International Journal of Education and Practice

Published by: Conscientia Beam
Online ISSN: 2310-3868
Print ISSN: 2311-6897
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Moderating Role of Gender in the Impact of E-Learning Quality on Students Satisfaction and Performance During Covid-19 Pandemic

Pages: 637-655
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Moderating Role of Gender in the Impact of E-Learning Quality on Students Satisfaction and Performance During Covid-19 Pandemic

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DOI: 10.18488/journal.61.2021.94.637.655

Saleh Abdullah AL Thnayan , Khalid Sami Mohammed Husain

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Saleh Abdullah AL Thnayan , Khalid Sami Mohammed Husain (2021). Moderating Role of Gender in the Impact of E-Learning Quality on Students Satisfaction and Performance During Covid-19 Pandemic. International Journal of Education and Practice, 9(4): 637-655. DOI: 10.18488/journal.61.2021.94.637.655
This paper aims to examine the impact of E-learning quality on students' satisfaction and performance before and during the COVID-19 pandemic and the role of gender as a moderating variable. A descriptive and inferential approach was used where a specially designed questionnaire was distributed on a simple random sample of students enrolled in Public Security Training City in Riyadh, Saudi Arabia. Data were gathered from 352 respondents. The multiple regression analysis was used to justify the proposed hypotheses. The study found that E-learning system quality and E-learning service quality positively impacted student satisfaction, which made a significant and positive impact on student performance. Moreover, gender played a moderating role in the relationship between E-learning system quality, E-learning service quality, and student satisfaction. Finally, it was found that the relationship between all variables during COVID-19 was stronger than relationships that existed before the COVID-19 pandemic.
Contribution/ Originality
This study is one of very few studies which have investigated relationships between E-learning system quality, E-learning service quality, and student satisfaction in the public security sector where new policies and regulations have been applied as a part of Saudi vision (2030), including women participation in this sector.

Teaching Mathematics through Interdisciplinary Projects: A Case Study of Vietnam

Pages: 656-669
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Teaching Mathematics through Interdisciplinary Projects: A Case Study of Vietnam

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DOI: 10.18488/journal.61.2021.94.656.669

Nguyen Phuong Chi

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Nguyen Phuong Chi (2021). Teaching Mathematics through Interdisciplinary Projects: A Case Study of Vietnam. International Journal of Education and Practice, 9(4): 656-669. DOI: 10.18488/journal.61.2021.94.656.669
Integrated or interdisciplinary teaching is an approach that encourages students to synthesize knowledge from more than one discipline in order to solve problems. It focuses on students’ interests, a connection of subjects, use of authentic situations and problem solving techniques. This study aimed to make clear the concept of interdisciplinary teaching, by identifying how different subjects could be integrated in a curriculum and how interdisciplinary work could be developed and organized in mathematics classrooms. By reviewing various literature of the research on the topic of interdisciplinary education, the study synthesized ideas, concepts and models in interdisciplinary teaching. Then the study discussed how to apply the explored theory of interdisciplinary teaching in the Vietnamese mathematics situation. It was found out that projects should be used for interdisciplinary mathematics education. A four-step process to design an interdisciplinary project for Vietnamese mathematics classrooms was proposed. This process proved to be a useful guideline for mathematics teachers to design interdisciplinary projects. Two interdisciplinary projects for Mathematics involving Biology as the second subject were introduced in this study. These are examples of how to construct an interdisciplinary project based on the four-step process. Through these projects, students could know how to integrate skills and knowledge of the two subjects Mathematics and Biology to solve a real life problem.
Contribution/ Originality
This study made clear the concept of interdisciplinary teaching, identified how different subjects can be integrated in a curriculum and how interdisciplinary work can be developed and organized in mathematics classrooms. This is a unique research study to combine interdisciplinary teaching and project based learning in teaching mathematics, for the situation of Vietnam.

The Effectiveness of the Training Model of the Future Teacher in Conditions of Inclusive Education

Pages: 670-686
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The Effectiveness of the Training Model of the Future Teacher in Conditions of Inclusive Education

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DOI: 10.18488/journal.61.2021.94.670.686

Gulsara Berikkhanova , Bibigul Ospanova , Batilya Yermenova , Raushan Zharmukhametova , Nurgul Sultanova , Aizhan Urazbaeva

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Gulsara Berikkhanova , Bibigul Ospanova , Batilya Yermenova , Raushan Zharmukhametova , Nurgul Sultanova , Aizhan Urazbaeva (2021). The Effectiveness of the Training Model of the Future Teacher in Conditions of Inclusive Education. International Journal of Education and Practice, 9(4): 670-686. DOI: 10.18488/journal.61.2021.94.670.686
This study aimed at understanding the problems of training teachers who taught children with health disabilities. For this study, students from two universities located in Semey city of Republic of Kazakhstan participated. A few components like motivation, cognition, creativity, and activity, which fulfilled the conditions of inclusive education and were related to future teacher's readiness to work with students of disabilities, were defined and disclosed. Four levels of inclusive competence of students of pedagogical specialties were identified: low, average, above average, and high. In addition, the study also defined the requirements for future teachers working in the conditions of inclusive education. Eventually, a structural and content model of preparing future teacher-psychologist for professional adaptation in an inclusive educational environment was developed and tested. The model included the purpose, approaches, principles, and contained components: target, content, procedural, and evaluative-effective. In the course of experimental work, the effectiveness of the model of preparing future teachers to professional adaptation in inclusive education was proved. The results of the pedagogical experiment indicated the feasibility of introducing the proposed model of preparing a future teacher to professional adaptation in an inclusive education. The study suggests to implement the structural content model in real-life educational setting, to train the teachers preparing for inclusive education. Its implications are for educationists, administrators and teachers who are directly connected with inclusive education
Contribution/ Originality
This study is one of very few studies which have investigated the theoretical and methodological foundations and developed the methodology for preparing a future teacher-psychologist for professional adaptation in the inclusive educational environment. Such teacher-psychologist would be professionally trained to work with children with mental retardation in an inclusive educational environment.

The Role of Artificial Intelligence Techniqies in Improving the Behavior and Practices of Faculty Members When Switching to E-Learning in Light of the Covid-19 Crisis

Pages: 687-714
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The Role of Artificial Intelligence Techniqies in Improving the Behavior and Practices of Faculty Members When Switching to E-Learning in Light of the Covid-19 Crisis

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DOI: 10.18488/journal.61.2021.94.687.714

Shimaa Abdullah Nagro

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Shimaa Abdullah Nagro (2021). The Role of Artificial Intelligence Techniqies in Improving the Behavior and Practices of Faculty Members When Switching to E-Learning in Light of the Covid-19 Crisis. International Journal of Education and Practice, 9(4): 687-714. DOI: 10.18488/journal.61.2021.94.687.714
This study investigated the role of e-learning and artificial intelligence (AI) in improving the faculty members’ practices when switching to online education in the wake of the COVID-19 pandemic. The researcher employed a descriptive and analytical approach. A questionnaire was used to measure the impact of AI and e-learning on four different themes related to education in Saudi Arabia. The data from 406 respondents suggested a statistically significant (?? 0.05) effect of AI on e-learning. The faculty members strongly agreed that AI and e-learning improved relevant aims of teaching and related practices during the pandemic. Moreover, the influence on practices related to teaching methods during the pandemic was also highly positive. Further, the instructors strongly acknowledged that e-learning and AI ameliorated their teaching practices in general. Finally, the study depicted that e-learning and AI assisted instructors to automate grading and evaluation, ensures the confidentiality of data, and provides easier access to information. The average of the sample responses for all four fields analyzed in the study corresponded to the degree of approval. This study has a paramount importance due to the continuity of education in the context of the COVID-19 pandemic and the role of e-learning and artificial intelligence in education in general.
Contribution/ Originality
This study is one of very few studies which have investigated the efficiency of applying AI techniques in e-learning during COVID-19 pandemic. It also investigated the faculty members’ practices to improve teaching methods and quality during the pandemic. The findings could provide insights for universities’ leaders to improve e-learning process.

Teachers Perceptions of Language Fostering in the Context of Physics Teaching in Vietnam

Pages: 715-728
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Teachers Perceptions of Language Fostering in the Context of Physics Teaching in Vietnam

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DOI: 10.18488/journal.61.2021.94.715.728

Le Ngoc Diep , Do Huong Tra

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Le Ngoc Diep , Do Huong Tra (2021). Teachers Perceptions of Language Fostering in the Context of Physics Teaching in Vietnam. International Journal of Education and Practice, 9(4): 715-728. DOI: 10.18488/journal.61.2021.94.715.728
Many educational researchers and teachers have agreed that language can be fostered in the context of science teaching. However, the effect of language fostering has depended heavily on teacher's perception. Recognizing the role of teaching (including Physics teaching) in language training will help teachers become conscious while designing teaching activities, contributing to promoting cognitive activities of students. Therefore, the purpose of the study was to identify teachers’ perceptions to foster language in the context of physics teaching in Northern Vietnam, where many ethnic minority students study for whom Vietnamese is like the second language. A survey was used to collect the data from 64 physics teachers who taught in high schools. The differences in teaching experience and education background of physics teachers toward languages fostering were examined by the independent sample t-test and the one-way ANOVA. The obtained results show that (i) most teachers held a positive view about the importance of language of physics in teaching (ii) There were no statistically significant differences in the importance of language in teaching physics based on the education background of teachers; (iii) The novice teachers held a more positive perception than the experienced ones about the importance and signs of language in the student’s physics learning process. These results would prove to be a valuable source of information for designing physics teaching activities for language fostering in mountainous areas of Vietnam.
Contribution/ Originality
This study contributes to the domain of teachers' perception to foster language in the context of physics teaching in mountainous areas of Vietnam. These findings are a useful contribution for researchers who are interested in language acquisition in different contexts and for educational leaders who are looking for reforms in general education.

EFL Teachers Attitudes towards Professional Development Programs

Pages: 729-739
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EFL Teachers Attitudes towards Professional Development Programs

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DOI: 10.18488/journal.61.2021.94.729.739

Mona Abdullah Alzahrani , Faizah Mohamad Nor

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Mona Abdullah Alzahrani , Faizah Mohamad Nor (2021). EFL Teachers Attitudes towards Professional Development Programs. International Journal of Education and Practice, 9(4): 729-739. DOI: 10.18488/journal.61.2021.94.729.739
Teachers of English as a foreign language (EFL) need to improve their knowledge and practices continuously. They need to be involved in professional development programs (PDPs) which help them to remain updated with the new trends in teaching and learning. As their attitudes can influence their participation in PDPs, it is necessary to investigate their views towards these programs. This mixed method study examined the attitudes of EFL university teachers towards PDPs and the factors that affected their attitudes. The data were collected through questionnaire and interviews. The quantitative data was analyzed using SPSS, whereas the qualitative data was analyzed using thematic analysis. The results revealed that EFL teachers have positive attitudes towards programs. Furthermore, One-way ANOVA results showed that there were statistically significant differences in EFL teachers’ attitudes towards PDPs based on their training years. Besides, Independent-samples T-test results revealed that there was no statistically significant difference in EFL teachers’ attitudes towards PDPs based on their qualifications. According to the study results, it is recommended to evaluate teachers’ attitudes after training programs to help improving these programs to meet their views and needs. Further research could be done using multiple data sources such as teachers’ journal.
Contribution/ Originality
This study contributes to the existing literature of PDPs at higher education level. It is one of the few studies that have investigated factors that might influence EFL teachers’ attitudes towards PDPs. Identifying such factors will enable PDP designers to plan suitable programs that help improving EFL teachers’ knowledge and skills.