Turkish Adaptation of Motivation Scale for Instructional Podcast Material
Examining Teachers' Views on the use of Artificial Intelligence (AI) in Education
Students' Perceptions towards Mobile Learning and its Influence on Students' Learning Achievement
Effectiveness of Blended Learning Approach in Learning Chemistry at the Tertiary Level
How can Universities & Colleges Stand High in World Ranking?
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Factors Affecting the Academic Performance of College Students
Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners
The Relationship between Smartphone use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study
Adopting Free and Open Source Software(FOSS) in Education
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
The study aims to adapt the Instructional Podcast Material Motivation Scale developed by Asoodar et al. (2014) into Turkish. The study group consists of Cag University Preparatory Year students. The original scale is in English and is a five- point Likert-type tool consisting of a total of 36 items in four dimensions. For the adaptation study, language validity was ensured. The findings obtained from the CFA regarding the construct validity of the scale support the four-factor structure in the original study. As a result of the analysis, the scale consists of 31 items and 4 sub-dimensions. The sub-dimensions of the scale are Attention, Relevance, Confidence, and Satisfaction. Cronbach Alpha internal consistency coefficients for the whole scale (.95) and the sub-dimensions of Attention (.78), Interest (.91), Confidence (.75), and Satisfaction (.93) are high. The results of the analysis show that the scale is valid and reliable in determining students' motivation levels for podcast material.
This study is designed with the aim of evaluating Artificial Intelligence (AI) applications in the education sector and conducting an in-depth examination of teachers' perspectives on this matter. It particularly focuses on understanding the role of AI in education and emphasizing its potential contributions. To achieve this goal, it is essential to unveil teachers' perceptions of AI and systematically assess their views regarding the advantages, disadvantages, opportunities, and risks of this technology in education. The research employs a qualitative method utilizing a phenomenological design. Semi-structured interview forms were used for data collection, with Maxqda being the primary tool for data analysis. The study's sample consists of sixty teachers from a private school in Gaziantep, Turkey. Thirty-seven of these teachers volunteered to participate, while the remaining twenty-three cited their lack of knowledge in AI as a reason for not taking part. The findings suggest that, overall, teachers possess a positive outlook on the use of AI in education, although some negative perspectives also emerged. This research serves as a valuable resource for gaining a better understanding of AI's potential in education and providing a more detailed evaluation of teachers' perspectives on this technology.
This action research investigates the impact of mobile learning on geography education, employing a mixed methods approach. A quasi-experimental design consisting of pre-test and post-test measures was employed. Data were gathered using a geography learning achievement test, a survey questionnaire, and semi-structured interviews. Purposive sampling was employed to select 70 students from class Eight, with 35 in each of the control (CG) and experimental groups (EG). The intervention incorporated mobile devices in the EG's geography learning, while the CG was taught using traditional methods. The quantitative data were analyzed using descriptive statistics and inferential statistics, while qualitative data were analyzed using thematic analysis. The findings are presented in two phases. In the quantitative phase, both an independent and paired sample t-test revealed no significant difference between CG and EG in the pretest. However, a post-test showed a substantial difference, favoring the EG with a large effect size (d = 1.02). Both the quantitative and qualitative phases explored students' perceptions, revealing strong positive perceptions towards mobile learning (M = 4.26, SD = .49). Furthermore, Pearson's correlation analysis indicated a moderately positive correlation (r = .637) between students' perceptions and post-test scores, suggesting a relationship between positive perceptions and improved learning achievement. This AR concludes with implications and recommendations for future research.
The integration of online and face-to-face instruction, known as blended learning, has gained traction in science education, particularly in tertiary settings. This study investigates the efficacy of a blended learning approach on academic achievement among tertiary-level chemistry students. A bespoke blended learning curriculum was devised for two chemistry units, and a randomized two-group experimental design was implemented. Sixty-five students were randomly assigned to either the treatment group, receiving blended learning, or the control group, receiving traditional lecture-based instruction. An independent samples t-test was conducted to compare post-test scores between the groups, controlling for prior knowledge using pretest scores as a covariate. Results indicate that students in the blended learning group attained significantly higher post-test scores (M = 81.53, SD = 10.23) compared to their counterparts in the control group (M = 74.33, SD = 9.04), with a t-value of (63) = 2.85, and p = .006. This study underscores the potential of well-designed blended instruction in enhancing chemistry education at the tertiary level. Further investigations into optimal blend ratios and implementation strategies are recommended for comprehensive insights.
The world ranking of universities has assumed great significance because those that rank high are found to produce globally competent professional and political leaders needed to adeptly manage the affairs of a country from local to international levels. World experience tells us that in the knowledge-based economy of today, the prosperity of a nation is essentially driven by leadership shown in research and innovation, which typically flourishes in world-class universities. Having world-class universities in a nation is now a prerequisite to qualify for achieving developed nation status. Even if a nation is endowed with abundant natural resources, without world-class universities, it cannot become developed and remains a developing country. There are many universities in India that have a good amount of money and excellent infrastructure, yet they do not rank high on the world list. They have all the required resources at hand except for good professors. Unfortunately, in India, faculty growth is neglected. Outdated rules and regulations and service conditions have constrained professors, preventing them from performing to the best of their abilities. This is the main bottleneck. Their service conditions urgently need to be reengineered along the lines of the world's best universities, without which India is less likely to rank high globally and, in turn, become a developed country, as is eagerly desired. Each university and college should have a mission and ambition to build its faculty to a world-class level.
