International Journal of Learning and Teaching

The problem-based approach in mathematics teaching and its impact on mathematical problem-solving performance

Daniel Doz, Mara Cotič , Nastja Cotič — Wed, 30 Oct 2024 00:00:00 +0300

Problem-solving is a key aspect of mathematics instruction. Although it is part of several national curricula, its implementation is still being vastly explored. This research aimed to investigate and update the existing educational process in mathematics teaching in primary education by designing and evaluating an experimental model of problem-based mathematics education. The study used a pedagogical experiment, with a sample of 240 pupils in Grade 3 from four selected Slovenian primary schools. The results showed that the use of an experimental model of problem-based learning had a statistically significant effect on pupils’ mathematics achievement in all the domains of mathematics in terms of numbers, geometry, logic, and set theory. The study suggests that modern school reforms should focus on problem-based mathematics instruction as a means of achieving meaningful and lasting knowledge in students.

Keywords: Achievement; experiment; mathematics; problem-solving; problem-based instruction.

Analyzing the effectiveness of the imaginary dialogue method for English spelling skills among Southeast Asian students

Retno Wulandari , Juang Kurniawan Syahruzah — Wed, 30 Oct 2024 00:00:00 +0300

This research explores the use of the imaginary dialogue method as an instructional tool to enhance English spelling skills among students, where teachers provide imaginative dialogue prompts on paper with guided instructions. The study aimed to describe students' responses to this method in an English language context. The study used purposive sampling and employed a descriptive qualitative approach. Data were collected through questionnaires, interviews, and documentation, then analyzed using data reduction, data display, and conclusion-drawing techniques. Findings indicate that students responded positively to the imaginary dialogue method as an engaging and effective alternative for learning English speaking skills. Results showed a notable improvement in students’ engagement and mastery of English-speaking skills using the imaginary dialogue method. Additional findings from the questionnaires revealed varying attitudes toward English, with some students showing a strong positive response, while others expressed a more moderate interest. These results suggest that the imaginary dialogue method can be an effective and engaging approach for supporting English language learning among middle school students. These findings suggest that the imaginary dialogue method can be a beneficial supplementary tool for enhancing English language skills among middle school students.

Keywords: Dialogue imaginary method; English skill; spelling; student response.

Evaluation of workshops, training courses, and discussion panels in applied colleges at Saudi universities: A student perspective

Saddam Rateb Darawsheh — Wed, 30 Oct 2024 00:00:00 +0300

This study evaluates the effectiveness of workshops, training courses, and discussion panels organized by colleges at Imam Abdul Rahman bin Faisal University from the perspective of students. The study population consisted of 1,511 male and female students from three main faculties: Administrative Sciences, Finance Sciences, and Computer Sciences. A sample of 950 students, representing 70 percent of the population, was surveyed. A questionnaire based on a five-point Likert scale was developed, covering two key areas. The first examined the qualities of a successful and engaging discussion panel through nine statements, while the second assessed speaker characteristics through 12 statements. The findings indicate that students from the Applied College highly valued the effectiveness of seminars and discussion panels, particularly in addressing issues relevant to university life. At a significance level of 0.05, statistically significant differences were found in student attitudes based on gender, with female students demonstrating higher levels of approval. The study recommends incorporating entertainment elements into discussion sessions and training courses to enhance engagement. Additionally, it suggests directing students toward training sessions aligned with their academic and personal development needs to maximize the benefits of these initiatives.

Keywords: Applied colleges; discussion panels; evaluation; training courses; workshops

A proposed model for teaching methods in essay writing for high school students

Wed, 30 Oct 2024 00:00:00 +0300

An essay is one of the most relevant and widely used public communication genres. However, there is no standardized system for teaching and assessing essay writing in high schools, leading to inconsistencies in student proficiency. This study examines the factors influencing persuasive essay writing among high school students to develop a structured model that enhances instruction for tenth and eleventh graders. An experiment involving 56 students was conducted, with an experimental group of 28 and a control group of 28. The model’s effectiveness was assessed by comparing the writing performance of both groups. The results indicate that students in the experimental group demonstrated significant improvement in essay writing compared to those in the control group. Evaluation of essay quality revealed that students in the experimental group developed essential communicative, analytical, and writing skills necessary for persuasive writing. The study develops and tests a model based on the communicative activity approach to establish both theoretical and practical foundations for teaching essay writing. The findings contribute to improving instructional strategies, offering educators an effective framework for fostering students’ writing competencies. This research highlights the importance of structured essay writing training in high school curricula.

Keywords: Assessment; essay; experiential learning; high school; language; teaching methodology

Development and initial psychometric evaluation of digital literacy and resilience scales among university students in ASEAN

Wed, 30 Oct 2024 00:00:00 +0300

The transition to Society 5.0 requires all individuals, including university students, to adapt to digitalization and information technology. Ensuring students develop the necessary competencies for digital education is essential to prevent them from being left behind. While studies on digital literacy and efficiency in the context of Society 5.0 exist, research focusing specifically on Southeast Asian university students remains limited. This study aims to develop and validate a digital literacy and digital resilience scale for students in Indonesia, Malaysia, and Timor Leste. The initial instrument comprised 45 items measuring five dimensions of digital literacy, which include information and data literacy, communication and collaboration, digital content creation, security, and problem-solving. It also included 29 items assessing four factors of digital resilience, which are knowing, understanding, learning, and recovery. A total of 864 students participated, with 34 percent male and 66 percent female. Psychometric testing involved exploratory factor analysis using JASP 0.16.3.0 and confirmatory factor analysis. The final scale consists of 27 valid and reliable items, with 16 measuring digital literacy and 11 measuring digital resilience. Confirmatory factor analysis results indicate that the models are well-fitted. This instrument provides a valuable tool for assessing students' digital literacy and resilience, supporting efforts to enhance digital competencies in higher education.

Keywords: ASEAN; digital literacy; digital resilience; students

Interactive multimedia football as a learning model during the pandemic

Afri Tanri, Sanusi Hasibuan , Tarsyad Nugraha , Mashud, Advendi Kristyandaru — Wed, 30 Oct 2024 00:00:00 +0300

The delivery of football learning materials presents challenges for educators, particularly when practical components must be taught remotely. This study aims to develop an interactive multimedia learning tool for football courses at the Faculty of Sports Science, Medan State University, especially during the COVID-19 pandemic. The research follows a research and development approach to create and validate educational products. The study involved two trial phases, with 30 participants in the first phase and 60 in the second. Data were analyzed using percentage techniques and quantitative methods. Findings indicate that the interactive multimedia tool effectively enhances students' understanding of basic football techniques, achieving an 80 percent success rate. The study developed the "ARA Model" application through three stages: pre-development, development, and evaluation. A needs analysis was conducted through surveys, expert consultations, and focus group discussions. The effectiveness and efficiency of the product were assessed using closed and open questionnaires. Validation involved experts in football, sports coaching, and information technology. The results demonstrate that interactive multimedia is a valuable tool for football education, offering an effective learning model during disruptions such as the COVID-19 pandemic.

Keywords: E-learning; football; interactive multimedia; model learning; physical education.

Blended and Flipped Classroom: Backing for Better Academic Success

Chahrazed Hamzaoui — Wed, 30 Oct 2024 00:00:00 +0300

In recent years, university instructors have increasingly adopted the flipped classroom model, a form of instruction that leverages digital technologies to shift direct teaching outside the traditional group learning space, typically through videos, and emphasizes active learning during in-class time. This review paper explores the evolution and impact of the flipped and blended learning models, which gained traction through positive student feedback, the author's professional experience, and a thorough review of existing literature. The paper presents a comprehensive framework for designing effective flipped or blended courses, highlighting essential components and providing insights into the types of activities best suited for this model. The framework emphasizes the importance of a structured approach that ensures all voices are heard and integrated into the course delivery cycle, while also fostering collaboration between instructors and students. The study concludes with recommendations for successfully implementing flipped and blended learning, offering guidance to educators seeking to optimize student engagement and academic achievement through this innovative instructional model.

Keywords: Academic success; author; backing; blended learning; flipped classroom; students