Developing Scientific Literacy to Promote 21st Century Skills
Overcoming Isolation: Online Collaboration among Rural Primary School Principals in New Zealand
Evaluating Pandemic-Induced Online Learning in India: Secondary and Senior Student Experiences
Relationship between Videogame Addiction and Academic Performance of Senior Secondary Students
STEM Education: Evaluation and Improvement Methods
A Study Of Health Education And Its Needs For Elementary School Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
Virtual reality applications, on the other hand, are a technology that can be easily integrated into these new educational approaches. This research was carried out in order to determine how the success of the students is affected by dealing with the subject of systems in the body, which is the subject of the 6th grade, with virtual reality applications. In this study, a quasiexperimental design with a pre-test and post-test control group, which is one of the experimental studies in which the quantitative data collected was used. This design was preferred because the classes were predetermined and there was no chance of randomly determining the subjects. The fact that there are many abstract concepts in the science lesson has revealed that it is not enough to teach the lesson with traditional educational approaches. Based on this study, it is seen that different educational approaches increase success. Virtual reality technology also gives very effective results when used in lessons where there are many abstract concepts, such as science. Enriching the content in the field of education given with virtual reality technology in line with the teaching programs may reveal more effective results in future studies and in the education given using this technology.
The educational system is presently undergoing a substantial change to improve the teaching-learning process of all engineering domains. This includes the utilization of user-friendly simulation tools as part of the laboratory for an enhanced practical experience on a virtual platform. Owing to the advantages of virtual experimentation, engineering laboratories are now preferably integrated with suitable simulation tools. This paper deals with the integration of simulation tools with undergraduate courses of electrical machinery. For this purpose, a simulation model was developed to conduct the slip test on a three phase synchronous machine on a virtual platform using MATLAB or Simulink for the determination of direct axis reactance Xd and quadrature axis reactance Xq . From the test results, a close relationship between the calculated value of synchronous reactance and rated parameters of the machine is observed, showing the acceptability and suitability of conducted test for the integration of virtual platform with laboratory session. Concept of virtual laboratory may be extended to undergraduate course of electrical machinery during teaching-learning process.
In the present world of technology, students grow up with technological devices at home and in schools, which revolutionize the way they learn. Future education technology shall transform teaching and learning by providing teachers and students with a variety of new devices to work with. Thus, the study was designed to examine the impact of multimedia technology-integrated instruction on learning satisfaction of students studying at upper primary level in one of the countryside primary schools in Bhutan. A mixed methods research was adopted to ensure better understanding of the results. Following a purposive sampling technique, 45 students were selected as research samples. Over a period of three months, the participants were taught at least three lessons of science in a week using multimedia technology. Instruments such as open-ended questions and questionnaires were administered to assemble the data. The quantitative data collected from the questionnaire were analyzed and inferred using the inferential statistical t-test with significance p<0.05 and descriptive statistical mean and standard deviation. And qualitative data from open-ended questions were analyzed using the grounded theory coding system. The findings revealed that students were highly satisfied with learning science through multimedia technology, as it not only made the lessons easier to understand and lively to participate in, but also challenging and enjoyable. Furthermore, inferential statistics revealed that there was no statistically significant difference in satisfaction with learning between male and female students. Therefore, the researchers stipulated that the integration of multimedia technology assisted instruction had a large positive impact on increasing student learning satisfaction. The findings of this study were intended to inform curriculum reformers, educational leaders, and teachers with practical evidence that they should propose pedagogical change in classroom teaching and learning using multimedia technology.
This work used a Quasi-experimental experimental design to examine the effects of a flipped classroom model combined with reading comprehension strategies on students' comprehension of English text. It was carried out with 26 fourth-grade students from a primary school in central Bhutan. A pre-test and post-test for reading comprehension were conducted, and a series of observations were made during a one-on-one discussion with a teacher on the read text. The data were analyzed using the t-test and descriptive statistics, and the observations were analyzed using content analysis. The analysis of pre-test and post-test revealed a statistically significant difference between the mean scores of pre-tests (M = 3.04; SD = 2.26) and post-tests (M = 5.19; SD = 1.44) at p< .05, indicating the improvement in students' reading comprehension. It is also evident from the comparative analysis of the content derived from the observations on the pre-test and post-test that there was improvement in students' reading comprehension. This further supports the earlier finding, which emerged from the descriptive analysis. Based on the findings from this study, a few recommendations were proposed that might be of interest and use for other English as a Foreign Language (EFL) teachers in similar contexts.
School-Based Management (SBM) has served as a key reform program, concretizing decentralization in the basic education sector in different parts of the world, including the Philippines. The study used qualitative research methods, including key informant interviews and focus groups of faculty and administrators, to explore the challenges of SBM in the area of curriculum and learning in a public secondary school. Results revealed that poor foundation of basic knowledge, inadequate school facilities and instructional materials, non-observance of time on task policy, students' misbehaviour and poor academic interest, low parental support, as well as errors in learners' materials were among the challenges being confronted by English, Science, and Mathematics (ENSCIMA) teachers that affect the successful implementation of the curriculum and learning. The study recommended different strategies, which include benchmarking activities through school-to-school partnerships, immersion activities, organization of a quality management team, remedial and intervention sessions, additional School Learning Action Cell (SLAC) and In-Service Training (INSET) sessions, student orientation, parents' summit, for a symposium, and write-shop. These activities, if collaboratively undertaken by various stakeholders, will help address the challenges that would result in efficient SBM, leading to a successful and quality education in the country.
