i-manager Publications

Volume 21 Issue 2 July - September 2024

Research Paper

Preventing Teacher and Counselor Burnout: Self-Care in Training Programs

Gina Cicco*

Department of Counselor Education, School of Education, St. John's University, New York, United States.

Cicco, G. (2024). Preventing Teacher and Counselor Burnout: Self-Care in Training Programs. i-manager’s Journal of Educational Technology, 21(2), 1-8.

Abstract

This study examines the concerns associated with heightened stress levels experienced by education professionals, particularly teachers and counselors-in-training. Following the COVID-19 global pandemic, teachers and counselors have been faced with a multitude of extended responsibilities due to students' learning lapses and lags, heightened awareness of trauma-based reactions and social challenges in students and professionals, and overall increased cases of anxiety and depression. Preventing burnout is critical for successful student teaching and internship experiences for education students in teaching and counseling programs. Maintaining personal wellness impacts performance, satisfaction, and retention in education professions and eventually results in more optimal services for their students. Teachers and counselors are responsible for the academic, personal/social, and career development of their students of various ages. Traditional tasks associated with these professions have widened as mental health concerns are recognized as direct links to academic success. Caring for students' mental health is embedded within the repert of any robust academic curriculum as a prerequisite for achievement. A piloted two-part prevention or intervention plan employed in a metropolitan teacher-counselor preparation program is described as a potential tool for expanding self- care practices and improving mental health among education trainees. The intervention was beneficial for retaining trainees, improving their fieldwork performance, and reducing reports of stress, anxiety, and depression. Tips for self-care that lead to resilience and burnout prevention are reviewed and can potentially be useful not only for trainees but for seasoned practicing educators.

References

[1]. Banerjee, D., Kosagisharaf, J. R., & Rao, T. S. (2021). 'The dual pandemic'of suicide and COVID-19: A biopsychosocial narrative of risks and prevention. Psychiatry Research, 295, 113577.

[2]. Boulden, R., & Schimmel, C. (2022). Factors that affect school counselor retention in rural settings-An exploratory study. The Rural Educator, 43(4), 1-14.

[3]. Cicco, G. (2022). Higher education in a “Post”-Pandemic Era: Lessons learned for faculty and administration. i-manager's Journal of Educational Technology, 19(1), 1-6.

[4]. Dubey, P., & Pandey, D. (2020). Distance learning in higher education during pandemic: Challenges and opportunities. The International Journal of Indian Psychology, 8(2), 43-46.

[5]. Gruenert, S., & Whitaker, T. (2015). School Culture Rewired: How to Define, Assess, and Transform It. ASCD.

[6]. Hoang, A. D. (2020). Pandemic and teacher retention: Empirical evidence from expat teachers in Southeast Asia during COVID-19. International Journal of Sociology and Social Policy, 40(9/10), 1141-1166.

[7]. Kangas-Dick, K., & O'Shaughnessy, E. (2020). Interventions that promote resilience among teachers: A systematic review of the literature. International Journal of School & Educational Psychology, 8(2), 131-146.

[8]. Liebenberg, L., Theron, L., Sanders, J., Munford, R., Van Rensburg, A., Rothmann, S., & Ungar, M. (2016). Bolstering resilience through teacher-student interaction: Lessons for school psychologists. School Psychology International, 37(2), 140-154.

[9]. Low, R., King, S., & Foster-Boucher, C. (2019). Learning to bounce back: A scoping review about resiliency education. Journal of Nursing Education, 58(6), 321-329.

[10]. Marshall, D. T., Shannon, D. M., Neugebauer, N. M., & Love, S. M. (2023). Factors related to teacher resilience during COVID-19. International Journal of Education Policy and Leadership, 19(1), 1-18.

[11]. Mullen, C. A., Shields, L. B., & Tienken, C. H. (2021). Developing teacher resilience and resilient school cultures. AASA Journal of Scholarship & Practice, 18(1), 8-24.

[12]. Sparks, S. D. (2022). Pandemic Anxiety was higher for Teachers than for Health-Care Workers.

[13]. Twum-Antwi, A., Jefferies, P., & Ungar, M. (2020). Promoting child and youth resilience by strengthening home and school environments: A literature review. International Journal of School & Educational Psychology, 8(2), 78-89.

[14]. Zakszeski, B. N., Ventresco, N. E., & Jaffe, A. R. (2017). Promoting resilience through trauma-focused practices: A critical review of school-based implementation. School Mental Health, 9, 310-321.

Full Article (HTML)

Pdf

Research Paper

A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School

Yvonne J. Munoz* , Linda Challoo, Don Jones*

*-*** Texas A & M University, Kingsville, United States.

Munoz, Y. J., Challoo, L., and Jones, D. (2024). A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School. i-manager’s Journal of Educational Technology, 21(2), 9-18.

Abstract

The Texas Education Agency (TEA) has implemented a student accountability system that measures students' performance on the State of Texas Assessment for Academic Readiness (STAAR) in several content areas. Therefore, teachers and administrators all over the state are always seeking ways to ensure that students are academically well prepared. Every school year, several middle school students struggle with mathematics. Teachers then provide the assistance needed to help those students close the gaps in their learning through the Response to Intervention (RTI) system. Additional measures are taken to provide that assistance, such as incorporating intervention math labs into a school day and offering that class to struggling students. Therefore, the purpose of this study was to investigate the difference between taking a math lab over a period of three years and whether it aided in improving students STAAR math growth performance scores from grades sixth through eighth. The sample for the study included 30 students who were enrolled consecutively for three school calendar years from 2016-2019. The selected students' STAAR math growth performance data was examined closely from year to year. The data included students who took a math intervention lab and students who did not take a math intervention lab. The data of both groups were compared. After the study was concluded, it was found that there was a statistically significance difference between students STAAR math performance growth data from sixth through eighth grade. Students in both groups showed gains in their assessments, but students who were enrolled in a math intervention lab demonstrated more growth, therefore indicating that those students benefitted from taking a math intervention lab. The findings of this study inform administrators, educators, and future researchers about the STAAR math performance when students are given an additional math class in order to receive targeted interventions. The findings help administrators decide whether intervention math labs should be implemented into the school daily schedule.

References

[1]. Alahmari, A. (2019). A review and synthesis of the Response to Intervention (RtI) literature: Teachers' implementations and perceptions. International Journal of Special Education, 33(4), 894-909.

[2]. Bjorklund-Young, A., & Plasman, J. S. (2020). Reducing the achievement gap: Middle grades mathematics performance and improvement. RMLE Online, 43(10), 25-45.

[3]. Bouck, E. C., & Cosby, M. D. (2017). Tier 2 response to intervention in secondary mathematics education. Preventing School Failure: Alternative Education for Children and Youth, 61(3), 239-247.

[4]. Bouck, E. C., Park, J., Bouck, M. K., Sprick, J., & Buckland, A. (2019b). Implementing a RtI tier 2 mathematics lab in a middle school. Preventing School Failure: Alternative Education for Children and Youth, 63(3), 269-276.

[5]. Bouck, E. C., Park, J., Bouck, M., Alspaugh, J., Spitzley, S., & Buckland, A. (2019a). Supporting middle school students in tier 2 math labs: Instructional strategies. Current Issues in Middle Level Education, 24(2), 18-32.

[6]. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.

[7]. Fraenkel, J., Wallen, N., & Hyun, H. (1993). How to Design and Evaluate Research in Education 10th ed. McGraw-Hill Education.

[8]. Kazemi, E., Gibbons, L. K., Lewis, R., Fox, A., Hintz, A., Kelley-Petersen, M., & Balf, R. (2018). Math labs: Teachers, teacher educators, and school leaders learning together with and from their own students. Journal of Mathematics Education Leadership, 19(1), 23-36.

[9]. Kratofil, M. D. (2014). A Case Study of a "Double-Dose" Mathematics Intervention (Doctoral dissertation, Northeastern University).

[10]. Littleton. (2020, November 1). Education, Featured, General, Great Ideas for Parents Understanding Math Learning Gaps.

[11]. Lynch, M. (2016). Social constructivism in science and technology studies. Human Studies, 39, 101-112.

[12]. Mellott, J. A., & Ardoin, S. P. (2019). Using brief experimental analysis to identify the right math intervention at the right time. Journal of Behavioral Education, 28(4), 435-455.

[13]. Milman, N. B. (2014). Differentiating Instruction in Online Environments. Distance Learning, 11(4), 73-75.

[14]. Morin, A. (2021). What is Response to Intervention (RTI)?

[15]. Ng, T. (2018). Closing Learning Gaps with Differentiated Math Lessons (Masters of Thesis, University of Hawai‘i at Manoa, United States of America).

[16]. Sage. (2016). Quantitative Research Methods.

[17]. Terada, Y. (2016, April 8). Response to Intervention: Resources for Educators.

[18]. Wyman, P. J., & Watson, S. B. (2020). Academic achievement with cooperative learning using homogeneous and heterogeneous groups. School Science and Mathematics, 120(6), 356-363.

Full Article (HTML)

Pdf

Research Paper

Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting

Duygu Alaçam Dehneliler*

College of Foreign Languages, Gazi University, Ankara, Turkey.

Dehneliler, D. A. (2024). Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting. i-manager’s Journal of Educational Technology, 21(2), 19-32.

Abstract

Information and Communication Technologies (ICTs) require digitally competent teachers in all subject areas, including English language teaching. English language teachers must be digitally competent for learner guidance and engagement. This study examined 220 Turkish EFL teachers' level of 21st-century digital competence and how they perceived their digital competence in classroom settings. It also sought to reveal the correlation between their digital teaching confidence, years of teaching experience, and the self-perceptions of their digital competence using the DigCompEdu CheckIn scale. The findings indicated most Turkish EFL teachers perceived themselves as digital experts (B2) in the classroom setting. The competencies with the highest mean scores were using different digital communication channels, selecting digital resources, teaching digital technologies, and practicing reflectively. The lowest scores of the teachers were for empowering learners by facilitating differentiation and personalization, information and media literacy, having digital assessment strategies, and utilizing digital technologies to enhance self- regulated learning. The results also revealed a correlation between their digital teaching confidence, years of teaching experience, and the self-perception of their digital competence and concluded with pedagogical implications and limitations.

References

[1]. Anggeraini, Y., Faridi, A., Mujiyanto, J., & Bharati, D. A. L. (2019). The teachersperceptions on digital literacy competences in EFL classroom. Asian EFL Journal, 24(4), 5-12.

[2]. Artacho, E. G., Martínez, T. S., Martin, J. L. O., Marin, J. A. M., & Garcia, G. G. (2020). Teacher training in lifelong learning-the importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 2852.

[3]. Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers' beliefs and practices. Thinking Skills and Creativity, 39, 100791.

[4]. Cattaneo, A. A., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358.

[5]. Collins, L., & Muñoz, C. (2016). The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 100(S1), 133-147.

[6]. Cote, T., & Milliner, B. (2018). A survey of EFL teachers'digital literacy: A report from a Japanese University. Teaching English with Technology, 18(4), 71-89.

[7]. Creswell, J. W. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.

[8]. Di Pietro, G., Biagi, F., Costa, P., Karpinski Z., Mazza, J. (2020). The Likely Impact of COVID-19 on Education: Reflections based on the Existing Literature and International Datasets. Publications Office of the European Union.

[9]. Diz-Otero, M., Portela-Pino, I., Domínguez-Lloria, S., & Pino-Juste, M. (2023). Digital competence in secondary education teachers during the COVID-19-derived pandemic: Comparative analysis. Education+ Training, 65(2), 181-192.

[10]. Dudeney, G. (2011). Digital literacies and the language classroom. In S. House, & J. Bascón (Eds.), Didáctica Del Inglés (pp. 51-55). Graó.

[11]. Gómez, S. C., Napierala, J., Bessios, A., Mägi, E., Pugacewicz, A., Ranieri, M., & González Vázquez, I. (2021). What did we learn from Schooling Practices during the COVID-19 Lockdown. Publications Office of the European Union.

[12]. Howatt, A. P., & Smith, R. (2014). The history of teaching English as a foreign language, from a British and European perspective. Language & History, 57(1), 75-95.

[13]. Karamifar, B., Germain-Rutherford, A., Heiser, S., Emke, M., Hopkins, J., Ernest, P., & Hampel, R. (2019). Language teachers and their trajectories across technology-enhanced language teaching: Needs and beliefs of ESL/EFL teachers. TESL Canada Journal, 36(3), 55-81.

[14]. Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205-218.

[15]. Kessler, G., & Hubbard, P. (2017). Language teacher education and technology. In C. A. Chapelle, & S. Sauro (Eds.), The Handbook of Technology and Second Language Teaching and Learning (pp. 278-292). Wiley-Blackwell.

[16]. Kessler, G., & Plakans, L. (2008). Does teachers' confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21(3), 269-282.

[17]. Lamb, M., & Arisandy, F. E. (2020). The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33(1-2), 85-108.

[18]. Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers' digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052.

[19]. Núñez-Canal, M., de Obesso, M. D. L. M., & Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 174, 121270.

[20]. Patterson, K., & Seabrooks-blackmore, J. J. (2017). The effects of self-reflection and classroom management course on pre-service teachers' self-efficacy. Journal of Theoretical Educational Science, 10(3), 335-348.

[21]. Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon, 9(6), 1-6.

[22]. Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu CheckIn. Joint Research Centre.

[23]. Redecker, C., & Punie, Y. (2017). Digital Competence Framework for Educators (DigCompEdu CheckIn). Publications Office of the European Union.

[24]. Staddon, R. V. (2020). Bringing technology to the mature classroom: Age differences in use and attitudes. International Journal of Educational Technology in Higher Education, 17(1), 11.

[25]. Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37-56.

[26]. Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to educate themselves. International Journal of Innovation in Language Learning and Teaching, 3(1), 99-112.

[27]. Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.

[28]. Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212.

Full Article (HTML)

Pdf

Research Paper

Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story

Nicole Anthony*

Coppin State University, Baltimore, Maryland, United States.

Anthony, N. (2024). Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story. i-manager’s Journal of Educational Technology, 21(2), 33-40.

Abstract

Friends are an important part of adolescent development. Autistic adolescents with a co-occurring ADHD diagnosis may struggle with the social communication skills necessary to make friends (i.e., verbal initiations and on-topic responses) due to the characteristics of both disorders. This study used an alternating treatment design to compare a social story intervention in two formats (i.e., paper and technology) when used to address the social communication skills of an autistic adolescent with an ADHD diagnosis. Results from this study showed that the social story read prior to a gaming session with a neurotypical peer was ineffective in increasing participant social communication skills. However, generalization probes four weeks after the intervention concluded indicated the mean level of initiations was higher compared to baseline, comparison, and maintenance phases.

References

[1]. Almutlaq, H., & Martella, R. C. (2018). Teaching elementary-aged students with Autism Spectrum Disorder to give compliments using a social story delivered through an Ipad application. International Journal of Special Education, 33(2), 482-492.

[2]. Bambara, L. M., Cole, C. L., Telesford, A., Bauer, K., Bilgili-Karabacak, I., Weir, A., & Thomas, A. (2021). Using peer supports to encourage adolescents with autism spectrum disorder to show interest in their conversation partners. Journal of Speech, Language, and Hearing Research, 64(12), 4845-4860.

[3]. Branjerdporn, G., Meredith, P., Strong, J., Garcia, J., Brockington, I. F., Aucamp, H. M., & Glangeaud-Freudenthal, N. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, 16(4), 813-831.

[4]. Camilleri, L. J., Maras, K., & Brosnan, M. (2021). Autism Spectrum disorder and social story research: A scoping study of published, peer-reviewed literature reviews. Review Journal of Autism and Developmental Disorders (pp. 1-18).

[5]. Gardner, D. M., & Gerdes, A. C. (2015). A review of peer relationships and friendships in youth with ADHD. Journal of Attention Disorders, 19(10), 844-855.

[6]. Gast, D. L. (2007). Single Subject Research Methodology in Behavioral Sciences. Routledge.

[7]. Gray, C. (2010). The New Social Story Book. Future Horizons.

[8]. Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.

[9]. Halle, S., Ninness, C., Ninness, S. K., & Lawson, D. (2016). Teaching social skills to students with autism: A video modeling social stories approach. Behavior and Social Issues, 25, 42-54.

[10]. Hanley-Hochdorfer, K., Bray, M. A., Kehle, T. J., & Elinoff, M. J. (2010). Social stories to increase verbal initiation in children with autism and Asperger's disorder. School Psychology Review, 39(3), 484-492.

[11]. Hatch, B., Kadlaskar, G., & Miller, M. (2023). Diagnosis and treatment of children and adolescents with autism and ADHD. Psychology in the Schools, 60(2), 295-311.

[12]. Karal, M. A., & Wolfe, P. S. (2018). Social story effectiveness on social interaction for students with autism: A review of the literature. Education and Training in Autism and Developmental Disabilities, 53(1), 44-58.

[13]. Lau-Zhu, A., Fritz, A., & McLoughlin, G. (2019). Overlaps and distinctions between attention deficit/hyperactivity disorder and autism spectrum disorder in young adulthood: Systematic review and guiding framework for EEG-imaging research. Neuroscience & Biobehavioral Reviews, 96, 93-115.

[14]. Ledford, J. R., & Gast, D. L. (Eds.). (2018). Single Case Research Methodology. Routledge.

[15]. Ledford, J. R., Barton, E. E., Severini, K. E., & Zimmerman, K. N. (2019). A primer on single-case research designs: Contemporary use and analysis. American Journal on Intellectual and Developmental Disabilities, 124(1), 35-56.

[16]. Lopez, A. R., & Wiskow, K. M. (2020). Teaching children with autism to initiate social interactions using textual prompts delivered via apple watches®. Behavior Analysis in Practice, 13(3), 641-647.

[ 17]. Manner, M. J. ( 2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years-Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2020. Surveillance Summaries.

[18]. Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40(4), 357-367.

[19]. Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303-322.

[20]. Roid, G. H., & Pomplun, M. (2012). The Stanford-Binet Intelligence Scales. The Guilford Press.

[21]. Rutter, M. (2003). The Social Communication Questionnaire. Western Psychological Services.

[22]. Shattuck, P. T., Orsmond, G. I., Wagner, M., & Cooper, B. P. (2011). Participation in social activities among adolescents with an autism spectrum disorder. PloS one, 6(11), e27176.

[23]. Sosnowy, C., Silverman, C., Shattuck, P., & Garfield, T. (2019). Setbacks and successes: How young adults on the autism spectrum seek friendship. Autism in Adulthood, 1(1), 44-51.

[24]. Wiener, J., & Mak, M. (2009). Peer victimization in children with attention deficit/hyperactivity disorder. Psychology in the Schools, 46(2), 116-131.

Full Article (HTML)

Pdf

Research Paper

The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

Ryan Angga Pratama* , Sedat Kanadli**

*-** Department of Curriculum and Instruction, Mersin University, Mersin, Turkey.

Pratama, R. A., and Kanadli, S. (2024). The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study. i-manager’s Journal of Educational Technology, 21(2), 41-59.

Abstract

This study aims to determine the effectiveness of GeoGebra-assisted learning on students' mathematical representation through a meta-analysis study and possible moderator variables to moderate it. Experimental studies were obtained from Google Scholar and ERIC databases and then included in this meta-analysis study were 23 studies that met the inclusion criteria. The effect sizes were combined according to the Random Effects Model (REM). Based on the calculation using CMA v3 and R Studio (Meta Package), the overall effect size was calculated as 1.144,95% [.890, 1.397]. Furthermore, the application of GeoGebra-assisted learning to improve students' mathematical representation ability is also influenced by students' demographics (Sumatra Island) (Q = 7.874 > χ², p < .05). However, the application of GeoGebra-assisted learning to improve students' mathematical representation skills was not influenced by variables such as experimental design (Q = .306 < χ², p > .05), independent variables (Q = 1.438 < χ², p > .05), publication type (Q = .674 < χ², p > .05), education level (Q = 1.619 < χ², p > .05), subject matter (Q = 3.330 < χ², p > .05), meeting duration (Q = .25 < χ², p > .05), and sample size (Q = .53 < χ², p > .05). Based on these results, it can be said that GeoGebra-assisted learning has a strong positive effect on students' mathematical representation when compared to learning without GeoGebra (conventional).

References

[1]. Adam, R. (2015). Pengaruh Penggunaan Media Pembelajaran GeoGebra Terhadap Kemampuan Representasi Matematik Siswa (Bachelor's thesis, Fakultas Ilmu Tarbiyah Dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta).

[2]. Amalia, S. R., Purwaningsih, D., Widodo, A. N. A., & Fasha, E. F. (2020). Model problem based learning berbantuan Geogebra dan model realistic mathematics education terhadap representasi matematis siswa ditinjau dari gaya kognitif. Jurnal Elemen, 6(2), 157-166.

[3]. Anjarwati, D., Juandi, D., Nurlaelah, E., & Hasanah, A. (2022). Studi meta-analisis: Pengaruh model discovery learning berbantuan geogebra terhadap kemampuan berpikir kritis matematis siswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(3), 2417-2427.

[4]. Annajmi, A. (2016). Peningkatan kemampuan representasi matematik siswa SMP melalui metode penemuan terbimbing berbantuan 1 software geogebra Di SMP N 25 pekanbaru. Edu Research, 5(2), 67-74.

[5]. Anzani, V., & Juandi, D. (2022). Meta-analysis: The effect of problem-based learning assisted geogebra software on students mathematic ability. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(2), 1900-1907.

[6]. Azizah, A. N., Kusmayadi, T. A., & Fitriana, L. (2021, March). The effectiveness of software geogebra to improve visual representation ability. In Journal of Physics: Conference Series, 1808(1), 012059. IOP Publishing.

[7]. Basir, M. (2019). Pengaruh Penggunaan Software Geogebra Terhadap Kemampuan Pemahaman Konsep dan Kemampuan Representasi Matematis Pada Siswa SMA Muhammadiyah 18 Sunggal T.P 2019/2020. Fakultas Keguruan Dan Ilmu Pendidikan Universitas Muhammadiyah Sumatera Utara Medan.

[8]. Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4), 1088-1101.

[9]. Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. John Wiley & Sons.

[10]. Card, N. A. (2012). Applied Meta-Analysis for Social Science Research. The Guilford Press.

[11]. Cohen, L., Manion, L., & Morisson, K. (2007). Research Methods in Education. Routledge.

[12]. Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The Handbook of Research Synthesis and Meta-Analysis. Russell Sage Foundation.

[13]. Crowford, M. R. (2001). Teaching Contextually: Research, Rational and Techniques for Improving Student Motivation and Achievement in Mathematics and Science. Texas: CORD.

[14]. Dinata, A., & Fauzi, M. A. (2024). Perbedaan peningkatan kemampuan representasi matematis siswa PBL berbantuan geogebra dan DL Di Kelas X SMA. Jurnal Riset Rumpun Matematika Dan Ilmu Pengetahuan Alam, 3(1), 270–284.

[15]. Duval, S., & Tweedie, R. (2000). Trim and fill: A simple funnel-plot–based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455-463.

[16]. Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315(7109), 629-634.

[17]. Fasa, I. L., Firmansyah, E., & Pratama, D. Y. (2020). Peningkatan kemampuan representasi matematis dan kemandirian belajar siswa melalui model pembelajaran PBL berbantuan Geogebra. Pasundan Journal of Mathematics Education Jurnal Pendidikan Matematika, 10(2), 82-91.

[18]. Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557-560.

[19]. Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra, the case of Geogebra. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 126-131.

[20]. Hohenwarter, M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and calculus with free dynamic mathematics software GeoGebra. In 11th International Congress on Mathematical Education, Monterrey (pp. 1-9).

[21]. Ilma, Z. A., & Turmudi, T. (2021). Optimalisasi kemampuan representasi matematis siswa melalui project-based learning berbantuan software geogebra. Judika (Jurnal Pendidikan Unsika), 9(2), 163-180.

[22]. Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: What to learn and where to go? Heliyon, 7(5), e06953.

[23]. Kamilah, S. R., Budilestari, P., & Gunawan, I. (2019). Penerapan model pembelajaran problem based learning (PBL) dengan berbantuan geogebra untuk meningkatkan kemampuan representasi matematis siswa SMK. Intermathzo, 4(2), 70-77.

[24]. Kanadlı, S. (2019). Sosyal Bilimlerde Teoriden Uygulamaya Araştırma Sentezi: Nicel, Nitel ve Karma Yöntemler. Pegem Akademi.

[25]. Kaya, A., & Öçal, M. F. (2018). Geogebra'nın öğrencilerin matematikteki akademik başarılarına etkisi üzerine bir meta-analiz. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12(2), 31-59.

[26]. Lestari, D., Usman, U., & Munzir, S. (2024, March). Mathematical representation abilities and self-confidence through application of discovery learning model with geogebra-assisted. In 2nd Annual International Conference on Mathematics, Science and Technology Education (AICMSTE 2023) (pp. 98-106). Atlantis Press.

[27]. Lipsey, M. W., & Wilson, D. B. (2001). Practical Meta-Analysis. Sage Publications, Inc.

[28]. Mosese, N., & Ogbonnaya, U. I. (2021). GeoGebra and students' learning achievement in trigonometric functions graphs representations and interpretations. Cypriot Journal of Educational Sciences, 16(2), 827-846.

[29]. Muslim, M., & Haris, A. (2017, October). Keefektifan model pembelajaran kooperatif tipe group investigation pada materi geometri berbantuangeogebra ditinjau dari kemampuan representasi matematika danself-efficacy. In Prosiding Seminar Nasional Pendidik dan Pengembang Pendidikan Indonesia, 1(1), 438-446.

[30]. NCTM. (2000). Principles and Standards for School Mathematics.

[31]. Noverianto, B., Agoestanto, A., Dewi, N. R., & Mariani, S. (2024). Meta analysis: The effect of the geogebra applet-assisted discovery learning model on students' mathematical problem solving ability in geometry material. Mathline: Jurnal Matematika dan Pendidikan Matematika, 9(2), 331-346.

[32]. Nurzannah, N., Muliana, M., Herizal, H., Fajriana, F., & Mursalin, M. (2021). The effect of REACT strategy assisted by GeoGebra software on students' mathematical representation ability. Malikussaleh Journal of Mathematics Learning (MJML), 4(2), 90-97.

[33]. Oktaria, M., Alam, A. K., & Sulistiawati, S. (2016). Penggunaan media software geogebra untuk meningkatkan kemampuan representasi matematis siswa SMP Kelas VIII. Kreano, Jurnal Matematika Kreatif-Inovatif, 7(1), 99-107.

[34]. Priatna, N. (2017, August). The application of brain-based learning principles aided by GeoGebra to improve mathematical representation ability. In AIP Conference Proceedings, 1868(1), 050030. AIP Publishing.

[35]. Priyono, S. (2017). Problem Based Learningberbantuan Geogebra Untuk Meningkatkan Kemampuan Pemahaman Dan Representasi Matematik Serta Motivasi Belajar (Doctoral dissertation, UNPAS).

[36]. Priyono, S., & Hermanto, R. (2015). Peningkatan kemampuan representasi matematik peserta didik dengan menggunakan model problem based learning (PBL) berbantuan media software Geogebra. JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika), 1(1), 55-64.

[37]. Qi, L., & Sijie, W. (2023, April). A meta-analysis of geogebra's influence on students' learning effect. In 2023 5th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 124-129). IEEE.

[38]. Rabi, F., Fengqi, M., Aziz, M., Ullah, M. I., & Abduraxmanovna, N. H. (2021). The impact of the use of Geogebra on student's mathematical representation skills and attitude. European Journal of Education Studies, 8(12), 14-28.

[39]. Ramadhanti, F. T., & Juandi, D. (2022, December). Problem-based learning assisted by GeoGebra and Cabri 3D for understanding of geometrical concepts: A systematic review and meta-analysis. In AIP Conference Proceedings, 2468(1), 70034. AIP Publishing.

[40]. Retnawati, H., Apino, E., Djidu, H., & Anazifa, R. D. (2018). Pengantar Analisis Meta. Parama Publishing.

[41]. Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638-641.

[42]. Septian, A., Darhim, & Prabawanto, S. (2020b, August). GeoGebra in integral areas to improve mathematical representation ability. In Journal of Physics: Conference Series, 1613(1), 012035. IOP Publishing.

[43]. Septian, A., Darhim, & Prabawanto, S. (2020c, October). Mathematical representation ability through geogebra-assisted project-based learning models. In Journal of Physics: Conference Series, 1657(1), 012019. IOP Publishing.

[44]. Septian, A., Setiawan, E., & Noersapitri, Y. (2023). Peningkatan kemampuan representasi matematis siswa menggunakan geogebra. Jurnal Padegogik, 6(1), 1-9.

[45]. Septian, A., Suwarman, R. F., Monariska, E., & Sugiarni, R. (2020a, October). Somatic, auditory, visualization, intellectually learning assisted by GeoGebra to improve student's mathematical representation skills. In Journal of Physics: Conference Series, 1657(1), 012023. IOP Publishing.

[46]. Syafiq, A. (2022). Efektivitas Model Pembelajaran Problem Based Learning Berbantu Media Geogebra Terhadap Kemampuan Representasi Matematis Pada Materi SPLDV Siswa Kelas VIII MTs NU Hasyim Asy'ari 02 Kudus (Master's thesis, Universitas Islam Negeri Walisongo Semarang).

[47]. Tondang, S., & Dewi, I. (2022). Pengaruh model pembelajaran search solve create and share (SSCS) berbantuan geogebra terhadap kemampuan representasi matematis siswa kelas XI SMA negeri 6 Medan. Nautical: Jurnal Ilmiah Multidisiplin Indonesia, 1(9), 1025–1032.

[48]. Verschaffel, L., De Corte, E., de Jong, T., & Elen, J. (2010). Use of Representations in Reasoning and Problem Solving. Routlege.

i-manager's Journal of Educational Technology (JET)

Current Issue Vol. 21 Issue 2

Most Read

Most Cited

Volume 21 Issue 2 July - September 2024

Preventing Teacher and Counselor Burnout: Self-Care in Training Programs

Gina Cicco*

Department of Counselor Education, School of Education, St. John's University, New York, United States.

Cicco, G. (2024). Preventing Teacher and Counselor Burnout: Self-Care in Training Programs. i-manager’s Journal of Educational Technology, 21(2), 1-8.

Abstract

References

Full Article (HTML)

Pdf

A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School

Yvonne J. Munoz* , Linda Challoo**, Don Jones***

*-*** Texas A & M University, Kingsville, United States.

Munoz, Y. J., Challoo, L., and Jones, D. (2024). A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School. i-manager’s Journal of Educational Technology, 21(2), 9-18.

Abstract

References

Full Article (HTML)

Pdf

Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting

Duygu Alaçam Dehneliler*

College of Foreign Languages, Gazi University, Ankara, Turkey.

Dehneliler, D. A. (2024). Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting. i-manager’s Journal of Educational Technology, 21(2), 19-32.

Abstract

References

Full Article (HTML)

Pdf

Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story

Nicole Anthony*

Coppin State University, Baltimore, Maryland, United States.

Anthony, N. (2024). Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story. i-manager’s Journal of Educational Technology, 21(2), 33-40.

Abstract

References

Full Article (HTML)

Pdf

The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

Ryan Angga Pratama* , Sedat Kanadli**

*-** Department of Curriculum and Instruction, Mersin University, Mersin, Turkey.

Pratama, R. A., and Kanadli, S. (2024). The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study. i-manager’s Journal of Educational Technology, 21(2), 41-59.

Abstract

References

Full Article (HTML)

Pdf

Yvonne J. Munoz* , Linda Challoo, Don Jones*