Shanlax International Journal of Education

Mathematics Teachers’ Opinions on the Use of School Gardens in Lessons

2024-11-30T04:40:31+00:00

This study was conducted to determine the use of school gardens, one of the out-of-school learning environments, by elementary school mathematics teachers in their lessons. The case study method is a qualitative research method that allows a topic to be addressed in detail. It was preferred in this study in accordance with the purpose. 27 mathematics teachers working in MoNE secondary schools participated in the study conducted in the fall semester of the 2023-2024 academic year. In the study, a semi-structured interview form consisting of open-ended questions prepared with the aim of obtaining data on the use of school gardens in mathematics lessons was used as a data collection tool. Content analysis method was used to analyze the data obtained. The data obtained were given by creating categories and codes in the sections belonging to the sub-problems. At the end of the study, it was concluded that teachers mostly preferred and supported the use of the school garden in mathematics lessons, but they faced problems such as maintaining discipline, attracting student attention to the lesson, and having other lessons at the same time while using the school garden in their lessons. When teachers compared school gardens with other out-of-school learning environments, they reported more positive aspects of school gardens.

What are the Cohesive Devices in Opinion Essays Written by Turkish EFL Students across Different Proficiency Levels?

2024-11-30T04:40:31+00:00

Effective writing requires important features and one of them is cohesion which is necessary to bind a text. Halliday and Hasan (1976) state that grammatical and lexical devices which are called cohesive devices (CDs) create texture. To make a text coherent and understandable, CDs should be used frequently and skilfully. The present study aims to investigate the students’ employment of CDs in a specific genre. The participants were 60 EFL students enrolled in the beginner and pre-intermediate preparatory classes at a state university in Turkey. The student’s opinion essays were examined via the modified version of Halliday and Hasan’s (2001) taxonomy of CDs developed by Yang and Sun (2012). The collected data were analysed by calculating the frequency of CDs and comparing the means of CDs used correctly or incorrectly by the participants. The outcomes yielded that the pre-intermediate level students used cohesive devices more frequently and accurately in their opinion essays compared to the beginner-level students. In addition, it was diagnosed that the most problematic area for both levels was the use of conjunctions. Hence, as a pedagogical implication, it is recommended that cohesive devices be taught at the core of writing instruction.

The Development of the Early Childhood Teacher’s Activity Ability using the Augmented Reality Storybook Set to Lessen Issues and Foster Resilience from Bullying for Early Childhood

2024-11-30T04:40:31+00:00

This research aims to (1) Develop of augmented reality storybook set to lessen issues and forster resilience from bullying for early childhood (2) Study the activity ability using the set of augmented reality storybook set for early childhood teachers (3) Compare the bullying behavior of early childhood before and after activities. The sample consisted of 9 teachers and 90 children. The research method is R&D divided into 4 steps: (1) Study and analysis of basic data, instruments are document analysis, interviews, and questionnaires. (2) Development of an augmented reality storybook set, instruments are an augmented reality storybook set and manual (3) Experiment, instruments is an plan and 4) Evaluate effectiveness, instruments are the ability assessment form and the behavior assessment. The statistics used for data analysis were content analysis, mean, standard deviation and t-test dependent. The research finding were as follows: (1) The augmented reality storybook set is a three-dimensional picture story that promotes the good words, non-violent force, reducing social bullying and foster resilience from bullying for early childhood (2)The ability of early childhood teachers in overall was at the high level (3) The bullying behavior of early childhood after learning was higher than before, with statistical significance at the 0.01 level.

A Survey Study on AI Literacy of Nakhon Sawan Rajabhat University’s Digital Technology Teacher Students in Thailand

2024-11-30T04:40:31+00:00

In the realm of education, the integration of AI literacy into computer science teaching is becoming increasingly crucial (Walsh et al., 2023; Voulgari et al., 2022; Velander et al., 2023). Teachers play a pivotal role in bridging the gap between research and practical knowledge transfer of AI-related skills, necessitating a solid foundation in AI-related technological, pedagogical, and content knowledge (TPACK) (Velander et al., 2023). As AI systems permeate various aspects of society, including education, teachers must adapt and develop competencies in AI to effectively impart these skills to students (Kreinsen & Schulz, 2023). The incorporation of AI ethics into the curriculum requires teachers to navigate complex issues such as biases related to race, gender, and social class, challenging both computer science and humanities educators to step out of their comfort zones and collaborate to provide high-quality instruction (Walsh et al., 2023). By leveraging their expertise in different domains and receiving support from research teams, teachers can create engaging learning experiences that prepare students for the ethical and technical challenges posed by AI systems (Walsh et al., 2023).
This article aimed to study the AI literacy level of teacher students major in digital technology who study at Nakhon Sawan Rajabhat University in Thailand. There were 98 students responded the AI literacy questionnaire which contained of 4 factors (Knowledge and Use of AI 24 questions, Creation of AI 3 questions, AI Self-Efficacy 6 questions, and AI Self-Competency 7 questions). The results showed that, 1) there were no statistically significant differences in gender among Knowledge and Use, AI Self-Efficacy, and AI Self-Competency while has statistically highly significant as P < 0.05 in Creation of AI factor, 2) there were no statistically significant different in level of study and use of time used of computer among AI literacy factors, and 3) there was relationship between AI literacy factors with statistically highly significant as P < 0.01.

Approaches to Disruptive Leadership Development of School Administrators in Schools under the Nonthaburi Primary Educational Service Area Office 2

2024-11-30T04:40:31+00:00

This research utilized a mixed methods approach and was conducted in two phases. In the first phase, the study aimed to investigate the degree of success and important state of disruptive leadership of school administrators from the perspective of teachers in the Nonthaburi Primary Educational Service Area Office 2 (NPESAO2). A total of 306 teachers from NPESAO2 schools were selected using multi-stage random sampling based on a statistical determination using Cohen’s sample sizes at a significant level of .05. A five-point Likert scale with a reliability of 0.990 and 0.986, respectively, was utilized for phase one. Statistical analyses included mean, standard deviation, and the modified priority needs index (PNImodified) - the second phase aimed to develop a disruptive leadership approach for school administrators within the NPESAO2. Nine participants, including an academic expert in educational management at the directorial level (or equivalent), educational supervisors from the NPESAO2, and school administrators, were selected using purposive sampling. Semi-structured interviews were employed as the research instrument for phase two. The findings revealed that: 1) the degree of success and importance of state requirements for disruptive leadership of school administrators in schools under the NPESAO2 were at high and highest levels, respectively. The most crucial priority needs were strategic management, digital leadership, creative thinking, and lifelong learning. 2) The approach for developing disruptive leadership among school administrators under the NPESAO2 is the CLUDS model, which includes Creative Thinking, Lifelong Learning, Understanding, Digital Technologyin Education, and Strong Teamwork.

The Use of Rhyming Linguistic Structures in Illustrated Children’s Books

2024-11-30T04:40:31+00:00

The aim of this study is to reveal how the use of rhyming linguistic structures in illustrated children’s books addressed to the preschool period is displayed. The study is a qualitative study aiming to reveal the utilisation of rhyming structures in works published within the scope of Turkish children’s literature and the appearance of these linguistic structures in books with a focus on the books determined as the object of study. In this study, the works were analysed through descriptive analysis. The works analysed in the study consist of 3 books selected among illustrated children’s books with a target audience of preschool children (4-6 years old). The illustrated children’s books analysed in the study were selected from literary narrative texts and limited to books that have the potential to reflect rhyming linguistic structures and stand out in online book sales sites with these aspects. Among the selected books, 2 of them were copyrighted and 1 of them was a work of translation and 3 works in total were analysed. In the focus of the quantitative and qualitative findings, it can be stated that all the books analysed offer a rich narrative ground in terms of the use of rhyming linguistic structures. The diversity of sounds, rhyming expressions, sound similarities, reinforcements, doublings, reflected sounds, doublings derived from reflected sounds and word repetitions are linguistic elements that can contribute to the linguistic development of preschool children. On the other hand, the intense presence of these elements in the texts has also enabled the texts to have a unique rhythm of discourse. The analysed texts, as narrative fiction texts, are extremely rich texts in terms of capturing a rhyming discourse, reinforcing, including doubling and reflected sounds and words, and can contribute to the formation of the child’s literary taste. In the texts, end-of-line and in-sentence rhyming (sound similarities) are used more than other linguistic structures such as reinforcement, doubling and reflected sounds. It is extremely important to determine the presence of rhyming linguistic structures in the books and to examine the quality of these elements in determining whether the children’s books addressed to the preschool period support phonological awareness in terms of language and expression features.

Evaluation of 7th Grade Students’ Mathematical Literacy Skills According to PISA Framework

2024-11-30T04:40:31+00:00

The aim of this study is to reveal the mathematical literacy skills of seventh grade students according to the PISA Mathematical Literacy Framework. In the study, a special case study from qualitative research methods was used. The participants of the study were 25 seventh grade students studying in the middle school of a public school in Giresun province in the 2022-2023 academic year. ‘Mathematical Literacy Test’ was used as a data collection tool. The data obtained from the analysis were evaluated in accordance with the scoring of PISA questions and subjected to descriptive analysis. As a result of the analysis, it was concluded that the content area in which seventh grade students were most successful was the uncertainty and data area, and the mathematical process with the highest performance was the formulation process. While solving the mathematical literacy questions, it was determined that the students were successful in representation skill, reasoning and showing evidence skills, which are among the basic mathematical skills.

Collaborative Learning Management with Language Game to Develop 12th Grade Students’ English Vocabulary Learning and Reading Competency

2024-12-02T15:36:08+00:00

The purposes of this research were to (1) study twelfth grade students’ English vocabulary and reading development by applying collaborative learning management with language game of the whole group and individual (2) examine twelfth grade students’ attitudes towards collaborative learning management with language game in learning English vocabulary and reading and (3) investigate twelfth grade students’ participating behaviors in collaborative learning management with language game. The target population in this study was 40 twelfth grade students who studied English reading and summarizing in academic year 2023 at The Demonstration School of Ramkhamhaeng University. The research instruments consisted of (1) collaborative learning management with language game lesson plans (2) pre and post-test of English vocabulary and reading achievement (3) the attitudes towards collaborative learning management with language game questionnaire and (4) group behavior observation forms. The data were analyzed by utilizing mean, standard deviation, frequency, percentage, and normalized gain. The results showed that (1) twelfth grade students’ English vocabulary development by applying collaborative learning management with language game of the whole group was in medium gain ( = 0. 45) and there were 6 students obtaining high gain, 22 students obtaining medium gain and 12 students obtaining low gain; furthermore, twelfth grade students’ English reading development by applying collaborative learning management with language game of the whole group was in medium gain ( = 0. 41) and there were 3 students obtaining high gain, 25 students obtaining medium gain and 12 students obtaining low gain, (2) twelfth grade students’ attitudes towards collaborative learning management with language game in learning English vocabulary and reading were high (μ=4. 25, σ = 0. 40), and (3) twelfth grade students’ participating behaviors in collaborative learning management with language game were good over 80 percent of all students (μ=9. 62). This indicates that collaborative learning management with language game is one of the most effective teaching methods that contributes to developing learners’ vocabulary knowledge and reading competency. Moreover, it creates a fun classroom atmosphere, facilitates learners to practice critical thinking, increases their interest and enthusiasm in learning English, and supports them to have good learning behaviors.