International Journal of Academic Studies in Technology and Education
The International Journal of Academic Studies in Technology and Education (IJASTE) is a double-blind peer-reviewed scholarly online journal. It is published twice a year in Winter and Summer. The IJASTE is indexed in Central & Eastern European Academic Source, Education Ultimate and Education Full Text / H. W. Wilson. There is no publication fee in the IJASTE. IJASTE is affiliated with the International Society for Academic Research in Science, Technology, and Education (ARSTE): www.arste.org The journal accepts research papers on education and technology across various technical knowledge domains, including theoretical works, literature reviews, research reports, social and psychological issues, curricula, learning environments, book reviews, and review articles. Submitted articles should be original, unpublished, and not under consideration elsewhere. It is important to note that withdrawing a submission without the approval of the editorial office is not permitted during the review, revision, production, or publication process, as the editor and reviewers dedicate significant time to each submission. The initial review, conducted by the editorial team, typically takes two weeks. If the submission passes this stage, it proceeds to a double-blind peer review process, which usually takes about 6 months. IJASTE employs a double-blind peer review process, wherein at least two international reviewers with expertise in the relevant subject area evaluate each manuscript submitted for publication consideration. Papers must adhere to language and APA 7 style standards. Failure to meet these standards at any stage of the review or publication process will result in rejection. So don't forget to take a look at the author guidelines section before submitting.
Technology Integration in Secondary Mathematics: How Preservice Teachers Select and Use Digital Tools
This study explores how preservice secondary mathematics teachers (PSMTs) select and integrate digital tools into their technology portfolios, focusing on high school mathematics courses such as Algebra, Geometry, Calculus, and Probability and Statistics. Guided by the frameworks of Dick and Hollebrands (2011) and Pea (1985, 1987), the study categorizes digital tools as either conveyance tools or mathematical action tools, and further distinguishes their use as amplifiers or reorganizers of mathematical thinking. The findings reveal that PSMTs predominantly use mathematical action tools, such as Desmos, GeoGebra, and Geometers Sketchpad, as amplifiers to enhance efficiency in tasks like graphing and computation. However, the patterns of tool use vary across mathematical domains: in Geometry, tools are more frequently employed as reorganizers to support dynamic conceptual exploration, whereas in Calculus and Algebra, tools are largely used as amplifiers. The minimal use of conveyance tools, such as Microsoft Excel, highlights a gap in the integration of tools that support data sharing and collaboration. These patterns suggest that while PSMTs have a basic grasp of how technology can support instruction, they still need more support and practice to grow their skills and use digital tools in more meaningful and creative ways. The study concludes by advocating for enhanced training in teacher preparation programs that provides structured, hands-on experiences with a range of digital tools and emphasizes their dual potential to support and transform student learning in mathematics.
Preservice Secondary Mathematics Teachers (PSMTs)
Copyright (c) 2025 International Journal of Academic Studies in Technology and Education https://creativecommons.org/licenses/by-nc-sa/4.0
Participatory Experiences as Digital Literacy Intervention: Using Cultural Heritage Collections to Build
Diverse communities have been forming and interacting online for over three decades, and cultural heritage organizations have the opportunity to enhance user experiences by experimenting with new strategies for user engagement that build community and attract new audiences. Cultural Organizations are spaces for discovery, innovation, interrogation, encouraging agency and exploration of not just objects but also the very missions of the organization. By adopting a mission around using collections items, crowdsourcing projects, and programming to expose digital literacy concepts like bias, algorithms, and more, institutions have a new ability to become essential to life-long learning geared towards this second quarter of the 21st century. The Consolidated Appropriations Act of 2022 directed the Institute of Museum and Library Services to explore ways to improve information literacy within communities. As acting director of IMLS at the time, Cyndee Laundrum stated, “we want to empower these trusted library and museum professionals who play a critical role in helping improve digital, financial, and health literacy to serve the needs of diverse communities.” This paper will look at lifelong learning, and participatory culture, in museums, archives, and libraries, providing examples of projects that have expanded access to collections, increased web accessibility through alt-text generation, and tackled digital literacy through hands-on use of AI models.
Unveiling Religious Identity in Virtual Classrooms: Insights and Impacts
The shift to online learning in universities, particularly following the pandemic, has prompted educators to adapt traditionally face-to-face courses such as religious education to virtual formats. This mixed-method study employed surveys with 308 college students at a Catholic institution and in-depth interviews with 27 participants to examine how online delivery shapes students' religious identity. Thematic analysis of interview data revealed four key themes: embracing adaptability and introspection, fostering connections beyond physical boundaries, broadening spiritual perspectives, and grappling with technological challenges. The findings illuminate the interplay between digital learning experiences and religious identity development, offering actionable insights for educators aiming to enhance virtual religious education. Recommendations include conducting longitudinal studies to monitor student religious identity shifts within online environments and evaluate digital religious education's enduring effects on faith and community engagement.
Grade-7 Students’ Product Promotion During an Engineering Design Task on Space Pollution Subject
The aim of the study is to investigate grade-7 students’ engineering design and product promotion on space pollution subject. The study was conducted with 52 students (19 female and 33 male) from a middle school in a city located in East Black Sea Region, Turkey. In this study, a holistic single case study method was used. The data was collected through worksheets, audio records, and peer evaluation forms. Content analysis was used in determining engineering design levels and content analysis and descriptive analysis was used in determining the qualities of product promotion. Results indicated that groups generally performed well in the steps of choosing the best solution, building the prototype, and presenting it. It was found that groups did not perform well in the steps of problem specification, developing solutions to the problems, and testing of prototypes. It was seen that the designed products were suitably qualified. It was found that qualities such as appearance, display, and cost of the design got higher points in peer evaluation. The groups used different strategies in product promotion. It was found that qualities of the arguments groups used in oral presentations were successful while they couldn’t perform well in quality levels of their answers. Implications were provided in line with these results.
Primary School Teachers‘ Self-efficacy and Difficulties in Implementing STEAM Education
Recently, many countries around the world have paid more attention to the quality of natural and exact sciences, technology and engineering education – STEM disciplines have become extremely important in order to develop economic innovations. Educational research shows that successful integration of STEM requires content and pedagogical knowledge of these subjects, but teachers admit that they feel unprepared to apply STEM methodology. The subject and methodical, reflection and self-improvement competences of the primary school teacher are extremely important when the integration of STEAM subjects appears in the general education programs of many countries. The goal of the pilot study presented in this article is to validate in the Lithuanian sample the questionnaire designed to assess the difficulties of primary school teachers in teaching STEAM and to highlight their self-efficacy features. Statistical data analysis using SPSS 27 revealed the lack of self-efficacy of primary school teachers in teaching subjects related to the fields of chemistry and physics, which is one of the main reasons why teachers have difficulties in implementing STEAM activities. It is expected that the questionnaire will allow assess the professional development needs of primary school teachers and will help higher education institutions to improve teacher training programs.
Questionnaire of the teacher’s efficacy scale
Copyright (c) 2024 International Journal of Academic Studies in Technology and Education https://creativecommons.org/licenses/by-nc-sa/4.0
Applying Technology and Awareness Integration Theory for Quality Early Childhood Care and Education
Administrators from 10 early childhood care and education (ECCE) programs in a Pacific Southwestern state in the United States participated as one part of a qualitative longitudinal study exploring the use of technology at the onset of COVID-19 in March 2020 through May 2023. The purpose of this basic qualitative study was to explore how ECCE program administrators employed technologies to support staff, children, and families while providing continuity of quality in curriculum, pedagogy, professional development, parent engagement opportunities, and community outreach during and following the Pandemic. Findings revealed that diverse technologies were employed, offered, and supported by ECCE program administrators in the Pacific Southwestern United States. Administrators acknowledged that continued use of technologies contributed to and sustained overall program quality; supported children’s attainment of developmental milestones; and enhanced parent and staff relationships, capacity building, and engagement. Further, this paper reports on ways ECCE program administrators adapted findings from the study to foster inclusion of awareness integration theory into their daily practices. Consistency of quality care and education have promoted children’s development in all domains leading to their formal school readiness. Examples of technology as a post-pandemic contributor to quality in ECCE programs are shared.
Information and Communication Technology (ICT) Usage in Secondary Schools
The study explored the heads of schools' experience of Information and Communication Technology (ICT) usage in secondary schools in Dar es Salaam, Tanzania. Specifically, the study examined the contribution of ICT and the factors affecting their use of ICT for administrative activities based on the experience of the heads of secondary schools. The study adopted a single case study design for a qualitative research. Purposive sampling was used to obtain nine heads of secondary schools and data collection involved semi-structured interviews, observations, and documentary review methods. Thematic analysis was used to process the data and results appeared in the form of quotes and theme descriptions. The findings indicated that heads of schools are highly motivated to use ICT in school administration, as it supports financial tasks, enhances communication, facilitates record keeping, and processing students’ examination results. The issues related to the digital divide, shortage of ICT facilities, technophobia, internet connectivity, inadequate funding, power supply, and technical support at school affected the heads of schools to use ICT in school administration. Findings recommended establishing regular ICT training, improving ICT facilities, ensuring sufficient funding and reliable internet services, and involving diverse stakeholders to address the situation. The study suggests the need for studies to examine the competence and readiness of heads of schools on the use of ICT for managing public funds. Additionally, investigating ICT use among institutional management leaders across levels of the educational system is recommendable
The Effect of Some Variables on Mathematical Resilience: A Regression Model
In the present study, it was aimed to determine the power of beliefs towards mathematics and epistemological beliefs to predict mathematical resilience. Relational survey model was used in the research conducted with quantitative paradigm. The sample of the research consists of pre-service teachers. 'Mathematical Resilience Scale', 'Epistemological Beliefs Scale' and 'Mathematics Beliefs Scale' were used as measurement tools. Regression analysis was performed to find answers to the research questions. Four different models were tested in the study. As a result, beliefs towards mathematics and epistemological beliefs were found to be significant predictors of mathematical resilience. In addition, the belief that learning depends on ability and effort and usefulness factors were found to have high predictive power for mathematical resilience. According to the results of the study, it was suggested that pre-service teachers' developing beliefs and epistemological beliefs towards mathematics would be beneficial in increasing their mathematical resilience levels. In addition, it was suggested that the beliefs that learning mathematics requires effort, and that mathematics is useful will positively affect the level of mathematical resilience.
Investigating the Research Trends of Articles on Science Education and Artificial Intelligence
In the current era, the integration of artificial intelligence applications into education systems is inevitable. One of the fields that is expected to be in contact with the concept of artificial intelligence the most is science education. This study was carried out with the aim of revealing the research trends of the articles on science education and artificial intelligence and bringing the bibliometric profile to the literature. Descriptive research design, one of the quantitative research models, was used in the study. In the analysis step, bibliometric analysis method was preferred. Web of Science Core Collection was used as the database and VOSviewer was used as the network analysis program. The findings of the study were obtained by analyzing 89 articles on science education and artificial intelligence. As a result of the research, the most productive author in the articles on the relevant subject area is Xiaoming Zhai, the journal is Frontiers in Education, the institution is University System of Georgia and the country is the USA. In addition to these findings, it was determined that the most frequently used keyword in the articles in the related subject area was “artificial intelligence”.
An Investigation of Science Teachers' Self-Efficacy of Inquiry-Based Teaching Method
With the impact of developing and changing science and technology, it is important to raise science literate individuals. It is important for teachers who will employ inquiry-based learning to feel sufficiently competent to cultivate individuals who investigate, question, and reach knowledge on their own. The aim of this study is to investigate science teachers' inquiry-based teaching self-efficacy in terms of gender variable. The study also examined the level of inquiry-based science teaching self-efficacy of science teachers and the relationship between inquiry-based science teaching self-efficacy and age variable. The sample of the study consisted of a total of 105 science teachers (79 female and 26 male). "Research-Based Science Teaching Scale" was used as a data collection tool. The data were analyzed using SPSS-22 program. As a result of the analysis, there was no significant difference between the gender variable and inquiry-based self-efficacy. No significant relationship was found between the age factor and the scale. When the distributions of each statement were analyzed, it was seen that disagreement or indecision was mostly in the statements of 'asking questions and making explanations'.
Examining the School Context Predictors of Self-Determination: The Influence of Teachers’ Beliefs and the Perceived Opportunities
Background: In the literature, ecological factors of the school context and educational environment are considered opportunities for triggering self-determining behaviors. In the causal relationship between opportunities and the initiating of self-determining actions and attitudes, a key role is played by teachers' beliefs about their role in teaching self-determining behaviors and skills and how they perceive the learning and expression of students with disabilities' self-determination. Methods: The purpose of the present study is to investigate the patterns of the relationships, in terms of direct, indirect effects, and total effects, among teachers' beliefs about their role in teaching self-determination to students with disabilities, teachers’ perceived opportunities in the school context and the family environment, and students' capacity for self-determination perceived by teachers. A preliminary adapted AIR Self-Determination Scale, educator form, and teachers' beliefs survey were administered to a number of 157 Romanian teachers qualified to work in the special education system, and who provide specialized educational support and therapeutic services to students with disabilities. Results: The two factors of teachers' beliefs showed direct effects on the opportunities and capacity for self-determination perceived by teachers. The opportunities for self-determination at school and home mediated the relationship between teachers' beliefs and the student’s capacity for self-determination perceived by teachers. Conclusion: The study findings contribute to current Romanian research in this field, and practical educational implications were discussed.
Students’ capacity for self-determination
Brushstrokes of Thoughts and Perceptions in Science Learning
According to J. Epstein’s (2022) Theory of Overlapping Spheres of Influence, three influential spheres are symbiotic and overlap: school, family, and community. Social networks and social capital are rendered through the implementation of cooperative, interactive partnerships among families, educators, and communities when they are centered on children's growth and development. Additionally, L. S. Vygotsky’s (1978) Theory of Cognitive Development asserts social interaction between learners is central to learners developing understanding, as concepts are first formed on the social level followed by the individual level. This qualitative research study examined the thoughts, perceptions, and acuities of students, parents, and teachers as they partnered during high school science inquiry investigations and their perceptions regarding social interactions and cognition. This qualitative phenomenological study examined the development of social skills in students and influencing factors in motivating students to take ownership of the learning. This study also examined the assimilation and accommodation of cognition in study participants’ perspectives as they engaged in scientific, experiential learning with implications for Science, Technology, Engineering, Art, and Mathematics (STEAM) teaching and learning.
Stakeholders’ Perceptions on Adoption of Blended Learning Approach in Tanzanian Secondary Schools
Integrating information communication technologies in education goes with many digital learning applications. Blended learning Approach (BLA) has been an important strategy that facilitates students’ learning. This study investigated stakeholders’ perceptions on the adoption of a blended learning approach (BLA) in Tanzanian secondary schools. Specifically, the study identifies stakeholders’ perception on the adoption of BLA in secondary schools, examines the learning environments that support the adoption of BLA in Tanzanian secondary schools and assesses the extent to which the BLA is used in secondary schools. Data were collected via self-administered questionnaire and interviews; the response of 620 participants were analysed. The results showed that participants adequately had confident perception towards the adoption of BLA on students’ learning; further, in the studied schools, learning environments were perceived to be supportive in the adoptions of BLA based on available devices and services; this will, later, positively facilitate the adoption and influence the increase of level of BLA usage among teachers and students. However, poor infrastructure, lack of institutional support and insufficient hardware and software facilities impinged the use of BLA. In conclusion, BLA is well perceived; thus, the resolution to the challenges would promote its application in the classroom.
Portraits of Scientific Inquiry and Scientific Literacy Skills Development in Students
Parental involvement generally occurs in elementary school and begins to diminish in middle school. Enlisting parental involvement in high school science is particularly challenging given parents tend to lack their own competencies in terms of scientific knowledge while simultaneously beginning to afford students increased independence. Research was conducted for employing active, meaningful constructivist-grounded parental involvement in high school science. Students participated in constructivist science learning activities with parents that utilized a facet of involvement strategies and socially supportive practices. Parents actively participated and communicated with students during science investigations via collaborative inquiry-based activities, self-assessments, and dialogue journaling. Parents and students participated in interviews, surveys, and questionnaires, as well as maintained dialogue journals for identifying themes. Triangulation of data identified the most effective strategies for involving parents in science learning and the impact of involvement on the development of student scientific inquiry and scientific literacy skills. Data indicated an increase in the development of scientific inquiry and scientific literacy skills in both parents and students, as well as student social, emotional achievement.
Copyright (c) 2023 International Journal of Academic Studies in Technology and Education https://creativecommons.org/licenses/by-nc-sa/4.0
Examining the Relationship Between Teachers’ Patience Levels and Professional Resilience
The purpose of this research is to examine the relationship between teachers' patience levels and their professional resilience. In this research, which was designed in a relational survey model, the “Teacher Patience Scale” developed by Meriç and Erdem (2022) and the “Teacher Professional Resilience Scale” developed by Näswall, Malinen, Kuntz, and Hodliffe (2019) and adapted into Turkish by Limon (2022) were used as data collection tools. The sample of the research consists of 404 teachers working in public schools in the Kartal and Tuzla districts of Istanbul. According to the research findings, it was found that the teachers' patience levels and professional resilience levels were high. In addition, while the patience and professional resilience levels of teachers do not show a statistically significant difference according to the gender of the teachers, their educational status, and the number of teachers working in their schools, they show statistically significant differences according to their professional seniority and educational levels. These differences are in favor of teachers working in primary and secondary schools and teachers with lower seniority. According to another finding obtained from the research, there is a positive, high, and significant relationship between teachers' patience levels and their professional resilience levels. As a result of the regression analysis, it was seen that teacher patience was a significant predictor of professional resilience. Teacher patience explains 73% of professional resilience.
Online Learning by University Students for Improved Performance in Emerging Economies
The main purpose of this study was to investigate the uptake of online learning as a new normal by university student for improved performance in emerging economies. Objectives of this study is to determine the uptake of online learning by university students, establish effect of online learning on university student performance, and to develop a framework that promote the uptake of online learning by university students in improving their performance in emerging economies. Emerging technologies and practices, such as online learning, are reported and predicted to have the potential to influence the future of global higher education teaching and learning. Lecturers and students in emerging economies contexts are less familiar with the use of digital technologies and had to struggle hard due to the lack of proper training and skills to utilize digital technologies which are inevitable for online learning, be it synchronous or asynchronous. A systematic literature review approach was used. 219 articles were found in the Scopus database, 69 papers were selected for the study. Results showed that online learning has bought positive impact on the lives of students in improving their academic performance for universities in emerging economies. There has been limited research into the use of digital technologies and their effects on student engagement and performance in emerging economies context. The present study was therefore designed to address this gap by focusing on the use of online learning by establishing various digital tools and their roles in fostering students’ online performance. This study therefore recommends a framework that promotes the uptake of online learning by university students in improving their performance in emerging economies through the four pillars of legislative framework, online leaning platforms, infrastructure, and human capital. The theoretical findings of this study therefore offer insights on policy implications for online learning practitioners and policymakers.
Clarifying the Mediation Role of Social Media Addiction in the Association between COVID-19 Risk Perception and Mental Well-Being among General Population in Türkiye
In current paper, the associations among COVID-19 risk perception, social media addiction, and mental well-being was examined. Additionally, the mediation role of social media addiction in the association between COVID-19 risk perception and mental well-being was explored. Through snowball and criterion sampling method, data were collected from 59 males (19%), 248 females (80%) and 3 (1%) individuals who did not want to specify their gender. The ages of the individuals included in the sample ranged from 18 to 75 (M = 26.28, SD = 9.40). According to the correlation analysis findings, there were significant associations among COVID-19 risk perception, social media addiction and mental well-being. Mediation analysis revealed that social media addiction had a mediation role in the association between COVID-19 risk perception and mental well-being. Research findings revealed the potential impact of COVID-19 risk perception and social media addiction on mental well-being.
Understanding Students’ Misconceptions about Chemical Formula Writing and Naming Ionic Compounds
Difficulties in the competency of chemical formula writing and naming ionic compounds are common to General Chemistry 1 learners. Hence, this study is formulated to understand 34 General Chemistry 1 learners' misconceptions about chemical formula writing and naming ionic compounds. This descriptive case study research used a two-tier test and interview questionnaire as the main data-gathering instruments. From the conducted study, analysis shows that in terms of chemical formula writing, the learners misrepresent ionic compounds as charged species, show a lack of understanding of valency and the use of the cross-charge method, and mispresent radicals. In naming ionic compounds, the learners generally misname some of the elements found in binary ionic compounds and misname metal ions with more than 1 charge and polyatomic ions. These misconceptions were validated by the difficulties experienced by the learners in answering the two-tier test, as mentioned in their interviews. Despite the misconceptions and difficulties of the learners in chemical formula writing and naming ionic compounds, they mentioned several ways of addressing them.
The Investigation of Secondary School Students' Self-Regulation Strategies, Motivational Beliefs and Science Related Inquiry Learning Skills Perception
The aim of this study is to identify secondary school students' self-regulation strategies, motivational beliefs and science related inquiry learning skills perception levels, to reveal the relationship between them and to examine them regarding different variables. In this study, a quantitative research method was used. The study included 1127 students from secondary schools in Istanbul, Turkey. “Personal Information Form” developed by researchers, Pintrinch and De Groot (1990) produced the "Motivated Strategies for Learning Questionnaire," which Üredi adapted to Turkish (2005) and Balım and Taşkoyan (2007) established the "Science Related Inquiry Learning Skills Perception" scale (2007)” was used in study. The data were analyzed with SPSS 16. Independent Sample t-Test, ANOVA and Pearson Correlation technique was used in data analysis. It was concluded that the secondary school students' self-regulation skills, motivational beliefs and science related inquiry learning skills perception levels were high, there was a medium positive relationship between them, and It has been determined that the gender variable is in favor of female students, the class variable is in favor of lower-level classes, and the planning variable is in favor of students who like planning. Activities to increase students' self-regulation and motivational belief and science related inquiry learning skills perception levels are recommended. or tap here to enter text.
A STEAM Activity to Design a Virtual Rectangular Prism Museum for 5th Graders
This study proposes a STEAM activity for teaching rectangular prisms to 5th-grade students, aiming to integrate science, technology, engineering, art, and mathematics. The activity is designed for four class hours, following the 5E instructional model. In the engagement phase, it was aimed to attract students' interest in the museums. In the exploration phase, students will be asked to research rectangular prisms and rectangular prisms that exist in nature and are used in architecture, and the research phase, they will be asked to create draft drawings and concrete 3D models on the computer about rectangular prisms. In the explanation phase, the teacher explains the fundamental elements of a rectangular prism, the drawing of surface area configurations, and information about whether different configurations belong to a rectangular prism in accordance with the Grade 5 learning outcomes. In the elaborating phase, students design a virtual museum of rectangular prisms and acquire achievements from the fields of science, technology, engineering, art, and mathematics. During the evaluation phase, the prepared museums will be rated via a rubric form. The proposed activity has not been implemented yet and leaving room for future studies to explore its impact on students.
Coloring for Conservation: Outreach Science for Eastern Hellbender Salamanders
Engaging K-5 future citizen scientists is a challenge which balances effective outreach science and curriculum development, as well as in and out-of-classroom experiences. Environmental education programs should be designed to both engage and inform the public on important conservation issues related to local biodiversity. Amphibians, especially salamanders, are experiencing worldwide declines, but are relatively overlooked by the public when compared with frogs and other more charismatic species. To this end, we developed a hellbender-focused, outreach-education coloring book, which was provided to either stream visitors as part of ongoing education programming or in classroom/summer camp settings, in two states where eastern hellbender salamanders occur. We assessed whether this coloring book activity engaged and informed K-5 level participants by performing a short, post-implementation survey. Results indicate that the hellbender coloring book was effective as an educational tool and provided an engaging experience for participants, while concomitantly teaching that moving rocks within streams can be potentially harmful for aquatic organisms, including larval hellbenders. We recommend conservation managers from state and federal agencies work closely with community educators to implement similar programs to inform the local general public on environmental programs using conservation themed coloring books.
The Effect of Plickers Implementation on 6th Grade Students’ Locus of Control (LoC) and Misconceptions
The purpose of this survey is to define the effect of Plickers implementation applied in science lessons on students’ locus of control (LoC) and misconceptions. The experimental design was determined as the single-group pre-test and post-test. 51 students studying in the 6th grade participated in the survey. The Nowicki-Strickland Locus of Control Scale (LoC) for Children and the word association test (WAT) is utilized to identify misconceptions at the beginning and end of the lesson. In results, it was observed that some of the misconceptions of the students changed after the Plickers implementation, but some of the misconceptions did not change. However, after Plickers, it was defined that the LoC points of girls decreased, and the points of boys increased. When the students were examined in general, it was defined that the post-test points they got from the scale were lower than the pre-test points. Although this result does not show any distinction, it is an indication that students’ LoC levels is visibly inclined towards inner LoC. In results of the survey, it can be suggested that the Plickers implementation be used actively in eliminating students’ misconceptions and developing their LoC.
Relative Effects of Three Instructional Approaches on Reasoning Skills and Retention of Students in Evolution Concepts
Evolution, a major unifying biological theme that deals with the origin of life on earth, is the concept that most Ghanaian Senior High School (SHS) students hold misconceptions about. This makes its meaningful understanding challenging, especially on problems that require them to think in abstract forms. The author of this study, therefore, investigated the relative effects of three instructional approaches (demonstrative lecture, problem-based approach, and classroom discussion) on reasoning skills and retention of Ghanaian Biology students in evolution concepts. A quasi-experimental design was employed for the study. The population comprised all Science Two students in Berekum Municipality and Berekum West District. Multistage sampling techniques were employed to select thirty-nine (39) students for the study. Biology Reasoning Skills Test-Evolution (BRST-E) of a coefficient value of 0.76 was the instrument designed to gather data. Results from the ANCOVA reveal that students exposed to a problem-based approach had a significant gain in their reasoning [p<0.05, η2p=0.193] and retention [p<0.05, η2p=0.281], whereas the t-test results revealed that male students made advancements in their reasoning skills than females [df=24,t=5.08, F=4.36, p<0.05]. Therefore, Biology instructors in Berekum Municipality and Berekum West District should embrace the use of a problem-based approach in delivering evolution lessons to shape students’ levels of reasoning and memory retention.
Effects of Bangla Literature Courses on Students of English Department in Bangladesh
The article presents effects of Bangla literature courses on students of English language department in Bangladesh, and it investigates the impact of Bangla literature courses on students’ understanding of literary ideas and its importance in syllabus of English department in Bangladesh. Bangla literature courses have been introduced in the syllabus of every English language department in Bangladesh but without proper practice of teaching it cannot be effective in the learning process of students’ understanding of literature and languages. The target of teaching focuses on teaching Bangla literature separately as a non-departmental course but does not show the purpose for students of English language department. This paper discusses position of Bangla literature courses in teaching-learning setting of English departments and identifies implications of Bangla literature courses on students’ overall understanding of literary ideas. Moreover, it examines significance of Bangla literature courses in the syllabus of English department. Both qualitative and quantitative methods are followed for conducting this research. This research represents data collected from three public and three private universities in Bangladesh. This study reveals that the students of English language department can increase their understanding more by experiencing progressive attitudes toward learning Bangla literature. Furthermore, it evaluates some difficulties faced by both the teachers and the students in the context of Bangladeshi classroom. Based on findings from collected data, the research offers some practical and pedagogical recommendations and some proposals at the end.
English department and cultural synthetization
The Challenges of Distance Education and Evidence-Based Solution Suggestions
Today, the development of technology and the internet plays an important role in providing equal opportunities in education. Distance education studies carried out for this purpose facilitate education and training by providing education opportunities independent of both time and place. There are some difficulties experienced in maintaining distance education, which is increasing in popularity day by day with the advantages it provides in the learning process with technological developments. In this study, by considering the difficulties experienced in the distance education process, suggestions are made for both system developers and teachers who are the implementers of the system. In the first part of the study, the difficulties brought by distance education and in the second part, suggestions compiled from the results of the studies on the elimination of the difficulties experienced are included. For this reason, it is thought that this study will provide important contributions to education technologists, content managers, teachers who teach with the distance education system and policy providers who develop the distance education system.
suggestions against difficulties in distance education