The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ PerspectiveRead the full article
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The Research on the Influencing Factors of Foreign Master’s and Doctoral Students’ Study Performance in China
The main purpose of this study is to find the influencing factors that affect the study performance of foreign students. Previous studies mainly focused on medical undergraduate students in China, while the research objects of this study are engineering graduate students and doctoral students. Researchers constructed a questionnaire with good validity through the literature survey method and the Delphi method. A total of 150 questionnaires were distributed, 123 questionnaires were collected, 11 questionnaires with problems were excluded, and 112 questionnaires were valid. Researchers analyzed the factors affecting the performance of foreign students through SPSS. The results show that the scores of Chinese skill, “psychology–ability–behavior” three-dimensional evaluation framework, and the level of teaching presence are positively correlated with the study performance of foreign students. Among them, the correlation between the scores of the three-dimensional evaluation framework and performance is the strongest, and the correlation between Chinese skill and performance is the weakest. In the three-dimensional evaluation framework, psychological factors have the greatest influence on students’ study performance. Based on the above analysis results, the researchers put forward a series of policy recommendations, such as improving teachers’ teaching level, strengthening Chinese language education for foreign students, and enhancing foreign students’ learning motivation and learning satisfaction.
Perspectives of Primary Teachers, Students, and Parents on Homework
The purpose of this research was to examine the experiences of teachers, students, and parents on homework purpose and student feedback in primary school. The qualitative methodology was adopted for this research. This qualitative study used data from 20 teachers, 20 students, and 20 parents of the fifth-grade primary school in four municipalities of Kosovo. Data were collected through semistructured interviews and were analyzed through the thematic analysis method. The research results provided an overview of the reality of the way teachers approached homework. Research showed that there was a lack of a general standard, in almost all schools, related to homework assignments and there was a lack of teachers’ professional development for homework planning. Also, this research showed that the purpose of homework was closely related to how teachers planned and understood the role of homework, as well as how teachers built collaboration with students.
Introduction of Near-Peer Mentorship Program in an Undergraduate Medical College in Pakistan: A Pilot Study
Objective. Transitioning from college to university life is a whole new exciting experience for the students but it also often develops feelings of unfamiliarity within them. The literature states that near-peer mentoring is a new paradigm that can provide multiple opportunities for the professional growth of the mentees and mentors. This study aims to introduce a formal near-peer mentoring program at Ziauddin Medical College and identifies its effects on the participants of this program. Methods. A quasi-experimental study design was used for a duration of 5 months. In total, 73 students participated in the program, 21 from the 3rd year as near-peer mentors (NPMs) and 52 from the 1st year as mentees. All mentees were randomly distributed among the mentors, broadly in a ratio of 1 : 2. Data were collected using a peer-mentoring evaluation toolkit, having questions based on a Likert scale. Results. The results showed that after participating in this program, 69% of the mentees felt acclimatized into the university environment and 66% of the mentors also developed a sense of belonging. Ninety percent of the mentors agreed that their soft skills improved after mentoring their juniors. Overall, around 70% of the mentors and mentees agreed that participation in this program had positive effects on their learning. Conclusion. This study provides baseline information of NPM program intervention, which had a positive effect on both the participated mentors and mentees. Thus, the formal introduction of such programs will be beneficial for medical institutes to improve the student support process.
High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana
How do mathematics teachers view about the curriculum can affect their role in classroom activities. In this context, this study examined teachers’ perceptions of the math curriculum for senior high schools in Ghana and their interrelation with classroom practices. Quantitative data were collected from a random sample of 69 mathematics teachers across the senior high schools in the Ashanti Region of Ghana. The results of the data showed that the teachers have confidence toward the subject. However, they view math curriculum as a rigid and abstract with more theoretical practices rather than practical connection, which they think is nonrealistic and irrelevant in the current form. Most of the math teachers were not confident about linking the classroom activities to students’ real life. They do not have sufficient knowledge and experience in curriculum design. In this sense, the core mathematics curriculum for Ghanaian senior high schools is not realistic and relevant. Some curriculum recommendations have been suggested at the end of this paper.
The Effectiveness of Infusion Learning Model in Linear Algebra Course
This study aims to determine the effectiveness of applying the learning model in linear algebra at a university in the city of Jombang, Indonesia, which is indicated by looking at student learning outcomes, student learning activities, and the ability of lecturers to manage to learn. The quasi-experimental research method was carried out for 3 months involving two classes of students consisting of an experimental class (infusion learning model) and a control class (conventional learning). Data were collected through test sheets (pretest and posttest), student activity observation sheets, and lecturers’ ability observation sheets in managing to learn. Data were analyzed using two techniques, namely, inferential statistical analysis and descriptive statistical analysis. Based on inferential statistical analysis, it shows differences in students’ argumentation abilities between the control and experimental groups. In addition, based on the results of the descriptive analysis, student learning outcomes in the infusion learning model obtained more than the minimum standard value, students were active in learning activities, and lecturers’ abilities were good and very good in managing to learn. Thus, the infusion learning model effectively learns linear algebra with vector subspace topics. These findings indicate that students are enthusiastic about solving problems, building arguments not in dialog and arguments in dialog, and actively discussing with other students in class. We suggest that lecturers apply infusion learning to other math topics so that students can be enthusiastic about learning mathematics in class. Alternatively, lecturers can use the infusion learning model with technology-assisted learning to make learning more interesting for students.
Alleviating Students’ Naive Theory on Newton’s Laws of Motion through Problem Optimization and Scaffolding Discussion
The purpose of this study is to find out what types of problems and scaffolding should be set in problem-based learning to alleviate students’ naive theories. This study employed a sample of three classes with a problem-based learning process using three variations of problems and scaffolding. The findings suggested that there were significant differences among the three groups of students. The highest reduction in students’ naive theories occurred in classes that used open problems equipped with discussion scaffolding. Based on the interpretation of the video results of student discussions and the average posttest class using open problems equipped with discussion scaffolding, students’ naive theories were mostly reduced. Problems in problem-based learning are open-ended, which encourage students to use their naive theories to solve problems. With the scaffolding that has been designed, students’ character grows as scientists. Based on the interview results, the class that used closed problems equipped with scaffolding tended to use their notes while in high school, which he was not clear about, except for doing exam questions. However, in a classroom that uses open problems equipped with discussion scaffolding and in classes that use open problems without discussion scaffolding, it is stated that students like to solve problems in their real lives. Thus, open problems in problem-based learning are the key to successful learning, whereas discussion scaffolding strengthens the implementation of these open problems.