Contemporary Educational Researches Journal

Exploring language learning styles and academic achievement among Iranian senior high school EFL students

2025-01-30T07:43:24+03:00

This study aimed to investigate the relationship between language learning styles and academic achievement among Iranian senior high school EFL students. The study addressed a gap in the literature regarding the impact of learning styles on EFL students' performance in Iran, as few studies have explored this connection in this specific educational context. The target sample consisted of 40 randomly selected 11th-grade students from two public schools in Kazerun, Fars province, Iran. The VARK Learning Style Index was used to identify the students' preferred learning styles, and their final exam achievement test scores were used to measure academic performance. Descriptive statistics were employed to analyze the data. The results revealed that the majority of students were auditory learners, followed by kinesthetic and reading/writing learners, with visual learners making up the smallest group. Notably, auditory learners achieved the highest mean test scores, indicating a potential link between auditory learning preferences and academic success. These findings suggest that recognizing and adapting to individual learning styles, particularly auditory preferences, can enhance student engagement and academic achievement. The study provides valuable insights for educators aiming to optimize language instruction based on students' learning style profiles.

Keywords: Academic achievement; EFL learner; learning style.

Training needs of physical education teachers in Jordan and their relationship to various variables

2025-03-09T02:30:04+03:00

This study aimed to identify the training needs of physical education teachers in Jordan and explore their relationship with variables such as academic qualification and experience. A descriptive approach was used, with a questionnaire as the data collection tool, administered to a sample of 285 male and female teachers during the second semester of the 2021-2022 academic year. The results, after conducting the necessary statistical analysis, revealed that physical education teachers in Jordan expressed a need for training in all the skills examined in the study, including teaching planning, classroom management, classroom environment, assessment tool development, and strategy implementation. Furthermore, the study found no statistically significant differences in training needs based on the variables of gender, academic qualification, or experience. These findings suggest that regardless of these factors, there is a consistent demand for professional development in physical education teaching practices in Jordan.

Keywords: Needs; training; training needs; physical education; teachers.

Effectiveness of microlearning model on the learning outcomes of elementary school students

2025-03-09T03:03:39+03:00

This study aimed to evaluate the effectiveness of the Microlearning model on student learning outcomes. The study involved students from class VC (n = 24) and class VB (n = 23). A randomized posttest-only control group design experimental approach was used, with data collected through multiple-choice tests created by the class teacher. The research data were analyzed using descriptive and inferential statistics, specifically the student t-test with a significance level of 0.05. The findings revealed a significant difference in learning outcomes between the class using the microlearning model and the class employing a conventional model. These results suggest that the microlearning model significantly enhances student learning outcomes, demonstrating its effectiveness as a teaching strategy. The study highlights the potential of microlearning in improving educational practices and provides valuable insights for educators seeking to optimize student engagement and achievement.

Keywords: Elementary school; learning outcomes; microlearning model; students

Augmented reality in Physics education: A tool for intellectual learning

2025-03-09T12:53:27+03:00

This study investigated the integration of augmented reality (AR) and virtual reality (VR) technologies in physics education, focusing on their potential to enhance teaching methods and address existing pedagogical challenges. A literature review, along with an experimental comparison of AR and VR-based instruction, was conducted to assess their impact on student engagement, comprehension, and retention. The findings indicated that AR significantly improved student participation and information retention, with students using AR-based resources demonstrating higher engagement and comprehension compared to those using traditional materials. The research also highlighted the need for teacher training in AR-based instruction and the value of student involvement in developing AR applications. By employing a combination of theoretical and practical teaching strategies, the study showed that AR could effectively support the visualization and problem-solving of complex physics concepts. Additionally, the study emphasized the broader applications of AR and VR technologies in fields such as medicine and engineering, suggesting the importance of continued research and investment to unlock their full educational potential while addressing accessibility challenges.

Keywords: Augmented reality; education; physics; virtual reality

The role of ICT in developing Peru’s 'I learn at home' distance education strategy

2025-03-09T13:00:12+03:00

This study examined the pedagogical use of information and communication technologies in teachers of the Local Educational Management Unit, Chiclayo, Peru, during the COVID-19 pandemic and evaluated the implementation of the distance education strategy "I learn at home." ICTs played a crucial role in enabling remote learning and fostering high-impact pedagogical strategies. Prior research emphasized their importance in developing digital competencies essential for professional and everyday life. However, there was a need to assess their effectiveness in pedagogical management within the local educational context. A quantitative, descriptive, and non-experimental approach was adopted, using stratified probability sampling with a finite population of 6111 teachers and a sample of 909 from Initial, Primary, and Secondary Education. Data were collected through a structured questionnaire with 30 items distributed via Google Forms. The findings indicated no significant differences in teachers' pedagogical use of ICTs for implementing the distance education strategy. Despite this, teachers who regularly integrated ICTs into learning activities contributed to the development of conceptual knowledge, skills, and critical evaluative judgment, fostering comprehensive student development. These findings underscore the importance of continuous teacher training to enhance ICT-based pedagogical strategies in distance education.

Keywords: Computer-aided teaching; educational software; ICT; long-distance education; online learning; teacher