Search

The objectives of this research were to; 1) analyze the factors of an intelligent system for learning result prediction to reduce drop-out of undergraduate students. 2) construct a modeling of an intelligent system for learning result prediction to reduce drop-out of undergraduate students. The samples were 141 undergraduate students who study English Education program in Academic year 2012-2014 at Kanchanaburi Rajabhat University by purposive sampling. The research results were as follows 1) the factors analysis was based on the attribute weight indexing technique using the Information Gain method. The learning results prediction factors had 14 factors, for example, mean of GPA from semester 1 to 5 and learning results about 9 subjects, 2) constructing a modeling of an intelligent system for learning result prediction to reduce drop-out of undergraduate students by measuring the quality with Cross-validation Test; 10-fold cross-validation and Naive Bayes technique, the highest accuracy index is 84.33 percent, and followed by the creation of student's learning result prediction by using Decision Tree technique, 73.86 percent of accuracy index.

In recent years, the concept of university governance has become a determining factor in the quality of higher education in different countries and possibly has an impact on their economic and social development. The study aimed to identify the state of governance of Sidi Mohamed Ben Abdellah University according to the views of students. The researchers used the descriptive method in the study. The population of the study consisted of all the students of Sidi Mohamed Ben Abdellah University for the 2017/2018 academic year. The study sample was random and had 947 members. The researchers used a questionnaire to collect the data to achieve the study's objectives. It was composed of (20) distributed elements in the fields of study. The results indicated that within the University of Fez, there is a very moderate application of the principles of governance, which may also be the case for other Moroccan universities. This may well be the source of the failure of our higher education system.

The current study identifies the responsibility of the faculty members at Yarmouk University in achieving quality in higher education. To achieve the objectives of the study, the descriptive-analytical method is employed. The study sample consists of the faculty members at Yarmouk University in the academic year 2019-2020. The results show that the quality of higher education depends on the quality of the faculty member's performance and has several basic determinants, including mastery, righteous deed, and beneficence. The results also show that to achieve quality in the faculty member's performance, a large number of requirements shall be met such as sincerity and loyalty at work, advantageous work, working as best as possible. Moreover, it is found that quality in education is reached through the efforts made by senior university management and faculty members. Besides, the results also show that to reach accreditation at universities, individual and collective responsibility is required. The results also show that the administration of the university is also responsible, namely: the faculty members are obligated to teach, conduct research, and serve the society with utmost quality. Furthermore, it is found that the government, i.e. the Accreditation Board is required to monitor universities and ensure that they achieve quality in teaching, conducting research, and serving the community and society.

This study explored the learning progression in Algebra of students from a cohort perspective and individual perspective. Utilizing the cross-sectional and longitudinal research methods and employing the Rasch measurement modeling, the progress in the Algebraic performance of the 592 students (Grade 8, Grade 9 and Grade 10) in a school division in the Philippines was examined four times in around one academic year. Analyses revealed that the students only have a low level of performance in Algebra. Through the Rasch analysis, there was a progress in students' Algebraic performance from a cross-sectional perspective. Their ability estimates increased with the grade level. The performance of the students also developed from the individuals' perspective. More students displayed progress while some retrogressed in their performance in the algebraic test. Moreover, from an individual perspective, the algebraic students' performance developed over the period in all grade levels. There is also an increase in the mastery of the students in the different tasks in the test. The answers of the students are dependent on their ability, as predicted from the Rasch model.

The study aimed to find out the extent to which students at the University of Jordan possess life skills and methods of employing them in stressful life situations. The study sample consisted of (1898) randomly chosen male and female students in the second semester of the academic year 2019/2020. The study adopted two scales to measure life skills and stressful life situations. The results showed that the level of stressful life situations was to a high extent, the most common of which are social situations. And students possess a moderate level of life skills, the most used of which are communication skills with others, and there are no differences in the level of life skills. It is attributed to the variable of gender, the academic year, and the existence of differences in the level of life skills attributed to the variable of the college in favor of human faculties. In addition, there was statistically significant differences in the degree of stressful life situations attributed to the variable of gender in favor of males, and to the variable of college in favor of human faculties, and the absence of statistically significant differences in the degree of stressful life situations referred to the academic level, and the presence of a positive correlation between the life skills, and their utilization in stressful life situations. The study recommends developing the skills of university students and upgrading them by encouraging students to develop their mental, social and emotional skills.

Our research aims to distinguish the types of motivation that are especially significant for undergraduate students and how authentic video materials foster the development of these types of motivation. Sample for the research was 67 undergraduate students from two Moscow universities – from MRSU (31 students) and from RUDN (36 students). The experiment was carried out in the autumn term of the 2019-2020 academic year. In the course of the research, a survey of students was conducted to identify the most significant factors contributing to an increase in the motivation of learning activities. According to the results of the survey, for senior undergraduate students, the opportunity to plan their learning activities independently acquires the greatest value. The creation of a favourable emotional environment in the classroom and adequate assessment of students are important but not determining factors in the development of motivation. The implementation of innovative pedagogical technologies and psychological and pedagogical support of the learning process are equally important for the formation of motivation. As part of the study, authentic professional video materials were selected and techniques for working with them were developed. The developed materials can be used for teaching language for specific purposes in the areas of Pedagogy, Economics, and Management. Students note that the use of the foreign language being studied in real situations of professional communication is the leading motivational factor. The participation of students in the film making process encourages the development of social and communicative competencies, prepares them for future professional activity.

The sole working language of ASEAN region is English. The Philippines as one of the members of ASEAN should adhere to this; that is why the Philippine government in coordination with the Philippine higher education mandates English as the medium of instruction in the tertiary level. This study was conducted to the graduating students of the Bachelor of Secondary Education majoring in English in a Philippine state university during the academic year 2015 to 2016 to determine their proficiency and confidence levels in English as regional lingua franca of Southeast Asia. Results showed that the respondents were confident in terms of their speaking skills, but they were not proficient in terms of their reading and writing skills. It was also found out that there was a significant difference in speaking when grouped according to the level of proficiency in reading. However, no significant difference was found in speaking when grouped according to the level of proficiency in writing. To prepare students to face the world of work and the ASEAN Integration, it was recommended that a more rigid admission policy be stipulated in the state university where this study was conducted. The university must be stricter and more cautious in selecting its students, especially those who apply for a specific area of specialization.

This study aimed at identifying the degrees of practicing the Intensive Reading comprehension skills by students in the Directorate of Education in Irbid Kasbah District from their points of view. To achieve the aims of the study, a descriptive-analytical approach was used, and a questionnaire was prepared to collect data after verifying their validity and stability. The participants of the study included 101 students in the eleventh grade in the academic year (2020/2021). The results of the study showed that the use of Intensive English Reading skills by the students was moderate from their points of view. Furthermore, the results showed statistically significant differences in the use of Intensive English Reading skills by students due to the gender variable. In the light of the results, the researchers recommended some recommendations, such as the teachers should maintain the progress of the students in Intensive Reading and encourage them to read English texts more and balance the teaching-learning activities to achieve the students' competencies in mastering four skills of the language.

This study investigated the effectiveness of integrating emotional intelligence into cooperative mathematics learning. This research paper is a pre-experiment using a one-shot case study design where there are no pretest and control groups in collecting data. 20 tenth-grade students from the class of MIA 1 were the participants of the study during the academic year of 2018/2019. Research instruments used to collect data were questionnaires of emotional intelligence and students' response related to emotional intelligence-integrated cooperative learning, an observation sheet of students' activity when emotional intelligence-integrated cooperative learning was applied in the learning process and a test of students' mathematics learning outcomes. The data obtained were quantitatively analyzed by employing descriptive statistics analysis. Findings of the study revealed that: (1) all aspect of students' activity satisfies the criteria of ideal time where the activeness of students appear in the activity of readiness to receive explanations related to subject matter, activeness in discussions both in groups and in the class, the activeness of students in answering teachers' questions and solving mathematics problem; (2) students' response is in the positive category with the average score of 78,80 where students find it easy to understand the teaching material and are motivated to take part in the learning process because students feel challenged by solving math problems that are trained when the learning process takes place; (3) the average of students' mathematics learning outcome with the score of 78,67 passed the minimum standard of 75; and (4) 85% students had a score which was more than the minimum passing criteria. From the 4 aspects described, it can be argued that cooperative-based mathematics learning by integrating students' emotional intelligence can improve learning activities for both students and teachers and improve students' mathematics learning outcomes.

The study aimed to identify the role of the faculty member in Jordanian universities in protecting their students from cultural pollution from the students' point of view, and whether there is a difference according to the type of university, major, and academic year. To achieve the goals of the study, a scale has been developed that measures the role of the faculty member in protecting his students from cultural pollution, and it was randomly distributed to 2400 male and female students from public and private universities. The results indicated that the role of the faculty member was high in protecting his students from cultural pollution, and that there are differences in the role of the faculty member in protecting students from cultural pollution attributed to the gender variable and in favor of males, and there are no differences in the specialty and year of study, and the study recommends educating male and female students about the importance of the role of the faculty member in protecting them from cultural pollution. The importance of the study lies in providing researchers and Arab libraries with an expanded theoretical framework on the phenomenon of cultural pollution, the results of the current study also benefit the officials in the Jordanian higher education institutions by setting out educational and guidance programs for male and female students about the seriousness of this phenomenon.

This study aims to evaluate the planning, processes and learning outcomes during the COVID-19 pandemic. This is an evaluative study with a qualitative approach. This research was conducted in the Department of Primary School Education, Faculty of Education, Universitas Negeri Yogyakarta. Research time is in Academic Year 2019/2020 specifically in the COVID-19 pandemic. The evaluation model used is Countenance Stake Model, which contains an evaluation of antecedents, transactions, and outcomes. Subjects in this study were students who took part in lectures and lecturers who did the learning during the COVID-19 pandemic. Data collection is done by documentation, interviews and questionnaire and then analyzed using a qualitative approach. In addition to ensuring the validity of the data of this study, triangulation of sources was carried out. The results showed that the learning service on the antecedent aspect has been running well. This is evidenced by the well-planned lecture services during the pandemic. Another thing obtained in the aspect of transaction that still needs to be improved. This is proven by the fact that effective lecturing methods have not yet been applied during the pandemic. The same thing also happened in the aspect of outcomes that was still not optimal. This is evidenced by the low student satisfaction in learning services during the pandemic.

Purpose: This study aims at investigating the effectiveness of the concept map learning model on student reasoning. Methodology: It is an experimental study with the students of Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta in 2017/2018 academic year as the population with a total of 35 students of IVB semester as the respondents. The data collection techniques included tests and documentation. Results: The results of the Mann-Whitney Test showed a p-value of 0.012

Even though many studies were carried out regarding the role of cultural background knowledge in reading comprehension, still rare studies were carried in the surrounding area. Accordingly, this study aimed at exploring the potential effect of cultural clues on Al al- Bayt University undergraduates' reading comprehension at three levels: literal, inferential, and evaluative. To achieve this, seven passages, each with two versions: the original and nativized, were selected from the textbook taught at Al al- Bayt University, situated in Mafraq in the north of Jordan. The researcher used pre-experimental design (i.e., One-group pretest-posttest design). In this design, a single case is observed at two-time points (repeated measures), one before the treatment (O1), and one after the treatment (O2). Subjects were thirty-eight EFL undergraduates selected by the researcher from Al al- Bayt University in the second semester of the academic year 2019/2020.To carry out the study, all expressions and clues that carry cultural aspects in the original passages were replaced by other expressions reflecting the Jordanian culture in the nativized ones. The students then were asked to read the two versions and answer different types of questions to collect the data aimed at measuring literal, inferential, and evaluative comprehension over the two versions of each passage. The collected data were analyzed using quantitative analyses. The study's findings revealed that cultural familiarity through applying nativization positively affected students' reading comprehension. More interesting is that text nativization did affect the literal level of comprehension and the inferential and evaluative ones. The current study would be fruitful for instructors and teachers in Jordan to help them develop reading comprehension in a way that would improve students' comprehension.

This study aims to determine the improvement of learning outcomes and science process skills of students through the implementation of the guided inquiry model in learning qualitative analytical chemistry practicum. This study is needed since most practicum activities are currently still doing a lot of traditional verification practicum guides which do not encourage students to be creative in organizing their competence especially science process skill. Therefore, a research was conducted to 27 students at Department of Chemistry Education, Universitas Negeri Medan in fourth semester of 2019/2020 academic year. The growth and development of science process skills of students was observed by using an observation sheet in the form of rubrics for students' practicum analysis group I, II, III, IV and V. The result showed that the implementation of this model in analytical chemistry practicum able to improve student's learning outcomes and science process skill significantly. Indicators which classified as high category are consisted of designing the practicum, applying the concept, hypothesizing and communicating. Meanwhile the medium categories are skill of predicting, interpreting and observing. In another hand, the student's learning outcomes were increased from 81.88 in average pre-test to be 85.49 in post-test with N-gain approximately 20%. The highest percentage of student worksheets was achieved in communication skills around 90%. These findings give contribution for chemistry education especially to prospective chemistry teachers for equip their science process skill such that it develops aspects of basic abilities including cognitive, affective and psychomotor.

Working in joint effort empowers students' dynamic social connection and helps oversee intellectual and behavioral improvements. This study focused on assessing the effectiveness of the Two Cubed Approach as an introduced Collaborative teaching practice in enhancing the Algebra and the social skills of the students. One group pretest and posttest experimental research design was used to 38 College of Teacher Education first-year Mathematics major students, during the second semester of the academic year 2018-2019. The students experienced working in two cubed collaboration, quartic discussion, paired sharing, and individual verification. Its ultimate goal is to make them become independent learners who mastered the competencies set. The result shows a significant positive increase from pretest to posttest scores in the algebra skills of the respondents, which implies enhanced skills in recalling, simplifying, analyzing, solving, and applying the concepts learned from poor to fair level reached very good to excellent performances. This study also showed that the use of two cubed approaches in the classroom enhanced the social attributes of the learners. They were able to establish good working relationships and shared relevant ideas in accomplishing the tasks provided, leading to a more productive learning experience. The use of two cubed approaches in learning algebraic concepts enhances the students' skill for them to achieve better performances, and its collaborative segments led to a positive view in dealing with their group mates in attaining a high level of social skills.

Technologies especially tablets are rapidly booming up daily around the world and it reflects in all areas including education. The purpose of this study was to examine the views of stakeholders such as students, lecturers and managers on the strengths and weaknesses of using tablets for learning and teaching at a South African rural university. This research adopted a mixed method study. Although interview data were collected from all stakeholders, survey data were collected only from lecturers. A total of 14 lecturers from a relevant population of 25 voluntarily participated in the survey. However, only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24). While quantitative data were analysed using descriptive statistics, qualitative data were analysed using thematic analysis. The study found the strengths such as gathering information and researching as well as weaknesses such as distractions and social networking during lecture hours. Generally, strengths were greater than the weaknesses and all stakeholders were positive on the use of tablets for learning and teaching in classroom. However, the researchers suggest that training and awareness presentations should be provided to both lecturers and students at the beginning of each academic year to make the use of tablet in classroom more effective.

Field training is valuable for improving pre-service teachers' teaching skills. It bridges the gap between theory and practice in real classroom environment. This study uses phenomenological qualitative approach to investigate the influence of field training courses on social skills in teaching. The study was carried out in the first semester of the 2019-2020 academic year with a total of six pre-service teachers participating in a field course for 10 weeks. The pre-service teachers came from two different colleges of teachers' training. We used purposive sampling to choose the students. After interviewing the participants and videoing their lessons, we transcribed the interviews and observations. We used thematic analysis to code, categorize and find patterns related to the development of social skills for teaching. The research results showed that pre-service teachers who practiced teaching during field training have improved their social skills in teaching as a result of three conditions (1) classroom management, (2) teaching strategies and (3) supervisor's assessment. Pedagogic supervisors need to focus on these three issues in order to provide a fruitful environment for pre-service teachers' professional development.

Creativity is one of the important components of success in 21st-century learning. Creativity needs to be developed and taught in the classroom. This study was conducted to know the difference in the effect of blended learning on students' creativity and activeness. This study also aimed to find out the significant improvement on students' creativity and activeness in elementary school. This study is of a quasi-experimental type with a non-equivalent comparison group design. The research subjects were fifth-grade students (32 students as experimental groups and 29 students as a control group) of public elementary schools in Bantul Regency, SDN Kasihan, and SDN Kalipucang, in the academic year 2019/2020. Rubric for Creativity (RC) and Rubric for Activeness (RA) were administered for pretest and posttest. The duration of the experimental learning was three meetings and one meeting for examination. The data analysis technique used independent samples t-tests and paired samples t-tests at the significance level of .05. The results of the study show that there was a significant difference in creativity between the experimental group (applying blended learning) and the control group (applying scientific learning). Experimental group students had higher scores on both variables compared to their counterparts. Thus, it can be concluded that blended learning is effective in improving creativity and activeness of elementary school students.

The purpose of this study was to investigate the effect of the Google Meet media-assisted lecture method on building student knowledge and learning outcomes while learning from home (SFH). A quasi-experimental in the form of pretest-posttest control group design was used in this study. The sample was 96 first-year students (70 girls and 26 men; aged between 18-20) in the elementary school teacher education study program at the University of Trunojoyo Madura in the academic year 2019/2020. Researchers involved three intact classes; 1 class randomly selected as an experimental group and 2 classes as a control group. Knowledge Building Test (TMP) and Cognitive Learning Outcomes Test (THB) are administered as a pretest and posttest. The results of the two-way MANOVA revealed that students taught using the Google Meet media-assisted lecture method have posttest scores building knowledge and learning outcomes higher than comparison groups. Therefore, it can be concluded that the method of lectures assisted by Google Meet media has a significant influence on building knowledge and student learning outcomes in lecturing learning strategies in elementary schools.

The success essence of language teaching is assessed against its true outcomes. To this end, ESL teachers should effectively exploit all available techniques to help their students master the target language's communicative skills. One proposed technique is to turn the learning environment into a speaking classroom where learners can be actively engaged in interactive communication. As an attempt to do so, this qualitative study explores the potential of classroom teacher-student and student-student interaction using the target language (L2) through the technique of Challenge, Action, and Result (CAR) for fostering university students' classroom communication quality in general, and in-lecture participation and speaking confidence in particular as a part of a whole project that aims at enhancing learners' communicative proficiency. The qualitative data for this study were obtained in the Academic Year 2019/2020 by observing 31 Saudi tertiary students selected purposively to follow up on their language performance and classroom participation. A performance progress record was developed and then implemented after being validated by experts, while an inter rater contributed to ensuring the credibility of the interpretation. The study results unveiled a positive connection between the interaction synergy via the often use of the target language and participants' oral participation, and their speaking confidence. This productive effect resulted in improving the quality of classroom communication level using the CAR technique. In terms of implications, we intended to share our experience based on the research results to draw the attention of those involved in the education process to stress the use of the target language as the sole medium of language classroom interaction through innovative techniques.

This study aimed at investigating the effectiveness of online reflective journals on Birzeit University students' creative writing. The participants of the study were sixty first-year university students. They were chosen randomly from Birzeit University in the second semester of the academic year 2019/2020. The study followed the quasi-experimental design. The participants were divided into two groups: an experimental group (n=30) and a control group (n=30). To carry out the study, the researcher taught her students how to write reflective journals, and she established a closed group on Messenger for her students to write their online reflective journals and share them on the group frequently each time on a different topic. The data about the students' creative writing skills were collected using a creative writing pre/post-test designed by the researcher. The data were analyzed using appropriate quantitative analyses. The results of the study showed that the proposed instructional strategy was effective in improving students' creative writing skills. The results proved that the strategy of online reflective journals has positively affected the components of creative writing (originality, flexibility, fluency, and elaboration).

The current study aimed to identify the level of job satisfaction among talented students' teachers at King Abdullah II Schools of Excellence in the cities of Amman and Irbid in Jordan in light of gender, scientific qualification, and experience variables. The study was applied during the second semester of the academic year 2018/2019. The sample consisted of (53) male and female teachers using scale for job satisfaction. The results revealed that the level of job satisfaction among teachers was average, indicating that there were no statistically significant differences in the level of job satisfaction according to gender, scientific qualification, and experience variables. Besides, several recommendations were made to include increased interest in providing professional growth opportunities for talented students' teachers, improving the image of education, as a profession, in general and the image of talented students' teacher in particular. This can be achieved through coordination with the various state agencies, especially media institutions, supplying the salary that meets the basic needs of the teacher and the needs of his or her family, and conducting more studies and research related to job satisfaction among the talented students' teachers and its relationship with other variables such as psychological burning and feeling of psychological happiness.

The aim of this study is to construct a training program based on the quality standards of achievement tests and to verify their effectiveness in improving the competence of the teaching staff in constructing tests at Middle East University. To achieve the objectives of the study, the researcher constructed a training program and assessment tool, which included 58 items distributed on five dimensions. The study sample consisted of (70) faculty members, who were randomly selected from different faculties during the academic year 2018/2019. The results showed a statistically significant difference (α = 0.05) in the evaluation of achievement tests in favor of post measures, and revealed the effectiveness of the training program. The results showed no statistically significant differences (α=0.05) in the evaluation of achievement tests attributed to specialization. The study recommended the adoption of the training program to compensate the lack of educational qualifications in one aspect of the evaluation process, and to take advantage of the quality standard list in the evaluation of the achievement test.

The era of digital revolution always requires every individual to master information and communication technologies in order to optimize human capabilities according to the times. Almost the entire sphere of human life is characterized by technology, including education. Education should be able to provide students with the skills capable to face the prospect of change. Digital-based learning facility is one of the efforts to develop ability to master technology and information in the world of education. The digital-based learning or e-learning that combines conventional learning with non-conventional learning is blended learning. Blended learning system learning is one manifestation of the challenges of the digital revolution era also requires students to have adaptive skills. Learning new blended learning began to be implemented in the Teaching Faculty of Education (Guidance and Counseling) University of Lampung (Unila) in the second semester of academic year 2018-2019. It did not rule out the possibility because there were a lot of problems in implementation. Therefore, the purpose of this study was to find the constraints faced in the implementation of blended learning. It was intended to attempt improvements in the application of blended learning next. This study used a phenomenological qualitative approach. Selection informant research was undertaken by using purposive sampling, which the data obtained from informants in accordance with the needs and goals of the study. The expected results of this study are to be used as material for later evaluation.

Coastal students' tense on grammar really affects their grammar mastery. Mostly the factors of the tense are neither from their relationship, environment, nor personal matters. It is from their perception on grammar itself. The purposes of this study are (1) to identify the stressors; (2) to describe the impacts of the stressors on grammar ability. The method used was descriptive quantitative. The setting of the research was in one of the universities in Tanjungpinang, Riau Archipelago, Indonesia. The population of this research was the second semester students comprising 78 students in the academic year of 2018/2019. Questionnaire and grammar test were used to collect the data, and it was analyzed by using Rasch Model. This study revealed (1) from the 30 items of the questionnaire about the students' tense in academic and non-academic factors, only two items were the dominant stressors i.e. having grammar difficulties and facing grammar examinations and they were from the academic factors; (2) Those whose stress was high on grammar difficulties i.e. 29 (37.18%) students showed bad performance at grammar tenses but interestingly those whose stress was high on grammar difficulties i.e 17 (21.79%) students also had good performance at grammar tenses. There were 1 (1.28%) and 15 (19.23%) students who claimed that the grammar difficulties never and rarely stressed her or him but s/he went bad performance at grammar tenses. In fact, those whose claimed that the grammar difficulties rarely made them stressed had good performance at grammar tenses i.e. 16 (20.51%) students. Then, those whose stress was high on facing grammar examination i.e. 32 (41.03%) students had bad ability at grammar tenses. In contrary, those whose stress is high on facing grammar examination i.e. 17 (21.79%) students had also good performance at grammar tenses. The other students claimed that facing grammar examination rarely stressed her or him i.e. 1 (1.28%) got bad performance at grammar tenses; the other 2 (2.56%) students made good performance at grammar tenses. Facing grammar examination, 12 (15.38%) students who never stressed showed bad performance at grammar tenses and the other 14 (17.95%) students went good performance at grammar tenses. Therefore, students' tense on grammar tense(s) is the matter of perception which should be changed for better grammar mastery.

The current study investigated Jordanian teachers' perception on the impact of flipped learning on students' learning, teachers' role, and challenges facing its implementation. Teachers' perceptions were investigated in respect to their sex, experience, and teaching subjects. Participant in the study were all the (126) teachers who had already implemented flipped learning and they were considered innovative in their schools as they were the first to implement flipped learning in their teaching practices in Amman, the capital of Jordan. All participants filled teachers' perception on flipped learning questionnaire, which consisted of (37) items in three dimensions: flipped learning's impact on students' learning, teacher's role, and challenges to its implementation. The study was conducted during the second semester of the academic year 2018/2019. Means, standard deviations, MANOVA, and Scheffe's test were used to answer the research questions. The results of the study showed teachers' overall positive attitude toward flipped learning model believing that it improves student learning and transforms teachers' role. Additionally, the results showed that female teachers had stronger views that flipped learning improves students' learning, transforms teachers’ roles in the classroom, and faces challenges.

Higher-Order Thinking Skills (HOTS) is one of the important skills that every student has to master it in the 21st century. Discovery learning is a learning model that can be used to train HOTS in the learning process. The purpose of this research is to develop HOTS-based student worksheets with a discovery learning model for trigonometry subjects in the tenth grade and to assess it based on the media assessment, material assessment, and the practical assessment. The subjects of this research are the researcher and some validators, while the objects of this research are 33 students, which consist of X IPA 1 students of SMA Negeri 1 Turi and X IPA students of SMA Islam 3 Sleman 2018/2019 academic year. The result shows that the criteria of the developed student worksheets are very feasible based on the media assessment, material assessment, and practical assessment. The developed student worksheets have an average score of 4.49 from three media validators, 4.39 from three material validators, and 4.33 from 33 students who become the respondent. It explains that the developed student worksheets can be used as an alternative student worksheet during the learning process in the class, which can train the student's HOTS.

The current study aimed at investigating the impact of flipped learning model on university students’ procrastination and their attitudes toward flipped learning. The study utilized a quasi-experimental research design, which employed Tuckman's procrastination test, which was administered to all 80 students enrolled in two sections at “computer in education” course offered by the Faculty of education at Hashemite University, Jordan during the first semester of the academic year 2018/2019. The study utilized two research instruments: Tuckman's “Procrastination Test” which consisted of 16 items with five alternatives for each item according to Likert Scale and attitudes questionnaire. Students were divided randomly into two groups: control and experimental groups. The 40 students in the experimental group were taught by flipped learning model while the 40 students in the control group were taught by a traditional model. To answer the research questions, means and standard deviations were calculated for students’ responses on the Tuckman's procrastination test. The results of the study showed that procrastination persisted as there were no significant differences at the level of (α = 0.05) for the benefit of flipped learning model despite the positive attitudes students showed toward flipped learning on the attitudes questionnaire. Based on the results obtained, procrastination proved to be a tough issue, which may require further attention and psychological intervention to help students to overcome the issue, capitalizing on the positive attitudes they showed toward flipped learning.

This paper will discuss level of conceptual understanding of 18 mathematics students in learning elementary group theory during abstract algebra course 2016-2017 academic year at Andalas University. Participants were asked to answer three proof tests in relation to group theory. Students' solutions to the proof test were taken as the key source of data used to: (i) classify students to one of the four levels of conceptual understanding and (ii) analyze students errors in learning elementary group theory. One student for each level was interviewed to provide additional information about common students' errors on the proof task and to aid the process of understanding the underlying cause of these errors. The finding shows that: (1) Students' achievement in proof task is still problematic; (2) Most students have difficulties in verifying the existence of identity and inverse element; (3) Factors that contribute to errors in proof task are: lack of conceptual understanding and that student treated binary operations on a group as a binary operations on real numbers.

The main problem in this research was how to apply a scientific literacy-based scientific approach to improve the physics science process skills of students in the XI class of MA Muallimin Muhammadiyah Makassar, Indonesia in the 2018/2019 academic year. This study aimed to determine the magnitude of the improvement in the physics science process skills of students before and after the scientific literacy-based method is applied. This research used pre-experiment and One Group Pretest-Posttest Design consisting of three stages, which were pretest, treatment, and posttest for six meetings. The procedure in this study was divided into, namely the preparation stage, the implementation phase, and the final phase. Two variables, the independent and the dependent were used, while the sample of this research was 28 XI grade students of MA Muallimin Muhammadiyah Makassar, Indonesia in the 2018/2019 academic year assuming the whole class was homogeneous. The research instrument used was a test of physical science process skills that met valid criteria in 23 questions with material temperature and heat. The results showed that the average pretest score of students was 8.29 and the posttest was 14.50 with a normalized N-gain test score of 0.43 (medium category). To conclude, students' science process skills of class students experienced an increase after the experimental method was applied. The researchers recommended that the results of this study provide benefits for practitioners to improve the science process skills of the middle school students through the application of Science Literacy-based Scientific Method.

A number of reforms were carried out in the educational system of the Republic of Kazakhstan in recent years, including education of natural sciences (biology, chemistry, and physics) in English at schools. This article will outline results of biology teaching in the school using different methods for the period of all 4 quarters (one academic year). Also, typical problems, obstacles that arise during the training of biology in English at the Kazakh schools are touched upon. At the end of the article, several suggestions are proposed for improving the quality of biology teaching in English.

The purpose of this study is to investigate the effects of the EBA Coding module - created in Turkey to be used in coding education - on the self-efficacy of secondary school students in the 5th grade in relation to programming, and the students' opinions about the platform and platform usability. The study was carried out via the mixed method with a total of 30 students in the 5th grade studying at the Hatay Anayazi Secondary School in the 2nd semester of the 2017-2018 academic year, who participated in the Support and Training Program for the Information Technologies and Software Course. 15 of these students were in the experimental group, while the remaining 15 students were in the control group. During the study, the experimental group was trained by the EBA Coding module, while the control group was trained by the demonstration and practice method. At the end of the study, it was found that the EBA Coding module was more effective in improving the self-efficacy of students in programming compared to the demonstration and practice method. In addition, the study concludes with the students considering the EBA Coding module to be useful and informative, and described it as a usable platform for programming education.

In this research, it was aimed to investigate the effect of using STEM-based activities on 7th grade students' academic achievement and their opinions about these activities in the teaching of force and energy unit. The study was conducted with 52 students randomly selected from the 7th graders who were being educated in classrooms 7-D and 7-E in a middle school located in Kastamonu Province in 2016-2017 academic year. There were 26 students in experimental and control groups. This research utilized a mixed-methods design in which both quantitative and qualitative research designs are used together is used. A semi-experimental model with pre-test/post-test control group was used from the experimental models to determine to the students' academic achievement of STEM-based activities. The results of data analysis showed that attending lessons supported by STEM-based activities resulted in significantly greater academic achievement for the experimental group compared to that of the control group. In addition, content analysis of the data obtained from STEM Opinion Form (SOF) applied only to the experimental group students was made and the STEM-based activities were integrated according to the findings to reach the conclusion that the lesson was fun and active, the interest and motivation of the lesson increased for students of experimental group. Also, the subjects were better understood by experimental group students.

The purpose of this study was to measure shared leadership and positive psychological capital levels of teachers at schools and to examine the relationship between these two variables. Descriptive survey and relational research models were used in the study. The sample group of the study was comprised of 550 teachers working at primary and secondary schools at the Battalgazi and Yesilyurt central districts of the province of Turkey during the 2017-2018 academic year. The data were acquired via Shared Leadership Scale and Positive Psychological Capital. Descriptive statistics were calculated during the data analysis stage, correlation analysis and regression analysis were used. According to the results of the study, there is a correlation between shared leadership and the positive psychological capitals of teachers at primary and secondary schools. Shared leadership at primary and secondary schools predict the positive psychological capitals of teachers and all its sub-dimensions in a statistically significant manner. It was observed as a result of the study that shared leadership and positive psychological capitals of teachers are at a high level in primary and secondary schools. It was observed that shared leadership at schools increases the positive perspectives of teachers, their expertise, sense of trust, social characteristics, their resolve to struggle against difficulties and their hope for the future. It was observed that creating a school environment based on sharing, supporting the efforts of teachers, including them in decision making processes, ensuring that they effectively contribute to all development and change efforts in the school or the solution stages of a problem as well as working in cooperation to reach the goals of the school are important so that teachers as one of the most important elements of education develop a positive psychology.

The purpose of the present study was to determine the motivating reasons of the students studying at the Department of Physical Education and Sports in Bingol University in the year 2017 in nature sports classes and in participating trekking. The questionnaire that was used in the study was applied to a total of 87 people 30 of whom were male and 57 were female who were selected with random sampling method among 260 students in 2017-2018 Academic Year in Bingol. After the literature review for the scale to be used in the study, it was decided that the Participation in Hiking Motivation Scale (PHMS), whose validity and reliability study was conducted by Ekinci, E. in 2012, was used. To analyze the data obtained, the SSPS 22.0 Statistical Package Program was used and the data were classified. The frequency and percentage distributions were carried out with Anova and t-test. According to the results of the t-test analysis made for the data obtained from the students of Bingol University Physical Education and Sports School, no significant differences were detected between the students in the 5 dimensions that motivated the participation of the students from teaching, training and management departments of the Bingol University, Physical Education and Sports High School to nature sports classes and trekking activities in terms of gender. No significant differences were found between the environment where the students grew up and economic status variables (p>0.05). As a result, it was determined that there were no significant differences between the social, time, education, observation and health sub-dimensions in motivating the participation of the students of the Physical Education and Sports High School of Bingol University; it is possible to argue that social, time, education, observation and health sub-dimensions are not an important factor in motivating the participation the students to nature classes and nature sports. Applicable trainings may be included more in curricula to raise awareness on nature sports and on the environment with recreation education system and discipline to motivate students to participate in nature classes.

This study aims to define and examine ethnocultural empathy level of preservice classroom teachers. The research design of this study was non-experimental and causal-comparative, which seeks to find relationships between independent and dependent variables after an action or event occurred. Participants were 434 preservice classroom teachers studying in Primary School Education Programme in the Department of Elementary Education at Canakkale Onsekiz Mart University in the academic year of 2017-2018. Turkish version of The Scale of Ethnocultural Empathy (TSEE), which was initially developed by Wang, et al. [1] and then adopted to Turkish language by Ozdikmenli-Demir & Demir [2] was conducted to measure ethnocultural empathy level of preservice classroom teachers. Results showed that ethnocultural empathy level of preservice teachers differed by gender, grade level, ethnic origin, family income and place of growth. Only three predictors; 'being experienced in multicultural environments', 'grade level' and 'being in the majority group' showed significance in the regression equation in this study.

This research aims to evaluate the activities of School-Parent Association (SPA) in Turkey according to the teachers' views. The study was conducted with 10 volunteer teachers who participated in the activities of SPA in two public Anatolian high schools in Turgutlu district of Manisa province in Turkey in 2017-2018 academic year. The results of the research show that the teachers have little knowledge about SPA members. The duties of SPA are identified as generating monetary resources for teachers, school and students in need, organising social activities to increase student achievement and improving physical conditions of the school. The results show that the work of SPA is seen as inefficient and the middle-income parents who have successful children with no disciplinary problem usually attend SPA meetings. The reasons for low participation in SPA are expressed as its responsibilities and the financial contribution expected from parents during meetings. Some of the suggestions which were determined to participate the SPA, to increase to parent participation are increasing communication, addressing prejudices, explaining the importance of SPA to all stakeholders of the school, including parents in management meetings, supporting a legal legislation that appreciates work of teachers and parents, organising family/ home visits and reaching out parents through phones or text messages.

In addition to the studies conducted regarding STEM (Science, Technology, Engineering and Mathematic), which is a new approach in education and attract attention worldwide, researches also concentrated on the effectiveness of the partnership of this interdisciplinary approach with other disciplines. The aim of this study is to determine the effect of an education carried out with an E-STEM activity on the environmental awareness of students and their opinions on E-STEM disciplines. In the study, a holistic multi-state pattern was used among the case study patterns. Data obtained from semi-structured interview and activity plans were analyzed using content analysis. There were 18 participants in the study conducted at a centralized public school in a province located in western Black Sea Region of Turkey, who were at 6th grade in the 2017-2018 Academic Year. The E-STEM activity prepared within the scope of the application was implemented for a total of 6 course hours for three weeks. At the end of the study, in the light of the information obtained from the participants who provide opinions on STEM disciplines, environmental awareness sub-dimensions and E-STEM, it was determined that the application had positive effects. Participants made positive statements about the environment, especially on recycling, and the use of the different disciplines together. Based on this research, it was suggested that it would be useful to develop studies on E-STEM.

This study aims to measure level of professional alienation among academics working at different departments. The population of the study consists of 850 academics working at different departments of Yozgat Bozok University at Turkey during 2018-2019 academic year. The sample of the study consists of 192 academics working at different departments of Yozgat Bozok University at Turkey during 2018-2019 academic year and voluntarily participated in online survey sent by researchers. Survey was used as a research method in the present study. Participants' demographic features were collected using “personal information form”. Academic Alienation Scale developed by [1] is to analyze participants' alienation towards academic teaching as a profession. The obtained data were statistically analyzed using SPSS 18 software program. Frequency analysis, percentage analysis, arithmetic means, t test, ANOVA analysis and post hoc tests were used for data analysis. The findings suggest that there were significant differences among levels of professional alienation in academics in terms of academic working years, required materials for academic activities and sufficiency of materials (p 0.05).

The present study aimed to examine an effective mathematics teacher's qualifications from the perspectives of secondary school students. The study was a qualitative one carried out with the descriptive model. The study was carried out with 40 students from all the four class grades of a secondary school (10 students from each class grade) in Turkey in the academic year of 2017-2018. The participants were determined using the purposeful sampling method. As the data collection tool, semi-structured interview questions were used, and the interviews were audio-recorded to avoid any data loss. For the analysis of the data, first, the interviews were transcribed and then analysed using the content analysis method. The results revealed that according to the students' views, the qualifications of an effective mathematics teacher were grouped under four categories: "personal traits", "communication skills", "class management and teaching methods" and "measurement-evaluation". It was also seen that regardless of the school type they would choose for their high school education, all the students had an idea about the qualifications of a mathematics teacher and that it was not much easy to become an effective mathematics teacher. In addition, it was found that there were differences between the views of the 5th, 6th, 7th and 8th grade students with respect to their cognitive levels and needs. In line with the qualifications examined, various suggestions were put forward to increase the effectiveness of the mathematics teachers and of the process of mathematics teaching.

The rapid development and easy accessibility of internet and personal computers have increased their use in educational environments as well as in every field. In schools, responsibilities of teachers in using technology have increased within the scope of educational processes and management processes and administrative level, and indirectly it has been determinative in their behavior towards the institution. In this respect, teachers' technostress levels which are the pressure they incur in the use of technology, and psychological capital levels which are the positive organizational behaviors, have been investigated in the present study. Two different scales were used in the research conducted with the participation of 228 teachers at different school levels in the academic year of 2016-2017. At the end of the study, it was found that teachers had a high level of psychological capital and a medium level of technostress, and there was a moderate and inverse relationship between their psychological capital and technostress levels. In addition, as a result of the structural equation modeling, it was found that the teachers' technostress levels were important indicator of their psychological capital levels. In this respect, it can be stated that measures to reduce the technostress level will increase the psychological capital level.

This study aims to obtain information about the modelling situations related to the topic by performing concentration analysis of teacher candidates' responses to Force Concept Inventory (FCI). The research was conducted using survey model, which is a quantitative research method. The study was carried out in the fall semester of the academic year 2015–2016 among 95 freshman teacher candidates enrolled in the Science Education Program of the Faculty of Education at a university in the Western Black Sea region. The data collection tool employed was FCI. In this context, concentration score, concentration factor and concentration deviation formulas were used. In light of the results obtained, it was determined that the responses of teacher candidates correspond to the null model, meaning that it is a result of a random reaction. It was suggested that this method of analysis could be used to develop more effective multiple-choice tests and comprehensively assess the learning situation of a class in depth.

This research was conducted in order to predict the success of TEOG in the History of Revolution and Kemalism course. This research conducted with quantitative research method was carried out on the data of 477 students attending in 5 different secondary schools and 18 classrooms in these state schools affiliated to Kutahya Provincial National Education Directorate. The data of the study consisted of the fall and spring semester written exam success scores in 8th grade Revolution History and Kemalism Course and the success scores of TEOG I and II in the same course in the 2016-2017 academic year. In the analysis of the data, firstly, the correlational analysis was applied and then regression analysis was performed. As a result of the research, it was determined that the first written exam of the Revolutionary History and Kemalism course announced about 59% of the variance in the TEOG I success scores. Another conclusion reached was that the first written exam in the spring semester of the Turkish Revolution History and Kemalism course accounted for approximately 65% of the variance in the TEOG II success scores. In addition, TEOG I and Revolution History and Kemalism course, the first written exam in the spring semester variables were found to explain approximately 77% of the variance in TEOG II success scores. Based on the results of the research, discussions and suggestions were made.

The purpose of this study is to determine the factors affecting brand preference and loyalty of physical education and sports teachers and to analyse it according to the demographic characteristics. The research population is composed of 265 physical education teachers working in Elazig province. The research sample is composed of 158 male and 39 female as a total of 197 voluntary physical education teachers working in Elazig province in 2016-2017 academic year. As a data collection tool, Personal Information Form prepared by the researcher and Brand Preference and Loyalty Scale developed by Cifci were used. Mann Whitney U and Kruskal Wallis H tests among the statistical analyses were used and p

Topuzkanamış, Ersoy (Balikesir Author), The objective of the present study was to investigate the effect of Facebook use on writing achievement, writing attitude, writing anxiety and writing self-efficacy of the students in the written expression course. In the study, pre-test post-test quasi-experimental design with study and control groups was used. The experimental group included 96 students attending Psychological Counseling and Guidance Department in the Faculty of Education in a state university located in western Turkey during 2017-2018 academic year fall semester. In the study, the written expression course was instructed with written homework assignments in the control group and by sharing the written assignments on Facebook in the experimental group. The study findings demonstrated that Facebook use produced better results in terms of writing achievements and attitudes when compared to the conventional method, however the impact was not significant in terms of writing self-efficacy and writing anxiety

This research intended to determine the alternative assessment methods used by the preschool teachers and their opinions, knowledge and competencies related to these methods. The research group of the study comprised of 10 kindergarten teachers working in Konya province during the 2017-2018 academic year in Turkey. The data obtained through the semi-structured interview form were evaluated by descriptive analysis. As a result of the research, it has been understood that preschool teachers have benefited from play-based assessment in order to gain concrete information in recognizing and evaluating the children through play. In the portfolio assessments, they have different opinions and applications in using the information and activities in the portfolio. In the program-based assessment, teachers assess children within the framework of training plans through a variety of forms, but teachers claimed that it is not effective to use the program-based approach to assess the aims and achievements of the program and the development of students. Moreover, it has been stated that the dynamic assessment approach is a new and unknown approach to the teachers, and the applications on this approach are limited. Teachers have found themselves unsatisfied in implementing alternative assessment approaches, but it has been understood that teachers are willing to develop themselves.

The purpose of this study is to determine the impact of authentic learning activities organized within the scope of the social studies course of 5th grade students on the academic success. Quasi-experimental design which is one of the quantitative research methods was used in the research. The study was carried out in the academic year of 2017-2018 in schools that represent three different socioeconomic statuses in Ankara province. 62 students from Cankaya Province; 61 students from Yenimahalle Province and 61 students from Altindag Province; a total of 184 students participated in the study. Academic achievement test developed by a researcher was used as a data collection tool in the study. According to the results, the academic success of experimental groups where authentic learning activities were used was found to be higher than the academic success of the control groups where the available programs were used. Again, in the groups where authentic learning was applied, it was found out that the girls were more successful than the boys. It was also found out that authentic learning activities increase success in all classes with socioeconomic status.

Aim of the research was to investigate possible impact of visuals on primary school 4th graders' problem-solving success.108 fourth graders studying at four primary schools in Bartin city center were assigned as participants of the study. The research was carried out in 2016-2017 academic year. The model of the study was post-test control group experimental design, among true experimental models. Four math problems were created as data collection tool. Four visually-aided problems were asked in the experimental group while the same problems without visuals were asked in the control group. Problem-solving successes of the students in both groups were scored according to Progressive Scoring Scale. Mann Whitney U test was employed for data analysis. As a result of the study, statistically significant difference was revealed between problem-solving success post-test scores of the students in the experimental and control groups. This difference was in favor of the students in the experimental group. Furthermore, when the experimental and control group students' success in understanding problem, planning solution, checking out the plan, checking trueness of the result was compared, significant difference was determined in favor of the experimental group. It was concluded that visuals were effective on problem-solving success of primary school 4th graders.

The aim of the study was to investigate the university students' thinking styles. The research was a descriptive study in the screening model. The study was carried out with 382 students from the faculties of physical education and sports, education, science and letters, theology, business administration, engineering, forestry and agriculture at Kahramanmaras Sutcu Imam University during the spring semester of 2016-2017 academic year. They were selected by convenience sampling method. 'Personal Information Form' and 'Rational-Experiential Thinking Styles Inventory' were used as data collection tools. The research data were analyzed through use of SPSS 15.0. The study has concluded that university students' rational and experiential thinking levels moderate, in other words, students use both styles of thinking. The female and male students' rational thinking styles are similar; however, female students score higher on the experimental thinking style. It was also found that there was no significant difference between thinking style and class level and faculties.

When different disciplines that physics lesson is related are examined, it is seen that mathematics becomes prominent as one of the most used fields. Physics textbooks are the most significant resources to clarify this relationship. Therefore, in this study, it is aimed to analyze the involvement of mathematical knowledge in physics textbooks used during 2011-2012 and 2016-2017 academic year in Turkey and to evaluate them according to mathematics subject distribution. In line with this aim, 9 th , 10 th , 11 th , and 12 th -grade textbooks used in physics lessons during 2011-2012 and 2016-2017 academic years are examined through document analysis method. According to the research results, it is found that mathematical knowledge is mostly located in Force and Movement chapters in both physics textbooks belonging to two different years. The involvement of mathematical knowledge in the chapters can result from the fact that Force and Movement chapters are the most suitable chapters for daily practices of mathematics. Besides, it occurs that the most used mathematical knowledge is the category of numbers and operations. This is because of the fact that basic level knowledge is used more because all mathematical knowledge is based on numbers and four operations. In this respect, that mathematical knowledge involved in physics textbooks is very excessive stands as the most significant evidence for that there is a strong connection between physics and mathematics. © 2018 by authors, all rights reserved. 2-s2.0-85061702615