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Volume 17 Issue 1 June - August 2021

Research Paper

How do Pupils Engage in Virtual Learning Environments? The Exploration of Online Learning Behavior in Blended PBL

Chi-Syan Lin* , Cheng-Ying Lin**

*-** Department of Information and Learning Technology, National University of Tainan, Taiwan.

Lin, C. S., & Lin, C.Y. (2021). How do Pupils Engage in Virtual Learning Environments? The Exploration of Online Learning Behavior in Blended PBL. i-manager's Journal on School Educational Technology, 17 (1), 1-11. https://doi.org/10.26634/jsch.17.1.18332

Abstract

This study aimed to empirically investigate the online learning behavior of pupils in terms of learning engagement by incorporating four blended project-based learning (PBL) courses. Over 700 pupils from various countries participated in the empirical study for 10 weeks in 2019 through the Internet. Results of the study revealed that the overall statistics in online learning indicators are astonishing and they seem to imply that pupils in the program are hilarious with learning activities and also engage in an online spree. After dissecting the online learning indicators in detail in the perspective of learning analytics, it shows adverse outcomes in terms of learning engagement. The study further reveals that most of the frequency distribution of the indicators is highly skewed positively and less than one third of pupils in the program have devoted themselves in the learning tasks or actively interacted with content online. Even worse, fewer than 20% of the pupils in the program engaged in much needed peer evaluation activities or interpersonal interaction in blended PBL courses online. The study also proved that all indicators are significantly correlated to each other in reciprocal basis. Two pillars of enhancement are recommended based on results of the study for further practices of blended learning, which are refactoring the team-based learning tasks design, featuring role play assignments and providing visualization of data panels, such as a dashboard, summarizing personal learning progress and informing of learning discrepancy whenever necessary.

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Research Paper

Attitudes of Preservice Teachers to Mathematics and Technology

Aysegül Büyükkarci*

Faculty, Department of Education, Süleyman Demirel University, Turkey.

Büyükkarci, A. (2021). Attitudes of Preservice Teachers to Mathematics and Technology. i-manager's Journal on School Educational Technology, 17 (1), 12-32. https://doi.org/10.26634/jsch.17.1.18326

Abstract

In the 21^st century, Educational environments where technology is used more effectively have become popular in the last decade. Attitude levels of preservice teachers (PST) who will be included in these educational environments were examined in terms of mathematics, technology, and the use of technology in mathematics lessons. The research was carried out with 181 pre-service teachers, and convergent parallel design from mixed methods was used. Quantitative data (N=181) were collected with the “Mathematics and technology attitude scale” and the scanning method was used. Descriptive analysis was used to analyze the data. Qualitative data (N=49) were collected through interview forms. In the analysis of the data, primarily descriptive, according to the research questions, and content analysis was used in order to determine the sources of the attitudes. According to the results of the research, it was found that PSTs exhibited moderate attitudes in all sub-dimensions of mathematical confidence, learning mathematics with technology, confidence in using technology, affective participation in mathematics and behavioral participation in mathematics, in the descriptive analyzes conducted in line with the statements of the PSTs. The findings indicated that while PSTs were at a moderate level in the subcategories of mathematical confidence and behavioral participation in mathematics, they were at a high level in the subcategories of learning mathematics with technology, confidence in using technology and affective participation in mathematics. It has been found that the sources of attitude towards mathematics in PSTs mainly consist of teaching processes (teacher, subject, success, method, experience). Also, it has been determined that the sources of attitude towards mathematics behaviors differ slightly in categories and consist of teaching processes (subject, teacher, classroom atmosphere, achievement, homework and responsibility). Lastly, it has been concluded that the sources of attitude towards technology are, in turn, the use of technology in lessons, their experience with technology and the necessity of the age.

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Research Paper

An Exploration on the Level of Environmental Awareness and the Attitude of Advanced Level Geography Learners in Gutu District towards the Environment

Thomas Firomumwe*

Embakwe High School, Department of Geography and Science, Plumtree, Zimbabwe.

Firomumwe, T. (2021). An Exploration on the Level of Environmental Awareness and the Attitude of Advanced Level Geography Learners in Gutu District towards the Environment. i-manager's Journal on School Educational Technology, 17 (1), 33-43. https://doi.org/10.26634/jsch.17.1.17992

Abstract

The purpose of this study is to explore the attitude and level of environmental awareness of advanced level Geography learners in Gutu district. The increase in environmental problems invokes the researcher to undertake level of environmental awareness and the attitude of advanced level learners. Questionnaires, observation and focus group interviews were instruments used to collect data from respondents. Environmental Awareness Test (EAT) was embedded in questionnaires to examine learners' environmental knowledge. Findings of the study was explained qualitatively. Results of the study revealed that the level of environmental awareness of students in Gutu district is high. Learners' attitude towards the environment is high which modified their actions towards environment, their attitude was seen by the level of environmental participation which remains high. The research concludes that geography subject at advanced level is important in imparting environmental knowledge and awareness to citizens. However, it was revealed and recommended that practicals must be incorporated to inculcate environmental values to learners at advanced level so as to increase level of environmental awareness and improve their attitude towards the environment.

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Research Paper

Investigating the Relationship between Students' Attitude towards Mathematics (ATM) and Their Achievement in Mathematics (AM)

Nima Dorji* , Dorji N.**

* Samtse College of Education, Royal University of Bhutan, Samtse, Bhutan.

** Zhemgang Lower Secondary School, Zhemgang, Bhutan.

Dorji , N., & Dorji. (2021). Investigating the Relationship between Students' Attitude towards Mathematics (ATM) and Their Achievement in Mathematics (AM). i-manager's Journal on School Educational Technology, 17 (1), 44-52. https://doi.org/10.26634/jsch.17.1.18066

Abstract

The aim of this study was to investigate the relationship between grade seven students' attitude towards Mathematics and their achievement in Mathematics. Even though Mathematics is featured as a core and mandatory subject in schools of Bhutan, it has little impact on students, as they consistently show poor achievement in Mathematics. The population sampling technique was used to collect the sample by including all students of grade seven (M=56 and F=84) of Norbuling Central School (NCS). The adopted version of the Attitude toward Mathematics Inventory (ATMI) survey questionnaire developed by Tapia and Marsh (2004) was used to collect the survey data. Overall, the study revealed that grade VII students' have high level of attitude towards Mathematics with no significant difference between the attitude of male and female students towards Mathematics. It was also found that there was strong positive and significant correlation between students' who have high achievement in Mathematics and their attitude towards Mathematics (r = 0.764, P < 0.001).

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A Meta-Thematic Analysis of the Effect of Creative Drama Method on Learning Outcomes: From Primary to Higher Education

Veli Batdi* , Aydin Aslan, Yunus Dogan*

* Department of Educational Sciences, Gaziantep University, Gaziantep, Turkey.

Department of Educational Sciences, Selçuk University, Konya, Turkey.

* School of Foreign Languages, F?rat University, Elaz??, Turkey.

Batdi, V., Aslan, A., & Do?an, Y. (2021). A Meta-Thematic Analysis of the Effect of Creative Drama Method on Learning Outcomes: From Primary to Higher Education. i-manager's Journal on School Educational Technology, 17 (1), 53-69. https://doi.org/10.26634/jsch.17.1.18379

Abstract

In this study the use of creative drama method (CDM) in the process of education at different levels was examined through meta-thematic analysis. The studies were searched in ProQuest Dissertations and Theses Global, the Council of Turkish Higher Education National Thesis Centre, Google Scholar, Sage Journal, Web of Science, Taylor & Francis Online and Science Direct databases at national and international levels between 2009 and 2020 through document analysis. 40 studies (16 articles, 21 master's theses and 3 doctoral dissertations) were included. The codes for CDM were grouped under six themes such as “its contributions to cognitive domain”, “its contributions to affective domains”, “its contributions to social domains”, “its contributions to classroom environment”, “its negative sides” and “suggestions”. Based on these findings, it can be indicated that the contributions of CDM to the process of education are generally positive. However, it is thought that considering the suggestions articulated in this study will be extremely useful to deal with the problems which can be stemmed from using CDM in education.

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i-manager's Journal on School Educational Technology (JSCH)

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Volume 17 Issue 1 June - August 2021

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An Exploration on the Level of Environmental Awareness and the Attitude of Advanced Level Geography Learners in Gutu District towards the Environment

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Investigating the Relationship between Students' Attitude towards Mathematics (ATM) and Their Achievement in Mathematics (AM)

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* Samtse College of Education, Royal University of Bhutan, Samtse, Bhutan. ** Zhemgang Lower Secondary School, Zhemgang, Bhutan.

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A Meta-Thematic Analysis of the Effect of Creative Drama Method on Learning Outcomes: From Primary to Higher Education

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* Samtse College of Education, Royal University of Bhutan, Samtse, Bhutan.

** Zhemgang Lower Secondary School, Zhemgang, Bhutan.

Veli Batdi* , Aydin Aslan, Yunus Dogan*

* Department of Educational Sciences, Gaziantep University, Gaziantep, Turkey.

Department of Educational Sciences, Selçuk University, Konya, Turkey.

* School of Foreign Languages, F?rat University, Elaz??, Turkey.