Journal of Curriculum and Teaching
https://www.sciedu.ca/journal/index.php/jct
<img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/jct/Cover-01.jpg" alt="" width="350" /><p><em>Journal of Curriculum and Teaching</em> (JCT) is a peer-reviewed journal, published by <a href="http://web.sciedupress.com/"><strong>Sciedu Press</strong></a>. It is devoted to publishing manuscripts in curriculum and instruction, learning and teaching, and related disciplines at global and local levels. The journal is published quarterly (February, May, August and November) in both online and printed versions.</p><p><strong>Areas include but not limited to:</strong></p><ul><li>Curriculum theory</li><li>Teaching methodology</li><li>Program innovation</li><li>Policy development</li><li>Professional ethics</li><li>Assessment in education</li></ul><p>To facilitate rapid publication and to minimize administrative costs, contributions to <em>Journal of Curriculum and Teaching </em>(JCT) can be submitted via the journal’s online submission system <strong><a href="/journal/index.php/jct/user/register">Online Submission</a></strong> or email to <strong>jct@sciedupress.com</strong>.</p><p>For online submission, please register first and then follow the instructions given on the screen. Questions may be addressed to the editorial assistant: jct@sciedupress.com</p><p><strong>JCT's Sections:</strong><br />Original Research, Review Articles, and Case Studies</p>Sciedu Pressen-USJournal of Curriculum and Teaching1927-2677<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.</p><p>Copyrights for articles published in our journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p>Task-Based Instruction in Enhancing Conversational Skills of Thai Students at Grade 11, YouTube as Teaching Media
https://www.sciedu.ca/journal/index.php/jct/article/view/24587
<p>Students' English communication abilities in Thailand remain poor due to a lack of a wide range of activities to practice English. Learning English in authentic contexts enables students to develop intrinsic motivation and demonstrate acquired language competency. This study aims to enhance English conversational performances and investigate students' motivation after receiving instruction by integrating TBI and YouTube. The design of this study was pre-experimental research, which used the one-group and pretest-posttest analysis. The sample group included 39 eleventh-grade students from a government senior high school in Mahasarakham province, Thailand chosen by a purposive sampling process. The listening and speaking tests, as well as the intrinsic motivation scale, were used in this study. Data were analyzed by the paired-sample t-test and descriptive statistics (i.e., the arithmetic mean, standard deviation, and percentage). The results revealed that combining TBI with YouTube improved students' English communication skills, and intrinsic motivation in learning. Based on the findings of this study, the researchers recommended that teachers employ the TBL approach and YouTube videos in class as instructional mediums. Furthermore, future studies could combine TBL with other forms of multimedia to help students learn more effectively and enjoyably.</p>Roschanawan PoonouninJiraporn ChanoChi Cheng Wu
Copyright (c) 2024 Roschanawan Poonounin, Jiraporn Chano, Chi Cheng Wu
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2024-01-242024-01-24131110.5430/jct.v13n1p1Teachers’ Awareness of Student-Centered Pedagogy and Assessment in EFL Context
https://www.sciedu.ca/journal/index.php/jct/article/view/24461
<p>The academic community unanimously asserts that student-centered pedagogy and assessment (SCPA) practices are indispensable for instructional methodology and evaluation. Existing literature indicates a noticeable, possibly minimal, gap in attention, particularly within the context of Najran University, regarding English teachers' awareness of these two fundamental practices. Consequently, this study investigated English teachers' awareness regarding SCPA practices in the English as a Foreign Language (EFL) context. Additionally, the study sought to analyze participants' responses in correlation with their gender, experience, degree, and specialization. The research objectives were achieved through a survey method, employing a set of instruments comprising a questionnaire and a semi-structured interview conducted with a conveniently chosen sample of 73 faculty members. The results revealed a very high level of awareness among faculty members regarding SCPA practices in the EFL context. Furthermore, gender, experience, degree, and specialization were found to have no significant impact on the responses of the study sample. Qualitative analysis of the semi-structured interviews highlighted the connection between SCPA practices and students' language success, emphasizing factors, such as encouragement, engagement, responsibility, and positive impact. The study's findings provide recommendations and implications for future practices in English language teaching. <strong></strong></p>Mohd NazimAli Abbas Falah AlzubiAbdul-Hafeed Fakih
Copyright (c) 2024 Mohd Nazim, Ali Abbas Falah Alzubi, Abdul-Hafeed Fakih
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2024-01-242024-01-241311310.5430/jct.v13n1p13Students’ Self-Efficacy and Confidence in Technological Abilities Resulting from Participation in “The Curriculum and Community Environmental Restoration Science (STEM + Computer Science)”
https://www.sciedu.ca/journal/index.php/jct/article/view/25184
The rationale for this research is the ever-increasing reliance on technology in all aspects of life, but especially in the realm of education. Technology tools, use, and approaches that support inclusive student learning are supported by the empirical evidence found in this report. The research emphasized self-efficacy levels achieved in the student learning of technology-supported integrated science, technology, engineering, and mathematics (STEM). The Curriculum and Community Environmental Restoration Science STEM + Computer Science (CCERS) makes use of web-based authentic STEM content, providing interactive technology on a dynamic environmental science platform and providing real-world environmental conundrums. Results of this study indicate that CCERS respondents have higher confidence in their technological abilities than those of the non-CCERS respondents. In addition, under-represented groups (URG) CCERS respondents, on average, have higher confidence in their technological abilities than URG non-CCERS respondents. This suggests that CCERS has a positive impact on participants' confidence in their technological abilities, a key indicator in pursuing STEM careers. This study provides practical implications for current and future research in technology-supported learning in integrated STEM learning environments and student outcomes.Lauren BirneyDenise M. McNamara
Copyright (c) 2024 Lauren Birney, Denise M. McNamara
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2024-01-242024-01-241312410.5430/jct.v13n1p24Overcoming Low Teaching Self-efficacy of English as a Foreign Language Teachers in Secondary Vocational Schools
https://www.sciedu.ca/journal/index.php/jct/article/view/25237
The new English curriculum stand (MOE, 2020) has put forward high requirements for China secondary vocational school English as a Foreign Language (EFL) teachers’ qualities. As part of teachers’ qualities, teaching self-efficacy determines their teaching practices and students’ general achievements. Research has found China secondary vocational school EFL teachers lack confidence in teaching processes (Liu, 2018). Therefore, this study reports on a qualitative study exploring factors contributing to the enhancement of EFL teachers’ teaching self-efficacy in China secondary vocational education context. It is based on the views of 12 experts from Higher Education Institutions, Teacher Training Colleges and the Academy of Educational Sciences, and Secondary Vocational Schools in China to learn more about what factors can enhance EFL teachers’ teaching self-efficacy in China secondary vocational schools. The interview data were examined using thematic analysis which allows for a detailed exploration of the data, and 12 themes emerged from that analysis in terms of experiences, knowledge, and school culture. These themes encompassed various aspects, including enactive mastery experiences, vicarious learning experiences, interactive experiences, physical and emotional states, learners and learning, the pedagogy and curriculum, the English language, the self, vocational background, school spiritual culture, school material culture, and school system culture. The article concludes by considering the implications of the results for those designing policies and professional learning activities for secondary vocational EFL teachers and suggesting potential avenues for future research.Zhongyue ZhangAhmad Johari Bin Sihes
Copyright (c) 2024 Zhongyue Zhang, Ahmad Johari Bin Sihes
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2024-01-312024-01-311313610.5430/jct.v13n1p36Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective
https://www.sciedu.ca/journal/index.php/jct/article/view/24544
<p>Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.</p>Sumbaji PutrantoMarsigit MarsigitElly Arliani
Copyright (c) 2024 Sumbaji Putranto, Marsigit Marsigit, Elly Arliani
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2024-02-012024-02-011314810.5430/jct.v13n1p48The Effects of Form-Focused Communicative Grammar Instruction on Students’ Pronunciation and Grammar in Speaking
https://www.sciedu.ca/journal/index.php/jct/article/view/25238
Integrating form-focused instruction (FFI) in the communicative language class is the most recently used language teaching and learning approach today. To draw learners’ attention to grammatical form, FFI implements different types of corrective feedback and implicit and explicit grammar teaching techniques. This study investigated the effects of FFI combined to communicative grammar instruction on students’ pronunciation and grammar in speaking. The main objective of this study was to probe whether the form-focused instruction integrated with communicative grammar activities was effective in terms of students’ performance of pronunciation and grammar in speaking. The study employed a quasi-experimental study design with a mixed method approach. It also employed pre and post-tests, questionnaire, and interview in order to gather data. The data collected by the tests and questionnaire were analyzed quantitatively using independent and paired sample t-test where as the interview data was analyzed thematically. The results of the study revealed that the experimental group of students who had been taught spoken English having form-focused communicative grammar instruction showed the enhancement on pronunciation and grammar in speaking in their post-test scores. This directed to the conclusion that the form-focused communicative grammar instruction assisted the students advance their pronunciation and grammar in speaking. Thus, it is recommended that high school EFL teachers should implement communicative grammar activities integrated to form-focused instruction while teaching speaking skills.Temesgen Heliso WoymoMebratu Mulatu BachoreMeshesha Make Jobo
Copyright (c) 2024 Temesgen Heliso Woymo, Mebratu Mulatu Bachore, Meshesha Make Jobo
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2024-01-312024-01-311316110.5430/jct.v13n1p61Establishment of a Geriatric Nursing Curriculum with Human Caring by Situational Simulation
https://www.sciedu.ca/journal/index.php/jct/article/view/24502
<p>It is generally accepted that human caring is the essence of nursing work and the foundation of nursing quality. However, nurses’ human caring ability does not currently adapt well to the needs of patients and hospital work. The main purpose of this study is to build a humanistic care geriatric nursing course in order to enhance the humanistic care ability of nursing students, thereby improving patient satisfaction and service quality. An expert panel with 12 academics and scholars was applied as a method to review the course syllabus. The result presented that the curriculum contains eight common diseases and problems of the elderly are selected, and nursing positions are integrated into situational tasks with caring factors. Love is taken as the essence of the roles of Standardized Patients, nurses, doctors, teachers and students to design a transpersonal care field constructed of loving interactions to realize transpersonal human caring. Twenty-two situations are created with the characteristics of typical simulated situation tasks to integrate human caring into a geriatric nursing curriculum. The establishment of a geriatric nursing curriculum that includes human caring by simulating certain situations would be effectively applied to enhance students’ human caring ability in nursing vocational College.</p>Xihai GaoPengfei Chen
Copyright (c) 2024 Xihai Gao, Pengfei Chen
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2024-01-312024-01-311317110.5430/jct.v13n1p71The Relationship between Academic Performance, Peer Pressure, and Educational Stress as It Relates to High School Students’ Openness to Seeking Professional Psychological Help
https://www.sciedu.ca/journal/index.php/jct/article/view/24807
<p>Adolescents, especially high school students, are more susceptible to stress and encounter other mental health issues. This is linked to extrinsic causes like academics, family, and friends. However, previous studies have shown low rates of students seeking professional psychological help for their problems. This study investigate the relationship among factors including academic performance, educational stress, peer pressure and openness to seeking professional psychological help. We conducted this study with 471 high school students (grades 10–12) engaged. The questionnaire was based on three measurements: peer pressure short form (PPSF), educational stress scale for adolescents (ESSA), and openness to seeking professional psychological help (ATSPPH_O). The Mann-Whitney U test, Kruskal-Wallis test and The PLS-SEM method were used to evaluate this research. The results showed that: (i) students with a higher level of peer pressure have a greater openness to seeking professional psychological help; (ii) the more open to seeking professional psychological help, the higher educational stress that students got; (iii) students with a higher level of peer pressure have greater educational stress; (iv) the openness to seeking professional psychological help would mediate the relationship between peer pressure and educational stress; (v) there was a significant difference between academic performance of peer pressure. On the one hand, counselors, clinicians, and therapists must identify students who are experiencing educational stress in the context of peer pressure as vulnerable groups in need of early mental health interventions. On the other hand, educators and teachers must consider the impact of peer pressure on students' academic performance and devise appropriate teaching strategies.</p>Hang-Phuong Nguyen-ThiAnh Ngoc TruongVy Truc LeXuan Thanh Kieu NguyenVinh-Long Tran-Chi
Copyright (c) 2024 Phuong-Hang Nguyen-Thi, Anh Ngoc Truong, Vy Truc Le, Xuan Thanh Kieu Nguyen, Vinh-Long Tran-Chi
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2024-01-312024-01-311318310.5430/jct.v13n1p83Learning English Literacy through Video Games: A Multimodal Perspective
https://www.sciedu.ca/journal/index.php/jct/article/view/25247
Multimodal analysis in learning English literacy is meant to be an eye-opener for future research related to video games as didactic tools as they are comparatively less studied, although there has been rapid growth in the multimedia industry in the past decades. The data in the present study were taken from three different video game genres: Role Playing Game (RPG), Multiplayer Online Battle Arena (MOBA), and FPS (First Person Shooter), with two different titles for each genre. The data examined in this study were elements of composition and ten student game players. The compositional features in the collected data from the respective footage of the video games were based on a visual grammar by Kress and Leeuwen (2006) This research utilized the interactive model of qualitative data analysis by Miles, Huberman, and Saldana (2014) in analyzing the compositional features. It consists of three parts: data condensation, data display, and drawing and verifying conclusion. After analyzing the composition, the players were interviewed to gather the vocabulary learned through the process of playing the games. This study found that in terms of composition features: 37 elements of information values, 37 saliences, and 36 framings. It can be concluded that these genres own more maximum disconnection framing than maximum connection. However, these students categorized fighting genre and shooting genre elements without centered information value. The implications of the study towards learning the English language are: in the first place, video games can be one the useful media to teach students reading and speaking literacy skills, especially vocabulary and historical knowledge. Secondly, these games help the players acquire the English language subconsciously and make them enjoy the learning process.T. Silvana SinarT. Thyrhaya ZeinBalazs HuszkaMuhammad YusufPuan MaharaniDedi Sanjaya
Copyright (c) 2024 T. Silvana Sinar, T. Thyrhaya Zein, Balazs Huszka, Muhammad Yusuf, Puan Maharani, Dedi Sanjaya
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2024-02-012024-02-0113110210.5430/jct.v13n1p102Developing A Conceptual Framework for Sustainable Development Education Through Digital Tools: Qualitative Insights from Southwest China
https://www.sciedu.ca/journal/index.php/jct/article/view/24605
<p>This research delves into the intricate utilization of digital technology in higher education, aiming to construct a nuanced conceptual framework to interpret the digitalization of teaching sustainable development. A qualitative research design was employed, utilizing semi-structured in-depth interviews with 25 higher education teachers representing diverse experiences, backgrounds, and expertise from southwest China. The study also incorporated word frequency analysis and sentiment analysis to provide a comprehensive understanding of the emphasized themes and emotional tones in the discussions. NVivo 12.0 software facilitated meticulous coding and analytical abstraction, allowing the identification of core concepts and relationships among them. The results unveiled prominent themes such as Institutional Support and Policy Integration, Faculty Competence and Training, and Integration of Sustainable Development in Curricula. The sentiment analysis depicted a predominantly positive outlook on the integration of sustainability and digital tools in education, highlighting the perceived advancements and benefits in the field. The word frequency analysis further reinforced the focus on education, sustainability, and digital tools within the research discourse. The study contributes significantly to the academic discourse on digital sustainability education, providing intricate insights and a conceptual framework that can guide future research and practice in the field. It paves the way for refined educational methodologies, curriculum designs, and institutional policies, emphasizing the critical role of digital technology in education for sustainable development.</p>Ming LiSongyu JiangNuttapong Jotikasthira
Copyright (c) 2024 Ming Li, Songyu Jiang, Nuttapong Jotikasthira
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2024-02-032024-02-0313111910.5430/jct.v13n1p119Enrich Competencies for Sustainability through Radio Drama Competitions- A Multiyear Cross-sectional Study in Hong Kong
https://www.sciedu.ca/journal/index.php/jct/article/view/24740
This study investigates the use of radio drama competitions to enhance competencies for sustainability among students. It focuses on how radio drama competitions can provide students with opportunities to develop collaboration, critical thinking, and problem-solving competencies within the sustainable development framework proposed by UNESCO. The study utilized a mixed-method approach, including online surveys and in-person interviews, to evaluate the effects of Hong Kong students’ participation in radio drama competitions on the development of their competencies for sustainability over a period of four years. Both the quantitative and qualitative data suggested radio drama competitions had a positive impact on enriching students’ collaboration, critical thinking and problem-solving competencies. Students and teachers believe these critical competencies for sustainability can be acquired and enriched from the radio drama competition. These competencies help develop global citizens who can nurture more sustainable societies (UNESCO, 2017). This research also aims to contribute to the existing body of knowledge by incorporating insights on how radio drama competitions can empower primary and secondary school students from Hong Kong to develop these sustainable competencies through experience and reflection. The radio drama competition offers a platform for students to explore complex sustainability issues, express their creativity, collaborate with other students, as well as engage with a broader audience. In addition, this study provides suggestions on how radio drama competitions can be used as an educational tool for sustainability, integrated into primary or secondary schools’ curriculum, nurture students’ transferrable skills and achieve the goals of Education for Sustainable Development (ESD) at very young age.Kevin Kai-Wing ChanCatty Sin-Ling WongWilliam Ko-Wai Tang
Copyright (c) 2024 Kevin Kai-Wing Chan
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2024-02-132024-02-1313113910.5430/jct.v13n1p139Saudi EFL Students’ Perceptions Towards the Impact of YouTube on Improving Speaking Skills
https://www.sciedu.ca/journal/index.php/jct/article/view/24375
<p>The significance of integrating technology in education, especially the widely and frequently used platform “YouTube”, is found in its ability to provide accessible and various educational resources, meeting the needs of diverse learning styles and enhancing active engagement. Since YouTube is one of the preferred applications utilized by Saudi individuals, this study investigated the impact of using YouTube on enhancing the speaking skills of EFL male and female Saudi students from different Saudi universities. This study was conducted during the first semester of the academic year 2021- 2022. A questionnaire was used as the study instrument. It was adapted from Binmahboob’s (2020) study and modified according to the study’s purposes. The questionnaire contained 17 items divided into two sections. 79 EFL students from different Saudi universities participated. Fifty-nine of them were females, while 20 were males. The findings of the study revealed that YouTube videos had a high positive perspective from the participants. In other words, it can be concluded that YouTube videos enhance the speaking skills of EFL university students. Based on these finding, some recommendations and implications were provided.</p>Amani I AlbargashFarah N Algraini
Copyright (c) 2024 Amani I Albargash, Farah N Algraini
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2024-02-182024-02-1813115110.5430/jct.v13n1p151Management of Mathematics Learning Based on Interactive Digital Worksheets to Improve Students' Critical Thinking Ability
https://www.sciedu.ca/journal/index.php/jct/article/view/24621
<p>The use of interactive digital technology in learning is an alternative strategy to create joyful learning activities. Therefore, interactive digital worksheet requires development by considering the critical thinking skills of elementary school students. This research determined the interactive digital media worksheet necessity based on critical thinking skills, compiling design, feasibility identification, and effectiveness test of the interactive digital media worksheet based on critical thinking skills for elementary school students. This research and development applied seven steps: (1) potential and problem identification; (2) data collection; (3) product design; (4) design validation; (5) design revision; (6) product test; and (7) product revision. The researchers collected the data with interviews, observations, questionnaires, and tests. The research results found the necessity of interactive digital student worksheets in managing mathematics learning to improve students' critical thinking skills. The interactive digital LKS design was based on critical thinking skills. The development considered the three components, such as (1) Planning; (2) implementing; and (3) evaluating. Planning consists of (1) the analysis of student characteristics; (2) the analysis of learning achievements (CP); (3) the determination of the learning objectives (TP) and the learning objective flow (ATP) and the assessment; (4) the selections of media, learning methods, and teaching materials. The implementation of the interactive digital student worksheets in learning was based on the problem-based learning model and formative and summative tests for the evaluation. The expert validation found the interactive digital worksheet was valid and reliable. The teacher responses reached the percentage of 87.5% while the student with 90%. The product test obtained an average of N-gain for the control group was 0.31 while the experimental group was 0.50, indicating an increment of students' critical thinking skills in mathematics. Thus, interactive digital worksheet implementation is useful in managing learning. The implementation was also useful for further development to manage various challenging activities and to realize meaningful learning.</p>Sri UtaminingsihIsna AmaliaSumaji Sumaji
Copyright (c) 2024 Sri Utaminingsih, isna amalia, sumaji sumaji
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2024-02-182024-02-1813115910.5430/jct.v13n1p159Bridging the Educational Gap: Guidelines for Thai Non-Credentialed Teachers' Learning Management
https://www.sciedu.ca/journal/index.php/jct/article/view/24826
<p>The assignment of non-credentialed teachers to subjects outside their formal qualifications remains a significant challenge in educational contexts worldwide. This study aimed to investigate the specific issues faced by non-credentialed teachers and to provide comprehensive guidelines for their professional development. The study was designed in a survey approach emphrasizing the method of need analysis. Data were gathered from 268 stakeholders within the Thai educational system through a combination of questionnaires and semi-structured interviews. The findings reveal a range of challenges experienced by non-credentialed teachers, shedding light on both content and pedagogical aspects of teaching. To address these challenges, this study offers a set of actionable guidelines encompassing administrative support, teacher development, and the establishment of professional learning communities. These recommendations aim to bridge the gap and ensure that non-credentialed teachers can effectively deliver quality education to students, even in subjects outside their formal qualifications. This research provides valuable insights for educational stakeholders and policymakers seeking to enhance the quality of teaching and learning in similar contexts worldwide.</p>Autthapon IntasenaWittaya WorapunApantee Poonputta
Copyright (c) 2024 Autthapon Intasena
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2024-02-112024-02-1113117010.5430/jct.v13n1p170Ukrainian HEI Students’ Perceptions and Attitudes Towards Fostering Media Literacy and Critical Thinking in EFL Learning
https://www.sciedu.ca/journal/index.php/jct/article/view/25051
<p>The study examined Ukrainian HEI students’ opinions and perceptions of media literacy and critical thinking skills in EFL learning before and after participation in the set of trainings. Being created in the framework of the Jean Monnet Module project “EU strategies extrapolation for boosting students’ media literacy in Ukrainian higher education”, it was aimed to empower students with essential skills for navigating the complexities of the modern media landscape, evaluating information sources, forming such students’ competencies as critical thinking, fact-checking, digital security, resistance to media manipulation. A sample of 40 second-year undergraduate students, aged 19 to 23, willing to develop their media literacy and EFL capacities, who demonstrated at least A2 level of English language proficiency, were questioned through Google Forms by means of the specially designed questionnaires. The outcomes of the study revealed that the issues of media literacy and critical thinking were of particular importance among the young people, but they also pointed out their awareness of being insufficiently skilled in working with media products, their concerns about the quality of digital content they had consumed and priorities of being independent in media consumption choices. The activities conducted during the study significantly affected students’ gaining knowledge of media development, their value-meaningful attitude to the media space, the desire to detect false information, and distinguish fakes, manipulation, propaganda, and disinformation.</p>Yuliia LushchykMarina BilotserkovetsTatiana FomenkoTetiana KlochkovaOlha BerestokHanna TsyhanokYuliia ShcherbynaVasyl Bilokopytov
Copyright (c) 2024 Yuliia Lushchyk, Marina Bilotserkovets, Tatiana Fomenko, Tetiana Klochkova, Olha Berestok, Hanna Tsyhanok, Yuliia Shcherbyna, Vasyl Bilokopytov
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2024-02-112024-02-1113118010.5430/jct.v13n1p180Validity of PBEST Learning Model: An Innovative Learning to Improve Creative Thinking Skill and Entrepreneurial Science Thinking
https://www.sciedu.ca/journal/index.php/jct/article/view/24404
<p>Based on the results of previous studies, evidence was acquired indicating that the creative thinking abilities of pupils in various locations of Indonesia still require improvement. Creative and innovative thinking in science learning integrated with entrepreneurship produces entrepreneurial science thinking. Learning interventions are needed to develop competitive graduates who can face challenges and rapid changes in the 21st century. This research aims to validate the Project Based Entrepreneurial Science Thinking (PBEST) learning model. The educational development research design used is the validation studies design, which tests two criteria, namely testing content validity (which is also called relevance) and construct validity (which is also called consistency). This validation involves three experts in science education, and the validation instrument uses a validation sheet. The research and data analysis indicate that the PBEST learning model consistently produces highly relevant results that meet rigorous validity and reliability standards (with a percentage of agreement ≥ 75%). The PBEST learning model consists of four stages, namely: (1) Observe and thinking project, (2) Design project, (3) Monitoring and evaluation project, (4) Economic value. The validation of the implementation supporting learning tools confirms the validity and reliability of the semester learning plans, lecture program units, student worksheets, student books, creative thinking skill tests, and entrepreneurial science thinking tests. The PBEST learning paradigm is applicable for enhancing both creative thinking skills and entrepreneurial science thinking.</p>Nanang RahmanSuyatno SutoyoAchmad Lutfi
Copyright (c) 2024 Nanang Rahman, suyatno sutoyo, Achmad Lutfi
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2024-02-112024-02-1113119510.5430/jct.v13n1p195Factors Affecting Online Teaching and Learning among Chinese High School Students: Education Equality Perspectives
https://www.sciedu.ca/journal/index.php/jct/article/view/25324
Online learning is significant to promote education equality in high school sector. This research aims to explore the factors affecting students' acceptance of online learning, construct a structural equation model of high school students' online learning behavior, and propose measures to promote educational equity. The study employed quantitative research methods, utilizing online questionnaires to gather 633 data from high school students in Dazhou, Bazhong, and Liangshan regions. A comprehensive approach to data analysis was adopted, including descriptive statistical analysis, reliability and validity tests, confirmatory factor analysis, structural equation modeling, and path analysis. Key findings revealed the significant influence of online teaching quality and course content on students' perceived usefulness, ease of use, subjective norms, attitudes towards online learning, and their subsequent learning intentions and behaviors. The study confirmed the mediating roles of these perceptions and attitudes in shaping students' engagement with online learning platforms. In conclusion, the research provides vital insights into the dynamics of online education in a high school setting. It highlights the need for enhanced teaching quality and course design to improve online learning experiences. The findings offer valuable implications for educators, policymakers, technology developers, and other stakeholders, emphasizing the importance of a collaborative approach to create more effective and equitable online learning environments. This study lays a foundation for future research and strategies aimed at optimizing the potential of online education, ensuring it is accessible and beneficial to all students.Jinzhu ShiThitinant Wareewanich
Copyright (c) 2024 Jinzhu Shi, Thitinant Wareewanich
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2024-02-112024-02-1113120610.5430/jct.v13n1p206The Impact of Using the Noorani Qaida on Developing Young Children’s Language Skills at Kindergartens in Al-Ahsa Governorate from the Noorani Qaida Teachers’ Perspective
https://www.sciedu.ca/journal/index.php/jct/article/view/24606
<p>The study aims to investigate the impact of using the Noorani Qaida on developing language skills in young children attending kindergartens in Al-Ahsa Governorate from the perspective of Noorani Qaida teachers. To achieve the study's objective, a mixed-method approach was used to diversify data collection methods, including surveys and interviews. The sequential explanatory design was chosen as a type of mixed-methods research. In the first stage, quantitative data were collected through a questionnaire distributed to all the Noorani Qaida teachers in Al-Ahsa Governorate, totaling 30 teachers. In the second stage, qualitative data were collected through interviews with nine teachers to help interpret the quantitative results. The study results indicated that the impact of using the Noorani Qaida on developing language skills in young children attending kindergartens in Al-Ahsa Governorate from the perspective of Noorani Qaida teachers was significant with an average score of 4.07. The impact was highest on listening skills, with an average score of 4.41, followed by reading skills, with an average score of 4.01, both in the high range. Speaking skills ranked third with an average score of 3.99 in the high range. Writing skills ranked lowest with an average score of 3.86, still in the high range. The study recommended implementing the Noorani Qaida in kindergartens.</p>Asma Margeni Hussien AliSarah Abdullatif Buobaid
Copyright (c) 2024 Asma Margeni Hussien Ali
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2024-02-142024-02-1413122410.5430/jct.v13n1p224Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics
https://www.sciedu.ca/journal/index.php/jct/article/view/24619
<p>In China, the absence of a phonics instructional guide hinders pre-service EFL teachers’ preparation for phonics instruction. To bridge the gap, the purpose of this article is to lay the theoretical groundwork for developing a phonics instructional guide for Chinese pre-service EFL teachers and then to produce a research methodology for this instructional guide. The Bottom-up Theory of Reading Process; the S-R Theory with Reinforcement, particularly Instrumental Conditioning; and the Trial-and-Error Theory of Learning all have pedagogical implications for implementing explicit and systematic phonics instruction for EFL beginners in China. Additionally, in conjunction with the Andragogy Theory of Adult Learning, these theories provide a theoretical foundation for instructional design. Following the ADDIE sequential framework, a multi-phase mixed methods experimental design was used to collect data from 254 representative samples chosen through a stratified random sampling technique. The findings indicate that within the theoretical framework and with the incorporation of specific design frameworks into the ADDIE sequential framework, the instructional guide was successful, although some refinement is still needed. Furthermore, the findings suggest that additional research could be conducted on advanced evaluation levels.</p>Min Jie ChenGuo Jie YinRaja Harun Raja Nor SafinasWei Lun WongSwaran Singh Charanjit Kaur
Copyright (c) 2024 Min Jie Chen, Guo Jie Yin, Raja Harun Raja Nor Safinas, Wei Lun Wong, Swaran Singh Charanjit Kaur
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2024-02-162024-02-1613124210.5430/jct.v13n1p242A Curriculum Study: Accounting Analytics Using Python
https://www.sciedu.ca/journal/index.php/jct/article/view/25351
The purpose of this study is to highlight the necessity of incorporating AI technology into the accounting sector and to provide a curriculum that allows university students to practice using data science in accounting. As the accounting work environment evolves along with technological advancements, employers, including big accounting firms, are looking for people with technical skills in addition to accounting knowledge. Accounting major students should be prepared for a changing business environment by learning technical skills in combination with accounting knowledge. This necessitates a modification in the accounting curriculum to reflect the dynamic accounting environment driven by technological innovation. However, it doesn't appear that the accounting curriculum has changed much to keep up with these modern changes, and there don't appear to be many case studies that expressly combine accounting and data science. As a part of this endeavor, this paper offers a few concrete examples for the integration of accounting and Python. Python via Anaconda is utilized for the cases in this study, and a creative but beginner-friendly programming is applied to each case. As a result, in this study, a few Python-integrated accounting challenges comprising fundamental financial accounting concepts are addressed. These are only a few examples, but they might aid in introducing data science fundamentals, demonstrating how data science is used in accounting, and encouraging further research and development of deep learning.Namryoung Lee
Copyright (c) 2024 Namryoung Lee
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2024-02-162024-02-1613125510.5430/jct.v13n1p255School-based Training Effects on Liver Fluke and Cholangiocarcinoma Prevention: A Comparative Case Study of Individual Differences Among Elementary Teachers in Northeast Thailand
https://www.sciedu.ca/journal/index.php/jct/article/view/25188
<p>Abstract Liver fluke and Cholangiocarcinoma (CCA) infestations pose significant health challenges, particularly in northeastern region of Thailand. Addressing health issues through an educational lens is of paramount importance to stakeholders in various fields of education, including health education and social education. Collaboratively, stakeholders strive to develop initiatives that enhance understanding of this disease among people in the region. An essential step toward achieving this objective involves recognizing the variations in individuals' responses to educational activities, thereby facilitating the development of locally contextualized and effective learning programs. This study was to explore the differences among elementary teachers participating in training courses for the prevention of cholangiocarcinoma and liver fluke disease in Khon Kaen province. Employing a pre-experimental design, the study involved one hundred and thirty-nine elementary teachers as research participants. Pre- and post-test served as the research instrument, and data analysis entailed the use of descriptive statistics and a t-test. The findings revealed that most of the participants were female, held bachelor's degrees, and were affiliated with schools in Ban Phai district. Moreover, the study demonstrated a significant enhancement in participants’ understanding of liver fluke and CCA prevention following the training. Notably, the study identified a significant impact of the school’s geographical location on training effectiveness. This study contributes to the existing knowledge base, offering insights to tailor more precise training programs in regions where liver fluke and Cholangiocarcinoma disease are prevalent.</p>Angkana TungkasamitNattapon MeekaewPiyawan SrisurakLadda Silanoi
Copyright (c) 2024 Nattapon Meekaew
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2024-02-162024-02-1613127210.5430/jct.v13n1p272Chemistry Teachers’ Need on Enhancing Pedagogical Inquiry Competences
https://www.sciedu.ca/journal/index.php/jct/article/view/25015
<p class="ICVETAbstract">This study aims to determine the needs of chemistry teachers in programs aimed at enhancing their pedagogical inquiry competencies (PIC). In line with these objectives, this research was conducted as survey study. The convenience sampling technique was implemented. The survey was carried out by distributing questionnaires online. There were 63 chemistry teachers who filled out the questionnaire. Data were analyzed descriptively. Based on data analysis, it can be concluded that some teachers know inquiry and feel that they have applied this inquiry in their learning. However, it still needs to be improved on the understanding of the meaning of inquiry and how to implement their inquiry knowledge. Therefore, it is necessary to develop a teaching model to increase the PIC of chemistry teachers.</p>Sukisman PurtadiSuyanta SuyantaEli Rohaeti
Copyright (c) 2024 Sukisman Purtadi, Suyanta Suyanta, Eli Rohaeti
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2024-02-142024-02-1413128410.5430/jct.v13n1p284Didactic Use of the Publisher Processor to Enhance Meaningful Learning in Peruvian Secondary School Students
https://www.sciedu.ca/journal/index.php/jct/article/view/25372
The coronavirus pandemic has changed the course of education from face-to-face to remote. In response to this context, we investigated the positive effect of the didactic use of the Publisher processor to enhance meaningful learning in the competence "explain the physical world based on scientific knowledge about matter and energy, biodiversity, earth and universe" of the science and technology area in fifth grade students of secondary education of a Public Educational Institution of Chiclayo (Peru). For this purpose, a pre-experimental design with pre- and post-test was used with a sample of 102 students selected in a non-probabilistic way. A program based on activities incorporated in learning experiences proposed by the Ministry of Education (Peru) was applied. As a result, 72% of the students increased their academic performance after the application of the program, improving up to five (5) points compared to the initial test. Thus, the development of didactic material using the Publisher processor strengthens learning, which highlights the importance of information technologies in the achievement of active learning and the need to use them in the processes of mediation, reinforcement and teacher feedback in virtual and/or face-to-face scenarios.Sara Esther Liza OrdoñezSilvia Georgina Aguinaga DoigOsmer A. Campos-UgazRonald M. HernándezYen Marvin Bravo LarreaSilvia Josefina Aguinaga VasquezCarlos Luy-Montejo
Copyright (c) 2024 Sara Esther Liza Ordoñez, Silvia Georgina Aguinaga Doig, Osmer A. Campos-Ugaz, Ronald M. Hernández, Yen Marvin Bravo Larrea, Silvia Josefina Aguinaga Vasquez, Carlos Luy-Montejo
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2024-02-142024-02-1413129810.5430/jct.v13n1p298Influence of Social Media Usage on Science Students’ Academic Achievement and Behaviour in Two School-Types in Nigeria
https://www.sciedu.ca/journal/index.php/jct/article/view/25373
Students’ achievements and behavior have continued to dwindle over the years and are getting worse in Nigeria with advancements in technology. Both Public and Private school students who have access to Android phones for social networking are spending less time studying after school. This paper was carried out to find out how the time spent on social media can influence the basic science achievement and behavior of secondary school students from two school types. The study sample consisted of 180 junior secondary schools three students of Delta State public and private schools who had access to an Android phone for social media activities after school. Four research hypotheses guided this study. The research instruments used were the social media time questionnaire (SMTQ) with a reliability coefficient of 0.66 and the 2020/2021 academic session results of the students. Access to their results made it possible to compare their basic science and behavioral achievements. The data contained no significant outliers (p=0.054 Kolmogorov-Smirnov- normality test). Data analysis was done using descriptive, t-test, and 2-way ANOVA statistics. Results showed differences in Basic science achievement in favor of private schools and differences in behavior assessment in favor of public schools but the differences were not significant (p= 0.242; p= 0.656). No significant interactions were found between social media usage time and school type on students’ behavior [p=0.470] and basic science achievement [p= 0.549]. Major recommendations are the emphasis on a reduction in social media usage times irrespective of the school type and an increase in study times.Rachel O. AtomatofaCrescentia O. SekegorOghenevwarhe EmefeEseoghene Umoru-SuleFolashade AtareRita OgboduStella E. EwesorAmos Agadaigho
Copyright (c) 2024 Rachel O. Atomatofa, Crescentia O. Sekegor, Oghenevwarhe Emefe, Eseoghene Umoru-Sule, Folashade Atare, Rita Ogbodu, Stella E. Ewesor, Amos Agadaigho
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2024-02-142024-02-1413131110.5430/jct.v13n1p311The Development of an Instructional Model Based on Interactive Learning Theory to Improve Undergraduate Students’ Reflection Ability
https://www.sciedu.ca/journal/index.php/jct/article/view/25386
This research aimed to: 1) study the factors that affect the development of the third-year students’ reflection ability in Baise University; 2) develop an instructional model based on interactive learning theory; 3) compare the third-year students’ reflection ability before and after using the instructional model based on interactive learning theory. The sample group was 32 third-year students’ reflection ability at Baise University. The research instruments were 1) questionnaires, 2) interview forms, 3) lesson plans, 4) questionnaire on reflection ability, and 5) teaching opinion interview form 6) observational records of student behaviour. The research was conducted in three steps: studying the factors that affect the development of third-year students’ reflection ability, developing an instructional model based on interactive learning theory, and the experimental and improvement process. The study results showed: 1) the factors that affect the development of students' reflection ability consisted of three aspects (1) school teaching management, (2) teachers' teaching style, and (3) students' learning behaviour 2) The instructional model based on interactive learning theory included four elements: (1) principle, (2) objectives, (3) learning process, and (4) results; 3) students’ reflection ability was improved after the implementation of an instructional model.Wang FangBung-on SereeratPhenporn ThongkamsukSaifon Songsiengchai
Copyright (c) 2024 Wang Fang, Bung-on Sereerat, Phenporn Thongkamsuk, Saifon Songsiengchai
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2024-02-152024-02-1513132210.5430/jct.v13n1p322A Study on Developmental Strategies for Improving the Quality of Secondary Special Education for Students with Disabilities
https://www.sciedu.ca/journal/index.php/jct/article/view/25387
In the era of the fourth industrial revolution, addressing the multifaceted learning needs of students with special needs has become increasingly pivotal. This study aims to explore and enhance the quality of secondary special education, adapting to new educational methodologies in tandem with technological advancements while fostering the development of teachers and educational stakeholders. To identify the key areas necessitating development in secondary special education, interviews were conducted with special education teachers. These interviews informed the creation of a questionnaire, which was subsequently disseminated through a Google survey to special education teachers in various special schools and classes nationwide. The survey responses were analyzed using descriptive statistics to gain comprehensive insights. This study's findings integrate the perspectives from the interviews and survey data, leading to the formulation of strategies for the advancement of secondary special education. The analysis categorized the developmental needs into four primary domains: teacher development, curriculum enhancement, school infrastructure, and external factors related to the school environment. The paper concludes with a discussion that synthesizes these findings, offering a pathway for future improvements in the quality of secondary special education, and highlighting the importance of adapting to the changing educational landscape in the era of technological progress.Yung Keun Park
Copyright (c) 2024 Yung Keun Park
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2024-02-152024-02-1513133310.5430/jct.v13n1p333Professional Development for High School Math Vietnamese Educators in the Assessment of Math Results
https://www.sciedu.ca/journal/index.php/jct/article/view/25388
Professional development has long been acknowledged as an important facet of career advancement, particularly in the teaching profession. Teachers must participate in professional development activities that allow them to review and improve their knowledge and skills to remain competent and up to speed with the newest practices. Nonetheless, despite increased attention to professional development programs in Vietnam, the value of these programs for Math teachers remains debatable. The goal of this research is to investigate the content, method, and form of professional development activities for math teachers in Vietnam. Despite dings indicate that, despite the varied contents, methods, or forms employed in professional development programs, their effectiveness, as judged by instructors, is quite low. This suggests that program developers should assess the inefficiencies of these programs and make relevant adjustments or replacements to maximize their efficacy. Teachers must engage in professional development activities that give them the knowledge and skills they need to fulfill the changing demands of their job. Effective professional development programs can help students succeed by allowing instructors to enhance their instructional practices, stay current with new teaching methods and technologies. This study, however, emphasizes the importance of continuing to evaluate and enhance professional development programs for math instructors in Vietnam to ensure that they are effective in fulfilling the requirements of teachers and, ultimately, their students.Sau Thi Ut NguyenHuyen Thi Thanh NguyenThuong Thi Thuong LeChi Khanh Nguyen
Copyright (c) 2024 Sau Thi Ut Nguyen, Huyen Thi Thanh Nguyen, Thuong Thi Thuong Le, Chi Khanh Nguyen
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2024-02-152024-02-1513134810.5430/jct.v13n1p348The Effects of Genre Writing on Korean High School Learners’ English Writing Abilities and Learning Motivation according to the Degree of English Writing Anxiety
https://www.sciedu.ca/journal/index.php/jct/article/view/25389
English writing education is crucial for ESL/EFL learners, and the significance of affective factors, such as anxiety, has been emphasized. However, there are limitations in the school field that prevent a balanced English learning environment. Moreover, longitudinal studies are lacking to track learners’ progress over time. Thus, this study aimed to investigate the effects of genre writing on Korean high school learners’ English writing abilities and learning motivation according to the degree of English writing anxiety. The study engaged twelve first-year (Grade 10) high school students who participated in genre writing for a three-year longitudinal study from mid-March 2020 to December 2022. The results of this study are as follows. First, it confirmed that the English writing anxiety of all learners who participated in genre writing was significantly alleviated. However, the higher the level of English writing anxiety, the more significant the alleviation. Second, it was found that the English writing abilities of all students who participated in genre writing was significantly improved in most period sections, regardless of their level of English writing anxiety. However, the lower the level of English writing anxiety, the greater the improvement in the English writing abilities. Finally, the learning motivation of all students who participated in genre writing significantly improved, regardless of their level of English writing anxiety. The findings have useful pedagogical implications for teachers to develop English writing abilities while considering learners’ affective factors.Whyun Young ChoiMun-Koo Kang
Copyright (c) 2024 Whyun Young Choi, Mun-Koo Kang
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2024-02-152024-02-1513135610.5430/jct.v13n1p356Navigating the AI Revolution: Implications for Business Education and Pedagogy
https://www.sciedu.ca/journal/index.php/jct/article/view/25143
Generative artificial intelligence (AI) is rapidly emerging as a transformative force across various sectors. As education shifts towards an AI-focused future, adapting teaching methodologies and evaluation strategies to this technological evolution becomes more and more important. This paper delves into the profound implications of generative AI on business education, critically analyzing its influence on broad program learning outcomes as well as on specific assessment tasks, ranging from quizzes to work-integrated learning projects. By examining and assessing responses from ChatGPT, we evaluate their structural coherence and the potential to enhance or replace key skills evaluated in students. Our findings primarily indicate that for formulaic quizzes and short essay questions, GPT-4 often delivers accurate solutions. In the context of research reports and reflection journals, GPT-4 serves more as a guide and scaffolding tool. As AI continues to advance, it becomes increasingly crucial for business educators to re-examine their learning objective frameworks. This includes utilizing the technology’s potential while navigating its complexities, ensuring that education remains effective, relevant, and in step with the pace of innovation.Xiao Xu
Copyright (c) 2024 Xiao Xu
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2024-02-152024-02-1513137110.5430/jct.v13n1p371Effects of Career Decision-Making Self-Efficacy, Career Outcome Expectation, and Career Consciousness Maturity on Career Preparation Behavior of Nursing Students
https://www.sciedu.ca/journal/index.php/jct/article/view/25390
Although career preparation is an important factor in making correct career decisions and increasing job satisfaction, nursing students lack consideration and preparation for their career path when choosing a major. The purpose of this study was to identify the relationships among career decision-making self-efficacy, career outcome expectation, and career consciousness maturity on the behavior of nursing students in preparing for their careers. We collected data using structured questionnaires from 95 nursing students in C city from June 1 to June 20, 2018. We analyzed the data using the IBM SPSS/WIN 23.0 program for descriptive statistics, independent t test, oneway ANOVA, Pearson’s correlation coefficient, and multiple regression. As a result, the factors influencing the career preparation behavior of nursing students were career decision self-efficacy (β = .35, p < .001) and career consciousness maturity (β = .30, p = .003), and the explanatory power of these variables was 37%. Based on these results, it was required to develop programs to strengthen career decision-making self-efficacy and career consciousness maturity. In order to improve career decision-making self-efficacy, a program should be developed to improve confidence in solving problems by providing career opportunities. In addition, in order to strengthen career consciousness maturity, a career road map for each grade should be constructed, as well as systematic career counseling and employment capacity enhancement programs.Jee YoungjuYang Seungkyoung
Copyright (c) 2024 Jee Youngju, Yang Seungkyoung
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2024-02-152024-02-1513138410.5430/jct.v13n1p384The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability
https://www.sciedu.ca/journal/index.php/jct/article/view/25391
Increasing students’ confidence in their technological ability has been found to have a broader impact on their content knowledge in several subject areas, but most strikingly, in STEM (science, technology, engineering, and mathematics). A sample of 513 students in grades 6 through 12 in the New York City public school system were questioned on their perceived technological ability after participating in The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project, hereafter referred to as the CCERS STEM + C Project. Also explored was the students’ access to technology to determine if this would be a factor in student self-efficacy in technology ability. Analysis revealed that science self-efficacy and technology ability were both strengthened through participation in the project. Additionally, the study found that working alongside STEM professionals and exposure to STEM careers were also contributing factors. The study aims to determine if increased access to technology would, in turn, increase students’ self-efficacy in their technology knowledge and skills and have a positive effect on their self-confidence in STEM content. The results of the study contribute to the body of research that suggests greater access to technology may be an important factor in students’ self-agency and academic achievement.Lauren BirneyDenise M. McNamara
Copyright (c) 2024 Lauren Birney, Denise M. McNamara
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2024-02-152024-02-1513139410.5430/jct.v13n1p394A Curriculum Review of Programming Courses in a Master of Biostatistics Program
https://www.sciedu.ca/journal/index.php/jct/article/view/24527
Computing is a core competency for collaborative biostatisticians, who work on interdisciplinary scientific teams in medicine and publich health. However, computing is a broad field that encompases many underlying pedagogical constructs and subspeciality topics, not all of which are relevant for practicing biostatisticians. Furthermore, the ubiquitous nature of computing in biostatistics and the variation in computing education required to support students’ interests in biostatistics subspecialities presents a challenge for curriculum design. Specifically: where and how to integrate training in computing into biostatistics educational programs? We discuss here our answer to these questions as it relates to a 2-year, full-time, intensive master’s degree program in biostatistics. Specifically, we define and rationalize the core pedagogical contstruct that guided our curriculum deisgn—computational thinking—and then discuss our two-fold approach to training biostatistics master’s students in computing: creation of a 2-course series of targeted training in computing, and embedding training in computing throughout other courses in the curriculum. A detailed description of the course design is included along with a description of our instructional methods, including how we evaluate student performance.Jesse D. TroyMegan L. NeelySteven C. GrambowGina-Maria PomannGregory P. Samsa
Copyright (c) 2024 Jesse D Troy, Megan L Neely, Steven C Grambow, Gina-Maria Pomann, Gregory P Samsa
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2024-02-152024-02-1513140510.5430/jct.v13n1p405