social Sciences was used in the computation of the data. The study revealed that the school heads are very supportive of their teachers as indicated by the Very High ratings given to Administrative Support as well as in terms of Emotional Support, Environmental Support, Instructional Support, and Technical Support.
Leadership in Public Basic Education: The Case of Superintendents in the Philippines
Abdul Jhariel Osman, De La Salle University-Manila, PhilippinesIn the Philippines, the leadership role of superintendents was widely recognized; however, there were still very limited studies on how they led the country’s public basic education. Consequently, this study investigated the leadership pattern in public basic education of superintendents. Using a case study research design, this study conducted an in-depth analysis of the perception of the superintendents about leadership in public basic education. Specifically, it answered the following research questions: a) How is leadership in public basic education perceived by the superintendent? b) How does the superintendent apply leadership in public basic education in his division schools? and c) How do they see the value of leadership in relation to their personal and professional development? Based on the data given by the superintendents, this study arrived to the following major conclusions regarding leadership in public basic education: a) Compassion is a critical aspect of leadership in public basic education, b) School assessment is a valuable aspect of the leadership in public basic education, c) There is a need to foster collaboration and shared leadership in public basic education, d) School management is needed in public basic education, and e) A contextually informed decision-making is vital in the leadership in public basic education in the Philippines.
“OBEdizing” the New General Education Course – Mathematics in the Modern World: An Attempt to do it Right – Formative Evaluation-Students’ Perspectives
Basilia Blay, De La Salle-college of Saint Benilde, PhilippinesThis study is descriptive-evaluative in nature that utilizes the Logic Model. The goal is to formatively evaluate if the competencies/learning outcomes developed by the Commission on Higher Education (CHED) of the Philippines for the Revised General Education Curriculum (RGEC) had been realized in the new GE course Mathematics in the Modern World offered at De La Salle-College of Saint Benilde. The research is limited to the students’ perspectives that were gathered through a researcher-made instrument using the competencies developed by CHED. The instrument, which is divided into “Intellectual Competencies, Personal/Civic Responsibilities, and Practical Skills”, was content, face-validated and tested for its validity and reliability. Results show that students believed that all the competencies under Intellectual and Practical Skills were realized to a great extent, while the Personal/Civic Responsibilities were realized to a moderate extent. Among the challenges, which the students encountered during the process of learning were the course itself being mathematics, topics which had been described as too much memorization and less application, and performance tasks which were challenging yet, students think, do not contribute that much to the understanding of the course. Students look for more interactions in the classroom, requirements that are essential to the course, and a classroom culture that invites collaboration and accommodation. As regards assessment, respondents perceived that there is disconnect between what were discussed in class and the test. These challenges and recommended solutions from the students were used to propose improvements in the teaching and learning of Mathematics in the Modern World.
Urban Commons and Art-led Regeneration in Seoul, Korea
Keebom Nahm, University of Seoul, South KoreaUrban commons is an emerging concept focused on the social production and collaborations as an alternative both for market and state in this neoliberal urbanism era. Spontaneous art communities in nature resist the established cultural power and try to provide new alternatives for urban commons. This paper investigates the artist movements in Seoul, their characteristics, conflicts, commoning processes including community art education, and the appropriation by local government. Utilizing two cases of indie artists movements in Seoul, Oasis squatting project and Mullae community art movement, it investigates the meanings and connotations of the strategic and tactic commons generated by the movements, and analyzes the impacts of art communities in terms of resistance and construction of the tactic commons. Then, it criticizes government policies especially culture-led urban regeneration policies and gentrification process, which only enable capitals and local governments to appropriate urban strategic commons, resulting that art communities have lost district features and the cultural hollowing out, and displacements of indie artists. In conclusion, the paper suggests reevaluation for the art community movements in Seoul, methodologies for recovering urban commons, and community art education.
TESOL Practicum in a Globalized Context
Chien-han Chen, Tamkang University, TaiwanThis research presents a case study of an international TESOL practicum through the lens of experiential learning. In this unique experience, the pre-service teachers observed English classes, prepared teaching materials with collaborating teachers, and taught English to Vietnamese students in authentic classrooms. After each class they discussed with collaborating teachers to summarize and reflect on their teaching experiences to enhance their teaching expertise. In a short period of time, intensive experiential learning occurred naturally. Research data from qualitative interviews showed intercultural implications in the practicum. Through this study, language teaching is redefined and benefited by intercultural interactions in the process. Preservice teachers are suggested to develop global perspectives and strengthen teaching expertise in international teaching practicum with experiential learning.
“No One Left Behind” – A Training Framework for a Data-literate Mindset in Higher Education Administration
Ji Hu, New York University Shanghai, ChinaXu Chu Meng, New York University Shanghai, China
In order to leverage the advantages of digitalization, many Higher Education Institutions have initiated transformation towards data-informed models, and attention has been paid to competency-based data literacy among a selective group of administrative team. However, often underrepresented in the discussion is the importance of a data-literate administration as a whole, as further data efforts are built upon seemingly non-data related work. Besides, the importance of a data-literate mindset underlying the specific knowledge and skills is also underestimated. In order to fill the gap, this paper proposes a training framework targeting both issues and aiming for a data-literate mindset in the entire higher education administration. Based on MIT’s definition of data literacy, the data-literate mindset is defined as the awareness and curiosity of the importance and implications of “the ability to read, work with, analyze, and argue with data” (Bhargava & D’Ignazio, 2015). Using Backward Design Model (Wiggins & McTighe, 2005), a list of training outcomes is identified as results, by integrating typical data efforts at HEIs with Bloom's taxonomy of cognitive development (Bloom & Krathwohl, 1956). A set of assessments is accordingly developed, through which the learning outcomes are measured, and at the same time the institutional priorities are addressed. Last, the relevance of certain active learning strategies (Yee, 2019) is analyzed, aligning with both the training outcomes and the assessment plans. The paper also discusses the implications of this framework for HEIs at different stages of data maturity.
Sex Education: Level of Knowledge and Its Effects on the Sexual Behavior and Opinions Among the Government Senior High School Students of Vigan City SY 2018-2019
Michelle Gallao, University of Northern Philippines, PhilippinesPamela Daniel, University of Northern Philippines, Philippines
Dianne Shayne Faylogna, University of Northern Philippines, Philippines
Adelaida Galivo, University of Northern Philippines, Philippines
Nema Jovinni Guerrero, University of Northern Philippines, Philippines
Marife Amor Taqueban, University of Northern Philippines, Philippines
The Philippines, being a Christian country, finds Sex Education a sensitive topic to discuss with. But, with the increasing cases of pregnancies, sexually-transmitted diseases and other forms of sexually-related violence, the Philippine government raised their vote to integrate and teach sex education in the curriculum. After recognizing the vital role of education on the rising incidences of early pregnancy, sexual violence and human immunodeficiency virus (HIV) infection among youth, a DepEd Order was passed to include sexuality education in order to mandate the provision of an age appropriate reproductive health education for adolescents. The main objective is to elicit the baseline information of students on Sex Education and to give a background on their current sexual knowledge, behaviors and opinions. This study used quantitative method specifically, non-experimental descriptive-correlational research design. A questionnaire that underwent validation and reliability testing was utilized as a form of instrumentation. Out of the 846 respondents, 19.15% already tried engaging in sexual intercourse, most of which having 1-2 sexual partners (10.99%), with the usual age of 16 years old (6.74%). Respondents prefer masturbation over vaginal, oral or anal sex and those who had sexual experience are embarrassed buying contraceptives. The extent of Cumulative Sexual Education information gained by the students is generally “low” and their Sexual Knowledge and Sexual Opinion are at “average” level. The extent of Sexual Behaviors of those who don’t have sexual experience is “low” but “average” among those who already had experience. However, gender orientation shows significant difference in their sexual behavior.
Gamified Information Literacy: Perceptions of School Librarians in Metro Manila, Philippines
Rosendo Rama Jr., De La Salle University, PhilippinesLoreen Daphnee Bundang, University of Santo Tomas, Philippines
Information literacy has been defined by the American Library Association to be a “set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” With the wide array of technological advances in today’s information society and a new generation of diverse learners that are growing in numbers, traditionally teaching information literacy needs to level up its game to meet the needs of the 21st-century learners. Gamification can be used in recreating one of a kind experience wherein students can freely engage in the library lessons and at the same time collaborate with the use of technology, and making the teaching and learning process an avenue of more fun and engagement. This study employs a descriptive quantitative research design with the use of Google Forms an online survey for the method of gathering the data. The guided questions namely: (1) librarians’ familiarity with gamification; (2) do librarians use/tried using gamification in teaching information literacy; (3) librarians’ perception in using gamification; (4) factors affecting the use of gamification in information literacy; and (5) librarians’ openness towards the new approach in teaching information literacy for the 21st-century learners. This paper addresses the Filipino school librarians’ perception of the use of gamification in teaching information literacy and its potential benefits as a new tool in increasing student engagement. The
respondents were composed of school librarians from Metro Manila, Philippines.
Using Particulate Representation on Balancing Chemical Equations: Effects on Students’ Conception and Confidence
Genara Verangel, Aklan State University, PhilippinesMaricar Prudente, De La Salle University, Philippines
This research determined the effectiveness of Guided-inquiry and Particulate Representation in Chemistry (G-PARC) teaching pedagogy in improving senior high school students’ understanding and confidence on balancing chemical equations. This action research employed the Plan, Do, Study, Act (PDSA) model which utilized the mixed-methods approach. The entire learning intervention was facilitated by the researcher involving Grade 11 students in the STEM strand during academic year 2018-2019. To determine the students’ conceptions and confidence, a three-tiered Visual Conceptual Questionnaire in Stoichiometry plus Confidence (VCQS+C) concept test and Balancing in a Particulate Way (BPW) student worksheets were used. While the students’ perceptions on the use of guided-inquiry worksheets were determined by means of the Student Perception Survey (SPS) questionnaire. To verify the implementation of G-PARC pedagogical strategy was assessed using a Class Observation Protocol (COP) checklist. Students’ perceptions were gathered through Reflection on Learning (ROL) questions given before the learning sessions end. Likewise, extreme scorers were subjected to structured interview after administration of the post-test. Results of the study revealed that there was a significant change in the students’ conceptual understanding before and after learning intervention. Similarly, an increase in confidence of students was established. Moreover, Pearson r correlation revealed a significant relationship between students’ conceptual understanding and confidence after intervention. COP checklists noted that all the domains used in guided-inquiry classroom were realized during the intervention. Additionally, students’ perceived a strong agreement on the use of activity worksheets which was also supported by the students’ responses through their reflection and interview responses.
The Research Competency Improvement Model Based on Integrated Method of Teacher Professional Students in Faculty of Education at Udont-Thani Rajabhat University
Somchai Vallakitkasemsakul, Udon-thani Rajabhat University, ThailandThe purposes of this research were: 1) to study and compare students’ achievement between pre-training and post-training, 2) to study classroom skills in research abilities, and 3) to study attitude towards doing classroom research. The research sample group consisted of 26 Mathematics student teachers, Faculty of Education Udon Thani Rajabhat University. They were drawn by Cluster Random Sampling. The design of the research was one group pretest-posttest design. The instrument used in this research included: 1) Active Learning Process, 2) an achievement Test, and 3) an attitude questionnaire towards doing classroom research and 4) classroom research skill. The data were analyzed for percentage, mean, standard deviation and testing hypothesis by using t-test for Dependent Samples. The results of this research were as follows: 1)The students’ pre-training achievement score was 16.27 or 46.49 % and the post-training achievement score was 28.08 or 80.23% and the post-training achievement score was higher than the pre-training achievement score. 2) The students have classroom research skill at a good level and have research-report 26 titles and 3) The students’ attitudes towards classroom research was at good level.
Household Energy Conservation in College Students: Applying the Theory of Planned Behavior
Maria Cristina Bordallo, De La Salle-College of Saint Benilde, PhilippinesClimate change brought about by global warming is one of the biggest challenges facing humanity today. Mitigating climate change requires the reduction of greenhouse gas emissions, and this can be achieved by conserving energy. Because households are responsible for a significant proportion of the total greenhouse gas emissions, energy conservation at home should be a fundamental strategy to mitigate global warming and climate change. A survey was conducted among college students in Manila (N = 569) to understand their energy conservation behavior at home by applying the theory of planned behavior (TPB). Aside from the standard TPB variables, the effects of climate change-related experience and risk perception were examined as background factors that influence beliefs. Structural equation modeling revealed that the TPB variables attitude, subjective norm, and perceived behavioral control all had significant effects on intention to conserve energy at home. Subjective norm was the strongest predictor of intention (β = .76, p < .05), followed by perceived behavioral control (β = .43,p < .05) and attitude (β = .21, p < .05). Intention in turn significantly influenced behavior. Behavioral and normative beliefs determined attitude and subjective norm, respectively. Climate change experience influenced risk perception, but not beliefs. Risk perception indirectly influenced intention and energy conservation behavior through its effects on behavioral beliefs, attitude, subjective norm, and perceived behavioral controls. Interventions designed to strengthen normative beliefs and risk perception of students are recommended.
Why Training and Learning Interventions Fail to Accelerate Time to Proficiency and What You Can Do About It
Raman K Attri, KLA-Tencor, SingaporeThe fast-paced organizations are pressed in time and therefore, time to proficiency of employees in a given job role is becoming a key metrics in today's business. Professional development and employee readiness are heavily dependent on training and learning interventions. In comprehensive research conducted with 85 project leaders, 20 industry sectors in 7 countries, it was found that training and learning interventions acted as the bottleneck to achieving proficiency faster. The detailed analysis identified over 15 key challenges that involved over 100 different inefficient practices – usually used in curriculum, training design or delivery – that made it longer for learners to reach the desired performance. In this interactive workshop, participants will learn to identify the inefficient factors, practices, and methods that could potentially impede speed to performance. The workshop will enable participants to understand the alternative strategies or techniques to design training and learning that were found in the research to be more effective in accelerating time to proficiency of learners. The workshop will provide the research-based recommendations to professional learning designers and trainers as well to the academic curriculum designers and educators on how the learning and training interventions should be designed and implemented to speed up initial readiness and final proficiency of the learners.
Bridging the Old and the New – The Digitalization of Museums in Indonesia
Salima Hakim, Universitas Multimedia Nusantara, IndonesiaKemal Hassan, Universitas Multimedia Nusantara, Indonesia
We are currently in the midst of the digital era where mobile screens, technological advancement, virtual realities and boundless exchange of information are at the center of human civilization. These digital transformations influence various shifting forms of human interaction as well as the nature of education. Aside from formal education institutions, museums can be described as sites in which knowledge; along with its underlying ideology, is curated, reproduced and distributed as a mean of constructing our collective perception and narrative of things. In this digital age sphere, in which ways of relating to material things also changes, it is important to observe how these transformations impacted the object and subject relations in and through museums as a knowledge-producing institution. This research seeks to examine how museums in several regions in Indonesia negotiate and strive to keep up with the changing nature of knowledge consumption. Using a qualitative method this research gathers data by (1) observing 10 museums located in different regions to classify the changes in physical aspect of artifact display that utilize various types and forms of digitalization; (2) conducting inductive analysis to examine and compare patterns and themes of digitalization used in creating specific experience and narrative of the museum. Observations of the sites confirm that interactivity; experiential and immersive experience appeared to be a popular chosen method of collection exhibits. It also supports the notion that the focus of knowledge distribution in visitor – museum relations, has shifted from ‘object lessons’ to ‘experience-based’ education.
Education According to the 4th Industrial Revolution
Shaher Elayyan, Sohar University, OmanThe Industrial Revolutions appeared as a result of developing science, technology, and community culture; they aim to improve human life. The current article falls in line with the contemporary effort aiming towards raising the societal awareness about the impacts of 4th Industrial Revolution (I4) in all fields, especially in education. In the first section, the article starts introducing a historical narrative of the industrial revolutions from the end of 18th century until the 4th revolution settled down with its derived technologies such as internet of things, cloud computing, advanced robotics and artificial intelligence. The other section tries to answer the big question: "How do we educate for the 4th industrial revolution"? The current article discusses the significant educational transformations required to face the new revolution which includes instructional programs, curricula, learning environment, liquid instructional skills and teachers-students new roles. Finally, the article introduces a suggestive perspective for global schools and universities as mentioned in the relevant literature review.
Interdisciplinary Learning in Secondary Schools from Multiple Perspectives
Ming Yan Tsui, The University of Hong Kong, Hong KongIda Ah Chee Mok, The University of Hong Kong, Hong Kong
The purpose of this study is to investigate how interdisciplinary learning enhances lower-form students’ learning in secondary schools and is also to provide a practical example for teachers in secondary schools to promote interdisciplinary learning beyond the existing curriculum. The research was carried out with 121 secondary 2 students aged 12 to13 in the school year of 2019-2020. Students participated in a STEM project called “Renewable Energy”. First, in the project, teachers taught the subject knowledge that related renewable energy during the Mathematics, Geography and Integrated Science lessons. Second, students had to complete different learning tasks during their lesson, such as statistical poster, drawing and created an experiment. Third, students had to combine the outcome of the learning tasks by setting up a booth to present their findings for other students and teachers. Quantitative and qualitative data were used to investigate students’ learning in the project for all subjects. After the completion of the project, the students were invited to answer a questionnaire. The questionnaire included a Likert scale and an open-end question in order to get more in-depth information of the attitude and motivation of the students towards the project on Mathematics, Geography, Integrated Science and the overall view of the project in multiple perspectives. The analysis and discussion will be launched in the conference.
The Effects of Inquiry-based Learning on Understanding Writing and Presentation Classroom Research Proposal of Science Student Teachers
Chanchira Choomponla, UdonThani Rajabhat University, ThailandThe purpose of this research were to study 1) understanding of classroom research, 2) writing ability of classroom research proposal, 3) presentation ability of classroom research proposal, and 4) attitude toward the inquiry-based learning of science student teachers’ that they were studying 4th years in the second semester of academic year 2019 at UdonThani Rajabhat University in Thailand, utilizing 18 students which were selected by cluster random sampling. The research instruments were 1) inquiry-based learning on development classroom research in science teaching, 2) understanding of classroom research test, 3) writing ability of classroom research proposal assessment form, 4) presentation ability of classroom research proposal assessment form, and 5) attitude toward the inquiry-based learning questionnaire. The data were analyzed using mean, standard deviation, percentage and t-test one group for hypothesis. The results show that the science student teachers’ understanding of classroom research, writing ability and presentation ability of classroom research proposal, and attitude toward the inquiry-based learning were at the “good” level after they participated in the series of the learning activities. They could explain objectives to make classroom research, research methodology, data collection, data analysis, statistics, and using results of classroom research to development science teaching in classroom. They showed maneuverable and presentation easy to understand. Additionally, they understand “why we do classroom research” and “classroom research essay to do”. Therefore, inquiry-based learning is discussed to guide teachers how to organization of activities as appropriate for help students acquire knowledge and gain necessary skills to achieve in the future.
Alignment of Learning Competencies, Instruction and Summative Assessment in Mathematics 10: A Basis for Curriculum Implementation Monitoring Plan
Deo Urbano, Department of Science and Technology (DOST), PhilippinesUsing mixed-method design, this study determined the extent of the implementation of the curriculum guide in Mathematics 10 classes, the alignment of learning competencies, instruction and summative assessment, identified the challenges encountered by teachers, and developed a Curriculum Implementation Monitoring Plan. Questionnaires and documents of teachers from eight public schools in the Division of Nueva Vizcaya during School Year 2017-2018 were utilized. The results revealed that the teachers fell short of the required time in implementing learning competencies of the Kto12 Mathematics10 curriculum guide due to disruptions of classes, although interventions were done to address the issues. Among the learning competencies in Mathematics 10, the least implemented were the learning competencies of statistics and probability concepts where teachers spent about one-third of the required time. Most of the instruction and summative assessment employed and administered by the teachers were aligned with learning competencies. The most pressing challenge in the implementation of learning competencies was time while in the delivery of instruction was students' skills and knowledge and the most pressing concern in developing summative assessments was related to students' attitude. a curriculum Implementation Monitoring Plan was proposed yo oversee the implementation of Kto12 Basic Education Curriculum towards development projects.
The Relationship Between Transformational Leadership and Work-related Attitudes: The Mediating Roles of Research Self-efficacy and Job Stress
Ya-Ting Huang, Zhejiang University, ChinaAcademic leaders at managerial universities have faced tremendous challenges to recruit and sustain committed and satisfied university faculty members. Against the backdrop, this study examined the nature of the relationship between departmental-level academic leaders’ transformational leadership and university faculty members’ work-related attitudes (i.e., organizational commitment and job satisfaction) by investigating the mediating roles of research self-efficacy and job stress. A questionnaire was administered to 1498 university faculty members from 26 research-intensive universities in China. The results indicated that the departmental-level academic leaders’ transformational leadership has a strong and positive effect on university faculty members’ organizational commitment and job satisfaction. This study further showed that university faculty members’ research self-efficacy positively mediated the relationship between transformational leadership and organizational commitment and job satisfaction while faculty members’ perceived job stress negatively mediated the relationship. The limitations and implications of this study are discussed.
Measuring the Computational Thinking Ability and Surveying Freshman Students’ Opinions on Teaching and Learning Styles
Virawan Amnouychokanant, King Mongkut's University of Technology Thonburi, ThailandSurapon Boonlue, King Mongkut's University of Technology Thonburi, Thailand
Saranya Chuathong, King Mongkut's University of Technology Thonburi, Thailand
Kuntida Thamwipat, King Mongkut's University of Technology Thonburi, Thailand
Computational Thinking (CT) is a key skill in the 21st century that everyone needs, rather than just being a programming skill used only by programmers. To develop students' systematic thinking and analytical ability, we should add computational thinking to them. A sample group consisted of 89 freshman students attending the Department of Educational Communications and Technology of King Mongkut's University of Technology Thonburi, Thailand. They completed a Computational Thinking Test (CTt) and a students’ opinions survey. Reliability as internal consistency of the CTt, measured by Cronbach’s Alfa is ∝ = 0.79. This test is aimed at measuring the students’ CT ability. The CTt had 20 multiple choice items and consisted of four components: Decomposition, Pattern Recognition, Abstraction, and Algorithm Design. The results revealed both males and females have equally average scores; however, their scores were lower than that of the criterion; consequently, they should be cultivated CT. The results from the students’ opinions survey indicated that most respondents liked working with friends and learning by doing; in addition, they also admired an instructor who always applied problems in real life to teach them and combined Face-to-Face and Online Learning. These results can be applied in future research related to instructional design to the development of computational thinking ability.
Addressing Mathematics Anxiety of Grade 5 Students Through Modules and Strategies and Its Effect to Student Achievement
Ma. Edilyn Dimapilis Chiao, Elizabeth Seton School, PhilippinesThe study sought to address mathematics anxiety among grade 5 students of Elizabeth Seton School – Las Piñas Campus by defining its relationship with student achievement, facilitating modules and strategies, and determining its effect to student achievement. The study examined the mathematics anxiety levels of 267 grade 5 respondents and utilized an instrument adopted from Sierbers (2015). The study also examined whether mathematics anxiety modules and strategies improve student achievement and analyzed using Statistical Package for the Social Sciences (SPSS). A paired t-test for the difference between means of student achievement and Pearson–r for the relationship of mathematics anxiety with student achievement were used as statistical analyses to measure significance.
The result of the study indicated that there is MEDIUM – HIGH mathematics anxiety levels among the respondents which after implementation of mathematics modules and strategies decreased to LOW – MEDIUM mathematics anxiety level. The result also showed there was a statistically strong relationship between mathematics anxiety and students achievement. Students who have high mathematics anxiety tend to have low mathematics achievement. Furthermore, the t-test showed that the mean difference between student achievements is significant in two out of eight sections only in grade 5 students. This implies that mathematics anxiety modules and strategies were effective in selected sections. Based on the findings of this study, it is worth noting that mathematics anxiety affects student achievement.
The Perspective of Thai Pre-service Teachers on Creativity: Teaching Creatively and Teaching for Creativity
Chalisa Koysupsin, Phuket Rajabhat University, ThailandCreativity has been played a crucial role in education in the 21st century. In the Thai Curriculum, creativity is put on the list of learners’ key competency skills. Teacher efficiency has a direct impact on student success, thus developing Thai pre-service teachers’ awareness of creativity is essential to enhance new teachers’ creativity in their teaching. The purpose of this study was to explore Thai pre-service teachers’ conception of creativity. Research participants were drawn from the first-year student teachers at Phuket Rajabhat University. Open-end questionnaires were created to collect participants’ perspectives on creativity. According to grounded theory, two themes emerged to analyze the student teachers’ perspective; teaching creatively and teaching for creativity. The result of the study shows that Thai pre-service teachers’ perception of creativity was mainly concerning the creative learning media as its origin. Besides, the awareness of the pre-service teachers was creative teaching methods and media will improve their teaching ability, which also considers as an original aspect. The result means that Thai pre-service teacher’s conception of creativity is more about ‘teaching creatively’ rather than ‘teaching for creativity’, which impact on their future student in a way of enjoyable and succeed in learning but not fostering creativity competency in the young. In conclusion, the finding reflects that a teacher training course should emphasize and cultivate more on creativity’s core feature to widen the perspective of creative teaching in Thai pre-service teachers, and then they will be able to transmit the knowledge and skills to their students.
Embracing Differences in STEM/STEAM Education in Higher Education: A Critical Review
Ida Ah Chee Mok, The University of Hong Kong, Hong KongWith the STEM/STEAM movement pouring forth around the world, STEM/STEAM as a field of study has become increasingly important for both basic and higher education. According to the Committee on STEM Education of the National Science & Technology Council (2018) and the launching of the STEM Education 2029 Innovation Project of China, a set of overlapping disciplines into a more integrated and interdisciplinary approach to learning and skill development has been evolving. There is indeed an increasing demand on new developments in interdisciplinary learning and innovative pedagogical approach to meet the conceptual and practical needs of the timely curriculum reforms. The aim of this critical review of the literature that offers a theorised critique of educational development of higher education in STEM/STEAM contexts for uncovering the differences in principles that inform development of higher education policy in STEM disciplines and fields.
The methodology and theoretical framework is informed by the scoping review methodology proposed by Arksey and O’Malley (2005) and consists of five stages: identifying relevant studies; study selection; charting the data; collating, summarizing and reporting. The initial are identified and will be used as a guideline for the study: 1. What kind of programmes are offered in STEM / STEAM contexts? 3. What is known about the pedagogical approaches employed in STEM /STEAM education? 2. What considerations are there pertaining to the implementation of STEM /STEAM education? 4. What constitute in STEM/STEAM pedagogical training?
Supporting Teachers to Learn, Teach, and Research: Imperative of ‘Teachers’ Magazine’ in Teacher Education in Cambodia
Chankea Phin, Nagoya University, JapanTeacher is one pillar of student’s and education’s success. Teacher needs opportunities of training in this changing world. But some teachers in Cambodia today are of low educational level background and no experience in pedagogical training which may be resulted from lack of resources, teacher trainer, and training opportunity. Previous studies, including the studies of the authors provide directions of using existing sources to help overcome these concerns. Noticeably, Cambodia has made ‘Teachers’ Magazine’ possible in 1949. Though it was abolished during civil wars in the 1970s, its first volume publication reborn in 1995 and now reached volume 58 published in December 2019. This paper investigates the Magazine’s characteristics by reviewing archival literature and later discusses its imperative of using it for an advantage of future teacher education in low-resource setting in present Cambodia. The Magazine shares few sections on: general knowledge, educational game, rule and regulations, psycho-pedagogical theory and practice, and managements whose contents contribute randomly for all grades, all subjects, and all educators especially school teacher. Since it has already existed in education sector in Cambodia, it is hoped that it will share a large contribution to gain interest from teachers more easily and be able to embed their continuous professional development opportunities -in regards for their learning, teaching, training and researching in which in-service teachers can publish their works, can use and share experiences to deal with both low education level of teachers and untrained teachers. It helps develop better environments of improving quality teacher education.
Identifying Variables in English as Medium of Instruction: A Trajectory Equifinality Modeling Analysis of Two English Teachers in Japan
Mitsuyo Toya, University of The Ryukyus, JapanThe Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has long tried to change the medium of instruction (MI) for secondary school English education. Released in March, 2018, a new course of study states that junior high school English should be taught in English. This reinforces an earlier announcement for MI in senior high schools in 2008, and now English teachers in Japanese public schools are under increasing pressure to speak English exclusively during class. However, call for an “All English” classroom has not been necessarily welcomed nor accepted by instructors. Indeed, fewer than 20% of teachers use English more than 75% in class for both junior and senior high schools (MEXT, 2019). Senior high school teachers are undoubtedly able to conduct English-only lessons, so why do they refuse to use more English in class? In order to qualitatively clarify variables that govern teachers’ decisions on the use of English, two female English teachers, each with approximately ten years of experience, were interviewed separately for one hour regarding their teaching career. The data was analyzed using Trajectory Equifinality Modeling (Valsiner & Sato, 2006). The results revealed that anticipated learning difficulties among students inhibits the teachers’ use of English because they had been assigned to schools with varied proficiency levels. It was also found that a coincidental encounter with a model teacher served as Obligatory Passage Point in achieving the Equifinality Point of English as MI.
Designing and Implementing Educational Applications for Mobile Devices
Andrey Koptelov, Sam Houston State University, United StatesThis piloting study, based on the mixed methods design, investigates a possibility for undergraduate students to develop educational applications for mobile devices (e.g., smartphones and tablets). We choose MIT App Inventor as a software that provides tools needed to construct an application without advanced knowledge of coding. Fifty pre-service teachers were required to design and develop an educational application that can be used for assessment. It has been found that applications development is complex for some of the students, and detailed, step-by-step instructions are necessary to scaffold the process. However, those who engaged in app development experienced numerous benefits: they acquired the basic computational thinking skills that precede knowledge of coding in the future, and they learned more about the content and pedagogy of their subject areas, including how to teach with technology. All participants received a range of feedback from peers, allowing them to improve their applications. Moreover, pre-service teachers were asked to conduct research with students at school in order to find out what their greatest needs are to contextualise educational applications development further. The whole process involves active, constructivist and indeed constructionist learning on the part of the teachers, and to some extent on the part of their students. Given the limitations of many pre-built applications, pre-service teachers who have developed their own applications found themselves empowered to create new apps where the content is carefully targeted and the pedagogies are appropriate.
Developing Informed Pedagogical Approaches to Digital Technology Courses in Pre-service Education
Shaun Nykvist, Norwegian University of Science and Technology, NorwayMichelle Mukherjee, Queensland University of Technology, Australia
Christopher Blundell, Queensland University of Technology, Australia
The development of teacher education curriculum that has the potential to effectively prepare pre-service teachers with all the necessary practical knowledge and skills for their future role as educators is extremely challenging. Teacher education institutions have struggled with this, and in particular, the student attitudes to learning associated with the many deeply embedded beliefs that many of these students bring with them. This paper focuses on the impact of students’ prior beliefs on their learning in a unit on the use of digital technologies in the classroom. The study reports on data collected over a seven-year period of all pre-service teacher education students (N=3393) entering a Bachelor of Education course at a large metropolitan university in the southern hemisphere. The study highlights several key issues relating to prior exposure of digital technologies in a student’s schooling, their attitudes and beliefs about the use of digital technologies and their perceived abilities of using digital technologies. These findings have further provided the authors with evidence to make informed decisions about how digital technologies courses in education should be designed, from both a content and a pedagogical perspective . The pedagogical approach adopted across these unit, creative inquiry, is highlighted within the paper with practical examples and further data on its effectiveness for use in digital technologies based education courses.
The Effects of Questioning Strategy on Young Girl Students in Web Quest Activity
Chiung-hui Chiu, National Taiwan Normal University, TaiwanHsin-Wen Hu, National Taiwan Normal University, Taiwan
Promoting science learning and science performance of girl students has been an important issue. The study explored the effects of questioning strategy on young girl students in a webquest activity. A quasi-experimental design was adopted on 46 fifth-grade girl students. These students participated in a mixed-gender group activity aided by questioning strategy with detail question stems, simple question stems, or no questions. There were 11 groups of three in each kind of activity. Students were asked to study a scientific article and ask questions and answer questions about the article, then students of each group were required to produce a science report collaboratively. The results showed that the girl students using detail question stems had a better effect on the science report score and the attainment of science test score. The findings of this study provide evidence to confirm that applying detail question stems is a helpful strategy for young girl students in webquest activity.
Student-guided Learning Methodology: From Teaching to Learning
Lior Naamati Schneider, Hadassah Academic College, IsraelAdaya Meirovich, Hadassah Academic College, Israel
Academic institutions are increasingly viewed as not only knowledge providers but also as cultural change agents. They are therefore expected to cultivate new types of student competencies that can cope with daily challenges in an ever-changing world. Israeli academia has adopted new teaching paradigms but most lecturers still use traditional methods. This study describes how a novel method was used as one means in creating a student-guided course in a management and service organizations faculty and changed the teaching into a learning process. This study describes the student-guided learning (SGL) method used in teaching a course in a management of service organizations faculty modeling how Israeli academic teaching can adapt to a changing world. This student-centered and student-led process is supervised by the lecturer, whose role is to outline the student’s path; hence the name, student-guided learning (SGL). The student, who participates significantly in selecting the study materials and content, is responsible for independently studying certain portions and imparting and presenting them to others. The process includes nine stages which will be specified in the presentation The SGL serves as a model that can be adopted to teach courses of all types. The method addresses the need for academic institutions to remain relevant for the training of twenty-first-century graduates in new professions.
Findings From Analysis of Errors in Writings by Japanese University Students
Mutsumi Iijima, Gunma University, JapanSeeing errors found in writings by Japanese university students, we, Japanese teachers of English, may have to discuss the issues of TEFL in Japan seriously. The university students are supposed to accomplish at least six-year curriculum of English as a foreign language at school. This curriculum is authorized in the course of study by the Japanese Ministry of Ministry of Education, Culture, Sports, Science and Technology. When we analyze those errors, we can find very easy ones, for examples, “*What does he thinks?” or “*How many books do you have are?” We should say these errors are just a slip of tongue, but actually it is not. We can find the same errors in other parts or the writings by other students. This study analyzes interrogative sentences made by university students, and tries to find out the tendency of errors and the reason why they make such mistakes. Those errors can be categorized into some groups, and discussed from the points of features which are various among languages. Japanese language is different from English in the perspectives of phonetics, syntactic or logic. These perspectives can be said to be the causes of those errors. In this study, those causes are discussed respectively to give some pedagogical suggestions to teaching English as a foreign language.