To remedy the difficulties encountered by Moroccan students in geometrical optics during the transition from secondary to higher education and for an efficient education system, we propose this study to investigate the causes of these difficulties as well as their impact on the quality of the secondary/university transition, and come up with a remediation device to overcome them. For this survey, we adopted a mixed method to collect both qualitative and quantitative data. The research tools used are semi-directive interviews with thirty high school and university teachers; questionnaires and exercises were administered to 120 of first year university students. The results of this study revealed the persistence of difficulties in geometrical optics and particularly in geometric construction whose origins are attributed to the misrepresentations and low prerequisites among students as well as a break in the curriculum and teaching methods during the transition from secondary to higher education.
This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.
The document summarizes a study that investigated the views of primary teachers and pre-service teachers on the misconceptions primary school students have about fractions. The teachers stated that students most often had difficulties representing fractions with models, understanding the concepts of the numerator and denominator, ranking fractions, solving problems, reading and writing fractions, distinguishing fraction types and converting between them, and placing fractions on a number line. They reported misconceptions with these concepts, such as thinking the numerator and denominator are separate numbers rather than parts of a whole. The study aimed to help teachers address common student misconceptions to improve fractional understanding.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
Students perceptions of distance learning, online learning and the traditiona...Assignment Junction
Students' perceptions of distance learning, online learning, and traditional classrooms were studied. A survey of 128 students found:
1) Students perceive online learning as more convenient due to saving time and fitting schedules better, but have concerns about discussion participation.
2) Students view distance learning less favorably and do not find it as effective as traditional classes, though it can be convenient for schedules.
3) Overall, students are ambiguous about online learning's effectiveness compared to traditional classes, but prefer the traditional format.
The study aimed at investigating the levels of geometrical thinking among students receiving blended learning in Jordan. The study sample consisted of (104) students/teachers of open education systems in Jordan for the 2015-2016 academic year. In order to answer the questions of study, the researcher developed a scale of geometric thinking, it is validity and reliability has been verified. The results of the study showed a low level of geometrical thinking among students receiving blended learning. The percentage of students in the first level (visual) (51%), the percentage of students in the second level (descriptive) (15%), and the percentage of students in the third level (logical) (3%). Also it showed differences in the levels of geometric thinking between males and females in favor of males, as well as differences in the level of geometrical thinking between students from the scientific stream and students from the literary stream in favor of scientific stream. In the light of the results of the study, the researcher recommends that pre-service teachers should be trained on programs contains geometrical thinking at open learning universities.
Effect of Problem-Based Learning on Senior Secondary School Students’ Achieve...IOSR Journals
This study examined the effect of problem-based learning (PBL) on senior secondary school students' achievement in trigonometry in Northern Educational Zone of Cross River State, Nigeria. 365 students from 4 schools were assigned to experimental and control groups, with the experimental group taught using PBL and the control group taught using conventional methods. Students completed a pre-test and post-test on trigonometry achievement. The results showed that the experimental group performed significantly better than the control group, and that male and female students benefited equally from PBL. There was no significant interaction between teaching method and gender. The study concluded that PBL can improve students' trigonometry achievement compared to conventional teaching methods.
A Framework of Implementing Strategies for Active Student Engagement in Remot...Valerie Felton
The document presents a framework for active student engagement in remote/online teaching and learning during the COVID-19 pandemic. The framework combines adjusted teaching pedagogy using active learning techniques, synchronous and asynchronous teaching, and segmentation. It also utilizes educational technologies like Google Meet, Jamboard, and Moodle for course management. The framework was tested over three semesters in three engineering courses. Student feedback indicated that combining the technologies, synchronous teaching, and active learning activities effectively supported interactive learning in the remote environment.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.
The document summarizes a study that investigated the views of primary teachers and pre-service teachers on the misconceptions primary school students have about fractions. The teachers stated that students most often had difficulties representing fractions with models, understanding the concepts of the numerator and denominator, ranking fractions, solving problems, reading and writing fractions, distinguishing fraction types and converting between them, and placing fractions on a number line. They reported misconceptions with these concepts, such as thinking the numerator and denominator are separate numbers rather than parts of a whole. The study aimed to help teachers address common student misconceptions to improve fractional understanding.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
Students perceptions of distance learning, online learning and the traditiona...Assignment Junction
Students' perceptions of distance learning, online learning, and traditional classrooms were studied. A survey of 128 students found:
1) Students perceive online learning as more convenient due to saving time and fitting schedules better, but have concerns about discussion participation.
2) Students view distance learning less favorably and do not find it as effective as traditional classes, though it can be convenient for schedules.
3) Overall, students are ambiguous about online learning's effectiveness compared to traditional classes, but prefer the traditional format.
The study aimed at investigating the levels of geometrical thinking among students receiving blended learning in Jordan. The study sample consisted of (104) students/teachers of open education systems in Jordan for the 2015-2016 academic year. In order to answer the questions of study, the researcher developed a scale of geometric thinking, it is validity and reliability has been verified. The results of the study showed a low level of geometrical thinking among students receiving blended learning. The percentage of students in the first level (visual) (51%), the percentage of students in the second level (descriptive) (15%), and the percentage of students in the third level (logical) (3%). Also it showed differences in the levels of geometric thinking between males and females in favor of males, as well as differences in the level of geometrical thinking between students from the scientific stream and students from the literary stream in favor of scientific stream. In the light of the results of the study, the researcher recommends that pre-service teachers should be trained on programs contains geometrical thinking at open learning universities.
Effect of Problem-Based Learning on Senior Secondary School Students’ Achieve...IOSR Journals
This study examined the effect of problem-based learning (PBL) on senior secondary school students' achievement in trigonometry in Northern Educational Zone of Cross River State, Nigeria. 365 students from 4 schools were assigned to experimental and control groups, with the experimental group taught using PBL and the control group taught using conventional methods. Students completed a pre-test and post-test on trigonometry achievement. The results showed that the experimental group performed significantly better than the control group, and that male and female students benefited equally from PBL. There was no significant interaction between teaching method and gender. The study concluded that PBL can improve students' trigonometry achievement compared to conventional teaching methods.
A Framework of Implementing Strategies for Active Student Engagement in Remot...Valerie Felton
The document presents a framework for active student engagement in remote/online teaching and learning during the COVID-19 pandemic. The framework combines adjusted teaching pedagogy using active learning techniques, synchronous and asynchronous teaching, and segmentation. It also utilizes educational technologies like Google Meet, Jamboard, and Moodle for course management. The framework was tested over three semesters in three engineering courses. Student feedback indicated that combining the technologies, synchronous teaching, and active learning activities effectively supported interactive learning in the remote environment.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
In the 21st-century, we need a generation who can read and face the challenges of the times. The research aimed to master patterns of science with the next generation science standards (NGSS) standards of junior high school students in north coastal areas of Java Island. The research method is quantitative expose-facto and subjects were 228 students determined by purposive sampling. The students who come from Tegal, Pekalongan, Pati and Demak Regencies north coastal Java Island, Indonesia. The results showed a significant difference between the achievement of students in Tegal, Pekalongan, Pati, and Demak Regencies (p=0.012; ∝=0.05). Based on the analysis of variance (ANOVA) test, there was a significant difference between the groups of students’ achievements in mastery of science oriented NGSS. It can be concluded that the achievement among students from four different regions is quite significant. Students from families with middle and upper economic levels have low achievement but students with low economic levels have high academic achievement.
During the COVID-19 pandemic, the learning was conducted by online system. The objective of the research was to understand the commitments and preferences of students in online learning. A total of 516 students participated in filling out an online questionnaire. The data were analysed descriptively referring to the critical success factors (CSFs). Based on the research result, there were three most dominant obstacles, they were: i) Internet interference (42.71%); ii) Limited quota (24.49%); and iii) Other activities (22.92%). There were students who did not attend full-time (22.45%). The weak commitment was boredom (2.04%) and feeling that they understood the module (5.10%). There were students who do not study full-time, only filling out the attendance list (53.1%). A small number of students (2.04%) fill out the attendance list and upload assignments as a top priority. According to this research, 46.7% of students liked online learning and 39.7% did not like it. In addition, 42.83% of students were bored. It means that about 60% of saturation comes from like-dislike preferences. The remaining 40% are influenced by other factors. The students’ commitments and preferences are influenced by many factors. Those who force themselves to learn ineffectively will be at risk of learning loss.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
The document discusses a study that examined the effects of online quizzes on music theory achievement of freshman music teaching students. The study used a regression discontinuity design where students were assigned to an experimental or control group based on a pre-assessment test score cutoff. The experimental group took 4 additional online quizzes throughout the semester. A final test found no significant difference in scores between the groups, however the experimental group scored slightly higher. Compared to their lower pre-assessment scores, the experimental group showed a notable positive increase, suggesting the quizzes benefited their learning.
This document summarizes a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The study surveyed tutors from the architecture faculty at a university in Saudi Arabia. It found that many tutors had limited experience using online tools and a slightly better experience with communication tools. While tutors were against online design courses, a mix of traditional and online teaching could provide more student support. The study concluded that innovative tools and a strategy integrating professional training and education are needed. Further research should assess blended courses and develop new systems to overcome shortcomings and meet architectural education needs.
Academic Self-Concept And Critical Thinking Dispositions Devising A Predicti...Sabrina Green
This document discusses a study that aimed to develop a predictive model of college students' degree commitment based on their academic self-concept and critical thinking dispositions. It provides background on factors related to degree commitment such as attrition rates. It also discusses academic self-concept and critical thinking dispositions as potential predictors of degree commitment. A literature review covers research on degree commitment, critical thinking dispositions, academic self-concept, and the need to explore these factors among Greek college students. The study used a questionnaire to examine relationships between the predictors and degree commitment for 120 Greek college students.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
STUDENTS’ INDEPENDENT LEARNING CAPACITY, ORIENTATIONS, AND ENGAGEMENT ON THEI...RayRudolfPastrana1
The study determined the influence of independent learning capacity, orientations, and engagement on the academic performance in Science of senior high school students in selected secondary schools in San Miguel, Bulacan during the second semester of school year 2021-2022.
The impacts of a technology-integrated formative assessment technique on
students' conceptual and procedural knowledge in studying chemical
equilibrium are studied in this study. To attain the purpose, a quasiexperimental
pretest-posttest strategy nested with a
qualitative study method was
adopted. The study has three groups: two experimental and one
comparative. A random sample strategy was utilized to select two intact
classes for treatment and one intact class for comparison groups. Data was
collected using the chemical equilibrium conceptual test, the procedural test,
and classroom observation. The data was examined using descriptive (mean
and standard deviation) and inferential statistics (one-way ANOVA, oneway
MANOVA,
and
Pearson
product
moment
correlation).
According
to
the
findings, technology-integrated
formative assessment processes
outperformed traditional techniques and formative assessment strategies
alone in enhancing students' conceptual and practical understanding of
chemical equilibrium. Similarly, when technology-integrated formative
assessment processes are used, classroom observations show that students
have a strong motivation to learn and that the instructor is more skilled than
the other two teachers. Technology-integrated formative assessment
processes were shown to be more effective than the other two groups in
promoting students' conceptual and procedural understanding when learning
chemical equilibrium.
The Importance of Distance Education for Adult Students in Uzbekistanijtsrd
In this article, we review the results of a study aimed at comparing the shortcomings and achievements of distance learning in technical higher education institutions, a survey of older students on the experience. The survey was conducted using a 10 question questionnaire via telegram messenger. Rakhimov Kholmurot Abdullayevich "The Importance of Distance Education for Adult Students in Uzbekistan" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37940.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/37940/the-importance-of-distance-education-for-adult-students-in-uzbekistan/rakhimov-kholmurot-abdullayevich
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
This document summarizes a research study that developed a multiple-choice test to measure students' 21st century skills in heat and heat transfer topics. The researchers used a research and development method with five stages: analysis, design, development, implementation, and evaluation. In the analysis stage, the researchers conducted literature reviews and interviews. They identified four experimental activities to be used: making a thermometer, changing object shapes, using a calorimeter, and determining suitable pan materials. In the design stage, the researchers created videos of the experiments and open-ended questions to assess skills like critical thinking, collaboration, communication and creativity. Student responses were analyzed to develop multiple-choice answer options. The product, a multiple-choice test based
Analysis Of Student S Misconceptions In Solving Mathematic Logic ProblemsTodd Turner
This document summarizes a study that analyzed student misconceptions in solving mathematical logic problems. The study identified misconceptions among 69 undergraduate students in Bengkulu, Indonesia studying basic mathematics with a focus on mathematical logic. A diagnostic test was administered to identify common misconceptions. The results showed misconception rates ranging from 4-43% across different mathematical logic topics. The highest misconception was in concluding statements and determining argument validity using premises. The lowest was using truth tables. On average, students showed misconceptions 21% of the time. The study used a Certainty Response Index to measure student confidence levels in their responses.
A transition in learning model implementation occurred in higher education
during the COVID-19 pandemic. Online learning answers the needs of longdistance
learning. However, not all higher education institutions are
thoroughly prepared for online learning. Therefore, this study aimed to
understand the online learning experience at higher education institutions
from the perspectives of multigenerational teaching staff. This study utilized
mixed-method research through a quantitative and qualitative study. A total
of 93 participants; male (n=40) and female (n=57) teaching staff filled out a
research questionnaire consisting of closed and open questions about online
learning. The data were analyzed using descriptive statistics and qualitative
thematic analysis. The results indicated positive and negative contributions
of the online learning process that affect the effectiveness of online learning
according to multigenerational teaching staff perspectives. These findings
contribute to the global discussion about the online learning process in
higher education and recommend the usage of online learning for teaching
staff across generations, complemented with an effective instructional design
that would help provide a rigorous learning environment.
The zonation system is one of the efforts of the Indonesian Government to
improve the quality of education services continuously, but the
implementation is still considered less useful. Some areas were still grouped
into the different zone from the original. Based on this problem, the solution
needed for the zonation mapping of each school so that the apparent
zonation limit can be resolved. An application that can map schools in an
area based on housing for prospective students is a solution that can be
considered at this time. This research showed the implementation of Voronoi
diagrams to cluster the area based on the school position within Bengkulu
City. The system was also capable of mapping the residential of the student
address to match the choice for registration in available secondary school
and senior high school. The implementation of the system showed a better
result for school zonation over Bengkulu City based on web geographic
information system (Web GIS). Furthermore, the comparison analysis over
the existing system also showed that the performance of the Voronoi
diagram for school zonation the method could solve the problem of the
overlapping zonation with Radius method. Three hundred fifty students
validated this system to show the performance of this method. The result
showed that 72.05% of students matched the first choice, while 27.95% of
students matched the second choice. This research showed the analysis of
the value of this gap appeared due to the student preferences and school
capacity factors.
Raising the awareness of learners towards modularization a case study of wola...Alexander Decker
The document discusses raising awareness of learners towards modularization at Wolaita Sodo University in Ethiopia. It found that over half of students had poor knowledge and awareness of modularization based on an initial questionnaire. The university provided training and discussions to increase awareness. A post-intervention questionnaire found most students now had a high or desirable level of knowledge about modularization. The purpose was to help students understand and benefit from the modular curriculum approach.
E-learning platforms are transforming the way education delivery is done in a significant way. Key to this transformation is the broadband-enabled internet, now being promoted under broadband-for-all global policies, which is facilitating how students learn beyond the walls of the classrooms. As students learn at their own pace with e-learning, teachers serve and act as facilitators guiding and helping out where students find difficulties in certain concepts. This is transforming the way education is delivered and allows teachers to put more attention on students with difficulties (slow learners) while the more capable students (fast learners) can move on to new concepts at their own pace. There are many e-learning platforms in use today. This paper focuses on those platforms dealing with delivering secondary level education; specifically science education at the advanced-level (A-level) secondary schools. A review of existing e-learning platforms is presented with the aim of identifying requirements for and justification of developing an improved e-learning platform that supports interactivity, collaboration and motivational engagement of learners throughout the process of education delivery. The output of this analysis review shows that most of these platforms currently in use do not support a holistic way to engage students in an interactive and collaborative manner, which is known to motivate learning and at the same time develops within learners collaboration, creativity, communication and critical thinking (4Cs) mindset necessary for the 21st century learning. It is desirable to have a platform that supports interactive education delivery and student collaboration in learning by engaging students, teachers (facilitators) and parents (guardians).
Multimodal Course Design and Implementation using LEML and LMS for Instructio...IJMIT JOURNAL
Traditionally, teaching has been centered around classroom delivery. However, the onslaught of the
COVID-19 pandemic has cultivated usage of technology, teaching, and learning methodologies for course
delivery. We investigate and describe different modes of course delivery that maintain the integrity of
teaching and learning. This paper answers to the research questions: 1) What course delivery method our
academic institutions use and why? 2) How can instructors validate the guidelines of the institutions? 3)
How courses should be taught to provide student learning outcomes? Using the Learning Environment
Modeling Language (LEML), we investigate the design and implementation of courses for delivery in the
following environments: face-to-face, online synchronous, asynchronous, hybrid, and hyflex. A good
course design and implementation are key components of instructional alignment. Furthermore, we
demonstrate how to design, implement, and deliver courses in synchronous, asynchronous, and hybrid
modes and describe our proposed enhancements to LEML.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
More Related Content
Similar to Geometrical optic learning difficulties for Moroccan students during secondary/university transition
In the 21st-century, we need a generation who can read and face the challenges of the times. The research aimed to master patterns of science with the next generation science standards (NGSS) standards of junior high school students in north coastal areas of Java Island. The research method is quantitative expose-facto and subjects were 228 students determined by purposive sampling. The students who come from Tegal, Pekalongan, Pati and Demak Regencies north coastal Java Island, Indonesia. The results showed a significant difference between the achievement of students in Tegal, Pekalongan, Pati, and Demak Regencies (p=0.012; ∝=0.05). Based on the analysis of variance (ANOVA) test, there was a significant difference between the groups of students’ achievements in mastery of science oriented NGSS. It can be concluded that the achievement among students from four different regions is quite significant. Students from families with middle and upper economic levels have low achievement but students with low economic levels have high academic achievement.
During the COVID-19 pandemic, the learning was conducted by online system. The objective of the research was to understand the commitments and preferences of students in online learning. A total of 516 students participated in filling out an online questionnaire. The data were analysed descriptively referring to the critical success factors (CSFs). Based on the research result, there were three most dominant obstacles, they were: i) Internet interference (42.71%); ii) Limited quota (24.49%); and iii) Other activities (22.92%). There were students who did not attend full-time (22.45%). The weak commitment was boredom (2.04%) and feeling that they understood the module (5.10%). There were students who do not study full-time, only filling out the attendance list (53.1%). A small number of students (2.04%) fill out the attendance list and upload assignments as a top priority. According to this research, 46.7% of students liked online learning and 39.7% did not like it. In addition, 42.83% of students were bored. It means that about 60% of saturation comes from like-dislike preferences. The remaining 40% are influenced by other factors. The students’ commitments and preferences are influenced by many factors. Those who force themselves to learn ineffectively will be at risk of learning loss.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
The document discusses a study that examined the effects of online quizzes on music theory achievement of freshman music teaching students. The study used a regression discontinuity design where students were assigned to an experimental or control group based on a pre-assessment test score cutoff. The experimental group took 4 additional online quizzes throughout the semester. A final test found no significant difference in scores between the groups, however the experimental group scored slightly higher. Compared to their lower pre-assessment scores, the experimental group showed a notable positive increase, suggesting the quizzes benefited their learning.
This document summarizes a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The study surveyed tutors from the architecture faculty at a university in Saudi Arabia. It found that many tutors had limited experience using online tools and a slightly better experience with communication tools. While tutors were against online design courses, a mix of traditional and online teaching could provide more student support. The study concluded that innovative tools and a strategy integrating professional training and education are needed. Further research should assess blended courses and develop new systems to overcome shortcomings and meet architectural education needs.
Academic Self-Concept And Critical Thinking Dispositions Devising A Predicti...Sabrina Green
This document discusses a study that aimed to develop a predictive model of college students' degree commitment based on their academic self-concept and critical thinking dispositions. It provides background on factors related to degree commitment such as attrition rates. It also discusses academic self-concept and critical thinking dispositions as potential predictors of degree commitment. A literature review covers research on degree commitment, critical thinking dispositions, academic self-concept, and the need to explore these factors among Greek college students. The study used a questionnaire to examine relationships between the predictors and degree commitment for 120 Greek college students.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
STUDENTS’ INDEPENDENT LEARNING CAPACITY, ORIENTATIONS, AND ENGAGEMENT ON THEI...RayRudolfPastrana1
The study determined the influence of independent learning capacity, orientations, and engagement on the academic performance in Science of senior high school students in selected secondary schools in San Miguel, Bulacan during the second semester of school year 2021-2022.
The impacts of a technology-integrated formative assessment technique on
students' conceptual and procedural knowledge in studying chemical
equilibrium are studied in this study. To attain the purpose, a quasiexperimental
pretest-posttest strategy nested with a
qualitative study method was
adopted. The study has three groups: two experimental and one
comparative. A random sample strategy was utilized to select two intact
classes for treatment and one intact class for comparison groups. Data was
collected using the chemical equilibrium conceptual test, the procedural test,
and classroom observation. The data was examined using descriptive (mean
and standard deviation) and inferential statistics (one-way ANOVA, oneway
MANOVA,
and
Pearson
product
moment
correlation).
According
to
the
findings, technology-integrated
formative assessment processes
outperformed traditional techniques and formative assessment strategies
alone in enhancing students' conceptual and practical understanding of
chemical equilibrium. Similarly, when technology-integrated formative
assessment processes are used, classroom observations show that students
have a strong motivation to learn and that the instructor is more skilled than
the other two teachers. Technology-integrated formative assessment
processes were shown to be more effective than the other two groups in
promoting students' conceptual and procedural understanding when learning
chemical equilibrium.
The Importance of Distance Education for Adult Students in Uzbekistanijtsrd
In this article, we review the results of a study aimed at comparing the shortcomings and achievements of distance learning in technical higher education institutions, a survey of older students on the experience. The survey was conducted using a 10 question questionnaire via telegram messenger. Rakhimov Kholmurot Abdullayevich "The Importance of Distance Education for Adult Students in Uzbekistan" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37940.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/37940/the-importance-of-distance-education-for-adult-students-in-uzbekistan/rakhimov-kholmurot-abdullayevich
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
This document summarizes a research study that developed a multiple-choice test to measure students' 21st century skills in heat and heat transfer topics. The researchers used a research and development method with five stages: analysis, design, development, implementation, and evaluation. In the analysis stage, the researchers conducted literature reviews and interviews. They identified four experimental activities to be used: making a thermometer, changing object shapes, using a calorimeter, and determining suitable pan materials. In the design stage, the researchers created videos of the experiments and open-ended questions to assess skills like critical thinking, collaboration, communication and creativity. Student responses were analyzed to develop multiple-choice answer options. The product, a multiple-choice test based
Analysis Of Student S Misconceptions In Solving Mathematic Logic ProblemsTodd Turner
This document summarizes a study that analyzed student misconceptions in solving mathematical logic problems. The study identified misconceptions among 69 undergraduate students in Bengkulu, Indonesia studying basic mathematics with a focus on mathematical logic. A diagnostic test was administered to identify common misconceptions. The results showed misconception rates ranging from 4-43% across different mathematical logic topics. The highest misconception was in concluding statements and determining argument validity using premises. The lowest was using truth tables. On average, students showed misconceptions 21% of the time. The study used a Certainty Response Index to measure student confidence levels in their responses.
A transition in learning model implementation occurred in higher education
during the COVID-19 pandemic. Online learning answers the needs of longdistance
learning. However, not all higher education institutions are
thoroughly prepared for online learning. Therefore, this study aimed to
understand the online learning experience at higher education institutions
from the perspectives of multigenerational teaching staff. This study utilized
mixed-method research through a quantitative and qualitative study. A total
of 93 participants; male (n=40) and female (n=57) teaching staff filled out a
research questionnaire consisting of closed and open questions about online
learning. The data were analyzed using descriptive statistics and qualitative
thematic analysis. The results indicated positive and negative contributions
of the online learning process that affect the effectiveness of online learning
according to multigenerational teaching staff perspectives. These findings
contribute to the global discussion about the online learning process in
higher education and recommend the usage of online learning for teaching
staff across generations, complemented with an effective instructional design
that would help provide a rigorous learning environment.
The zonation system is one of the efforts of the Indonesian Government to
improve the quality of education services continuously, but the
implementation is still considered less useful. Some areas were still grouped
into the different zone from the original. Based on this problem, the solution
needed for the zonation mapping of each school so that the apparent
zonation limit can be resolved. An application that can map schools in an
area based on housing for prospective students is a solution that can be
considered at this time. This research showed the implementation of Voronoi
diagrams to cluster the area based on the school position within Bengkulu
City. The system was also capable of mapping the residential of the student
address to match the choice for registration in available secondary school
and senior high school. The implementation of the system showed a better
result for school zonation over Bengkulu City based on web geographic
information system (Web GIS). Furthermore, the comparison analysis over
the existing system also showed that the performance of the Voronoi
diagram for school zonation the method could solve the problem of the
overlapping zonation with Radius method. Three hundred fifty students
validated this system to show the performance of this method. The result
showed that 72.05% of students matched the first choice, while 27.95% of
students matched the second choice. This research showed the analysis of
the value of this gap appeared due to the student preferences and school
capacity factors.
Raising the awareness of learners towards modularization a case study of wola...Alexander Decker
The document discusses raising awareness of learners towards modularization at Wolaita Sodo University in Ethiopia. It found that over half of students had poor knowledge and awareness of modularization based on an initial questionnaire. The university provided training and discussions to increase awareness. A post-intervention questionnaire found most students now had a high or desirable level of knowledge about modularization. The purpose was to help students understand and benefit from the modular curriculum approach.
E-learning platforms are transforming the way education delivery is done in a significant way. Key to this transformation is the broadband-enabled internet, now being promoted under broadband-for-all global policies, which is facilitating how students learn beyond the walls of the classrooms. As students learn at their own pace with e-learning, teachers serve and act as facilitators guiding and helping out where students find difficulties in certain concepts. This is transforming the way education is delivered and allows teachers to put more attention on students with difficulties (slow learners) while the more capable students (fast learners) can move on to new concepts at their own pace. There are many e-learning platforms in use today. This paper focuses on those platforms dealing with delivering secondary level education; specifically science education at the advanced-level (A-level) secondary schools. A review of existing e-learning platforms is presented with the aim of identifying requirements for and justification of developing an improved e-learning platform that supports interactivity, collaboration and motivational engagement of learners throughout the process of education delivery. The output of this analysis review shows that most of these platforms currently in use do not support a holistic way to engage students in an interactive and collaborative manner, which is known to motivate learning and at the same time develops within learners collaboration, creativity, communication and critical thinking (4Cs) mindset necessary for the 21st century learning. It is desirable to have a platform that supports interactive education delivery and student collaboration in learning by engaging students, teachers (facilitators) and parents (guardians).
Multimodal Course Design and Implementation using LEML and LMS for Instructio...IJMIT JOURNAL
Traditionally, teaching has been centered around classroom delivery. However, the onslaught of the
COVID-19 pandemic has cultivated usage of technology, teaching, and learning methodologies for course
delivery. We investigate and describe different modes of course delivery that maintain the integrity of
teaching and learning. This paper answers to the research questions: 1) What course delivery method our
academic institutions use and why? 2) How can instructors validate the guidelines of the institutions? 3)
How courses should be taught to provide student learning outcomes? Using the Learning Environment
Modeling Language (LEML), we investigate the design and implementation of courses for delivery in the
following environments: face-to-face, online synchronous, asynchronous, hybrid, and hyflex. A good
course design and implementation are key components of instructional alignment. Furthermore, we
demonstrate how to design, implement, and deliver courses in synchronous, asynchronous, and hybrid
modes and describe our proposed enhancements to LEML.
Similar to Geometrical optic learning difficulties for Moroccan students during secondary/university transition (20)
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
This document describes the development of a non-test instrument (questionnaire) to evaluate the use of webtoons as an educational medium among students. The researchers used the ADDIE model to develop the instrument. They administered an online questionnaire to 55 respondents and analyzed the data using SPSS. The results found the instrument to be valid, with an agreement percentage of 82.75%, and reliable, with a Cronbach's alpha score of 0.942. Thus, the developed non-test instrument for evaluating webtoons as an educational tool was proven to be valid and reliable.
Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
This study examined the relationship between religiosity, religious coping, and psychological distress among 467 Muslim university students in Malaysia. The students completed questionnaires assessing religiosity, religious coping styles, and symptoms of depression, anxiety, and stress. The results showed relatively high levels of depression, anxiety, and stress among the students. Negative religious coping was significantly associated with greater anxiety and depressive symptoms, while positive religious coping showed a small association with fewer depressive symptoms. The findings suggest that religious coping strategies influence the mental health of these students, and negative religious coping in particular may exacerbate psychological distress.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
1. The study aimed to determine junior high school students' emotional intelligence, especially in managing emotions, recognizing emotions, and motivating themselves.
2. A questionnaire and interviews were used to collect data from 102 students. The results found that 61.8% of students were good at recognizing emotions, 53.9% were good at managing emotions, and 60.8% were good at motivating themselves.
3. Students need opportunities to develop direct experiences and thoughts during learning activities to improve their emotional intelligence.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
This study surveyed the views of natural science (NS) teachers on the challenges affecting upper primary learners’ performance in NS at three combined schools in Namibia's Omusati Region. Seven NS teachers were interviewed. The key findings were:
1) Teachers reported that the major challenges were lack of teaching resources, the use of English as the medium of instruction for some learners who don't speak it well, and lack of guidance from subject advisory teachers.
2) Other challenges identified included learner absenteeism, overcrowded classrooms, an unfavorable teaching environment, and lack of laboratories.
3) The study recommended that the government provide schools with more resources, build laboratories, improve classroom infrastructure,
The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.
The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).
This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.
This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.
Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
More from International Journal of Evaluation and Research in Education (IJERE) (20)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Geometrical optic learning difficulties for Moroccan students during secondary/university transition
1. International Journal of Evaluation and Research in Education (IJERE)
Vol. 10, No. 1, March 2021, pp. 24~34
ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20639 24
Journal homepage: http://ijere.iaescore.com
Geometrical optic learning difficulties for Moroccan students
during secondary/university transition
Naoual Nasser1
, El Mostapha El Khouzai2
, Abdallah Zahidi3
1,2
IR2M Laboratory, Didactic Engineering and Systems Dynamics Team, Faculty of Science and Technology,
Hassan First University, Morocco
3
Optics Laboratory, National Institute of Post and Telecom, Morocco
Article Info ABSTRACT
Article history:
Received Apr 2, 2020
Revised Nov 24, 2020
Accepted Jan 26, 2021
To remedy the difficulties encountered by Moroccan students in geometrical
optics during the transition from secondary to higher education and for an
efficient education system, we propose this study to investigate the causes of
these difficulties as well as their impact on the quality of the
secondary/university transition, and come up with a remediation device to
overcome them. For this survey, we adopted a mixed method to collect both
qualitative and quantitative data. The research tools used are semi-directive
interviews with thirty high school and university teachers; questionnaires and
exercises were administered to 120 of first year university students. The
results of this study revealed the persistence of difficulties in geometrical
optics and particularly in geometric construction whose origins are attributed
to the misrepresentations and low prerequisites among students as well as a
break in the curriculum and teaching methods during the transition from
secondary to higher education.
Keywords:
Difficulties learning
Geometrical optics
Moroccan students
Transition
This is an open access article under the CC BY-SA license.
Corresponding Author:
Naoual Nasser
IR2M Laboratory, Didactic Engineering and Systems Dynamics Team
Faculty of Science and Technology
Hassan First University
Road to Casablanca Km 3.5 Hassan First University, BP 539, Settat, Morocco
Email: nasser.naoual@hotmail.com
1. INTRODUCTION
The education and training system aspires to advance the country in the conquest of science and the
mastery of advanced technologies. It thus contributes to strengthening its competitiveness and its economic,
social, and human development. It also ensures the qualification of graduates' skills to enter professional life.
The qualification consists of a set of attitudes, knowledge, and students' skills that must be reached at the
basic and middle education institutions [1]. This qualification is ensured, among other things, by the
understanding of the concepts. This conceptual understanding has become a growing interest in Physics
Education Research. Many previous researchers have reported that in Morocco, as in other educational
systems, physical science (PS) learning presents many difficulties for almost all learners of all school levels
[1-6]. In higher education (HE), major shortcomings in the teaching of this discipline are often manifested by
a very low level of motivation among students, resulting in a decrease in the number of new students and a
lack of qualitative understanding of the PS basic concepts after teaching [7].
The geometrical optics (GO) constitutes a branch of the PS which is based on the light ray (LR)
model characterized by a variety of concepts, it allows the geometrical construction (GC) of images; that is
why it is called the GO. It also explains the formation of images and studies the macroscopic effects of the
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25
optics such as the rectilinear propagation of light, reflection, and refraction. GO learning poses serious
problems for students [8-10]. Moreover, research shows that learners usually keep a lower level of
understanding concepts without any relation to the GO scientific concepts (SC) and that this significant
phenomenon even persists at HE [10-12]. The majority of these difficulties concern light and its properties,
vision as well as the formation of the image [13]; hence, the learner’s inability to provide scientific
explanation and apply reasoning in far more complicated contexts [8].
In Morocco, the educational system comprises a three-year pre-school, six-year primary, three-year
middle school, three-year qualifying secondary, which includes the common core, the first and the second
years of the baccalaureate (bac), along with the HE levels. For all these school levels, each year consists of
two semesters. The evaluation system, in this case in scientific fields at secondary education (SE), is based on
continuous assessment for the passage of the common core to the 1st year of bac, and the regional
examination in secondary subjects with the marks of the continuous assessment for the passage of the 1st
year to the 2nd year of bac. At the end of SE, students are required to pass a national examination to obtain
the bac certificate.
As in other countries, Moroccan HE students still encounter a difficulty to grasp some basic
concepts in optics even after a whole semester of teaching [14]; they do not correctly conceptualize the
formation of the image by a mirror [15]. Therefore, in this study the authors reckoned that it was necessary to
elucidate the causes of GO difficulties and examine their impact on the quality of the SE/HE transition in
order to achieve the highest quality of the GO teaching and learning (T/L) at HE. A careful reading of the
literature allowed us to identify the main factors responsible for the GO difficulties observed during SE and
HE. Among these factors we find the misrepresentations, the low prerequisites, the teaching methods (TMs),
and the curriculum.
According to this literature [16, 17], the students’ misrepresentations are deemed of as a major
factor responsible for GO difficulties. Indeed, researchers have proven that during the process of T/L, as has
always been observed, that students from primary school to HE build their ideas about the light of their daily
life experiences, which is usually contradictory to PS laws [8, 12, 18]. These misrepresentations persist and
resist change even though students have successfully developed SC [14, 19]. The possession of these
misrepresentations which are often shared by students of almost all levels [13] and from different countries
are most likely to prevent them from understanding and developing SC; which influences their learning
[20, 21]. The majority of the GO misrepresentations are related to three basic concepts: light, image, and
vision [22].
The light: Students have misrepresentations concerning the LR [11]. They may very well use the
word (ray) without attributing to it the meanings that constitutes the corresponding SC. They also consider
rays as real physical objects; they believe that a luminous object produces parallel rays that travel through
space in the horizontal direction [3, 17, 23, 24].
The vision: Some students explain vision by the eyes which send something like gazing or rays
[25, 26], and they generally cannot demonstrate the link between the eye and a visualized image. They
believe that it suffices to look at an object to see it [8, 24, 27], they also think that light is visible even if it
doesn’t penetrate in the eyes of the observer [28] and that light is not necessary to see [29].
The image: Learners believe that the image of an object could be projected onto a screen without
lens [13, 22, 23], and a half-lens produces a half-image [8]. They also believe that the convex lens shows the
object thin and concave lenses thick [13]. Some students think also that they would be able to see more of
themselves in a mirror by moving further away [30] and a plane mirror (PM) forms a real image [31].
In addition to the misrepresentations that distinguish students, they lack the necessary prerequisites
that enable them to perceive certain basic knowledge in GO [14]. Some studies have found that these basic
prerequisites are not well constructed during SE [32, 33], and that they are characterized by a fragility that
makes students unable to explain physics phenomena. What’s more, certain notions aren’t well mastered at
HE by students like the formation of an image by a lens despite having been dealt with during SE [23]. In the
same token, other researches show that students are incapable of materializing an LR and generally
identifying the rectilinear propagation of light [3, 18] and they find it difficult to differentiate the real image
from the virtual. This is what influences their ability to form an image from the reflection and the refraction
of the light [34], and affecting, therefore, the conventional geometrical techniques of the construction of
images [35].
Concerning the TMs, at SE, teachers adopt inadequate TMs attitudes in interacting with their
students [36] particularly in GO as they use inappropriate LR during imagery and produce unclear schemes
[11]. According to Frédéric & Boudaoné [11]; and Douar [37], the didactic transposition that would allow
students to give meaning to the concepts taught in optics and guarantee a good continuity of knowledge
between SE and HE is inappropriately undertaken. What’s more, practical works (PWs) which is regarded as
primordial school activities destined to consolidate knowledge in SE, fail to promote its assigned objectives
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due to its traditional characteristics [7, 37]. In addition, the teachers’ inability to provide and master the
materials [38] affects the learning of students [11]. As in several worldwide universities, the PS teaching in
the Moroccan university still keeps traditional characteristics since a large amount of knowledge is
transmitted by the teacher through the magisterial courses [21]. These TMs seems insufficient to allow a
good understanding of physical concepts, and a serious gap is created between what is traditionally taught
and what students have to learn more particularly in the first years of HE [39]. An interesting study found a
significant relationship between the learning styles and the teaching styles, because they can either increase
or decrease students’ academic performances [40]. In these seemingly traditional TMs, the PWs that
apparently implements theoretical knowledge via application [41] and develops experimental skills as well as
students’ motivation for the study of PS are also traditional [14]. Regarding the use of the information and
communication technologies (ICTs), researchers have confirmed that their integration in PS teaching is
insufficient [42]. On the other hand, some researchers showed that there is a high perception of students
while using ICTs during the process of T/L at HE [43].
Concerning the last factor related to the curriculum, researchers note that some studies point out that
the Moroccan educational system continues to face certain serious challenges such as the shortage of
qualified teachers, lack of adapted curricula, and absence of a unified curriculum [44]. Other studies have
shown that Moroccan SE students face three principal problems: the complexity of SC, the rapid forgetting of
the acquired notions and the overloaded program. They add another serious problem most notably that of the
difficulty to assimilate the optic concepts [45, 46]. Moreover, SE is conditioned by the school text books
required by the ministry of national education (MEN) [46]. In these text books, the eye is mentioned within
an optical device’s context together with other optic instruments. The role of the observer which is crucial to
understand optic phenomena remains secondary. The necessity to convince the learner that optic
understanding is based on the penetration of light in the eye so that vision can take place is often ignored in
the school text book instructions [8, 47]. Also, the terminology used in these books as well as by teachers can
cause problems; for example, the use of "thin edge lens" instead of a convex lens and the expression "thick
edge lens" instead of the concave lens [13]. As for the HE programs, it is characterized by its scholarly
knowledge, which presents enormous difficulties for many students accustomed to a SE program based on a
didactic transposition to be a teachable knowledge [46].
The Moroccan HE is characterized by a massive repetition in the first year at the university which
has been accentuated since 2010-2011 [48]. Moreover, since the adoption of the license, master, doctorate
(LMD) system, no global evaluation has been done to identify students' acquired knowledge so that they can
be capitalized and remedied within the limits and the difficulties arisen during its implementation, especially
at the level of scientific fields in open-access institutions [48].
According to an unpublished statistics related to the results of diagnostic evaluations carried out by
a group of teachers at the Regional Centre for Education and Training Professions (CRMEF) Casablanca-
Settat, whose vocation is to train future PS teachers in SE holder of a License in PS, it can be seen that 80%
of trainee teachers had grades that are inferior to 5/20 in GO; while more than 76% among them had marks
that are superior of 14/20 in electricity and mechanic. Also, the above literature has raised the causes of the
GO difficulties encountered in each level of education. But the research that treats the correlation between
the SE/HE transition and the failure of first-year university students in GO are scarce.
The school transition is defined as a process of change from one level to another. In fact, it
constitutes a great moment of transformation in the educational environment [49]. This matter of transition
between the two levels of education was the main subject of many studies throughout the globe under varied
perspectives and aspects [50-52]. Indeed, this is the reason why we are interested in this present work. A
mixed-method was adopted to collect quantitative and qualitative data to evaluate the quality of the
representations and the prerequisites among Moroccan students, the continuity of the TMs adopted, and
programs between the two levels of education along with verifying the impact of these elements on the
quality of the SE/HE transition. Finally, researchers tried to suggest a remediation device that is capable of
overcoming these difficulties.
2. RESEARCH METHOD
As has been noted earlier, the objective of our survey is to evaluate the quality of the representations
together with the prerequisites among Moroccan students, the continuity of the TMs adopted, and the
programs between the two levels of education. It also aims to verify the impact of these elements on the
quality of the SE/HE transition. Researchers adopted a mixed method to collect qualitative and quantitative
data for the academic year 2016/2017. The target population concerned first year Moroccan university
students with a sample of 120 students from Hassan I and Hassan II University (aged from 18 to 21), 30 PS
teachers whose work experience exceeds 15 years, seventeen SE teachers, and 13 HE teachers. This study
4. Int J Eval & Res Educ ISSN: 2252-8822
Geometrical optic learning difficulties for Moroccan students during secondary … (Naoual Nasser)
27
relied on a randomly selected population which belongs to the region of Casablanca-Settat. The research
tools were questionnaire, exercises, and semi directive interviews. The two self-administered questionnaires
were given at the same time to students before teaching GO and they included closed questions related to the
sources of the GO difficulties. The final version of these questionnaires has been validated by two PS
professors from the CRMEF Casablanca-Settat in addition to one PS pedagogical inspector and three PS
teachers practicing in the SE after writing and correcting a test version. The purpose of these questionnaires
are to evaluate their representations and their prerequisites related to light propagation, vision, converging
lenses (CLs), PM, and prism. Two weeks after teaching this lesson, three exercises to evaluate the students’
level at GC were distributed with our presence to provide them with more explanation and guidance, so that
they can solve these exercises. All exercises are related to the GC of the image respectively by PM, refraction
and by the CLs. The collected data was processed and analyzed using Excel software.
The semi directive interview used to collect qualitative data orally from teachers was adopted after
choosing the content of the interview guide. In this case, the themes are related to the GO difficulties,
students’ misrepresentations, the programs, and the TMs adopted as well as the solutions to overcome them
and ensure a successful SE/HE transition. The data from this individual interview, carried out by note-taking,
was transcribed and analyzed horizontally in the form of a table.
3. RESULTS AND DISCUSSION
3.1. Teachers’ responses
Table 1 shows the SE and HE teachers’ responses related to the GO difficulties, students’
misrepresentations, programs, and the TMs adopted as well as the solutions to overcome them. These
responses are collected according to a semi directive interview.
Table 1. SE and HE teachers’ responses for the semi directive interview
The axes Responses of SE teachers Responses of SE teachers
The teaching experience Between 15 and 35 years Between 15 and 25 years. the majority of
them have teaching experience in SE
The GO difficulty and
misrepresentations
They confirm that GO is not difficult, the
difficulties are due to the misrepresentations,
which are not evaluated, justifying this by the
lack of didactic time and continuous training.
They confirm that GO is not difficult, the
difficulties are due to the misrepresentations
which are not evaluated, justifying this by the
overcrowding in the amphitheaters.
The TM They adopt the diagnostic evaluation, they do
not use the magisterial method, they do not
do the PWs and they do not adopt ICTs, they
don't provide students with concrete
examples, this is due to the lack of didactic
material, didactic time and continuous
training, they confirm that there is a
difference in TMs between the SE and HE
and that this difference may contribute to the
GO difficulties.
They neither do the diagnostic evaluation nor
the PWs, this is owing to the insufficiency of
the material, the didactic time and the
overcrowding in the amphitheaters, they add
that they use ICTs only to expose their
courses, they state that the most used method
is the magisterial method, they confirm that
there is a difference in TMs between SE and
HE and that this difference may contribute to
the GO difficulties
The GO program They confirm that the GO axis is poorly
ranked in the curriculum, it is ranked among
the last axis in the first-year bac; they add
that no professional meeting between HE
teachers is made. They confirm that the SE
curriculum is based on the didactic
transposition of savant knowledge into
teaching knowledge.
They have an idea about the old program of
GO at the SE but no idea about the latest
revisions, they think that there is a continuity
between the programs of the two levels, they
declare that no professional meeting between
SE teachers is made
The suggestions They have suggested certain remedies, whose
big lines reported in the conclusion part.
They have suggested certain remedies, whose
big lines reported in the conclusion part
3.2. Students’ answers to the first questionnaire at the beginning of the GO course
Figure 1 illustrates the students’ responses related to the sources of GO difficulties. These responses
to the first questionnaire are collected at the beginning of the GO course.
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Figure 1. Students’ responses to the first questionnaire related to the sources of GO difficulties
With the numbers from 1 to 6 in the vertical axis of Figure 1 corresponds to
1: Do you think that you can succeed in the GO?
2: Do you find GO difficult?
3: Have you done the GO course in the first-year bac?
4: Has your prerequisites been evaluated at the beginning of the GO course?
5: Do you find the GO useful for you?
6: Your representations were raised and corrected at the beginning of the GO course?
3.3. Students’ answers to the second questionnaire at the beginning of the GO course
Figure 2 to Figure 5 highlight the Students' answers to the second questionnaire at the beginning of
the GO course. This questionnaire was administrated to the students in order to evaluate their prerequisites
and representations related to the CLs, relations of conjugation, light propagation, vision, PM and prism.
Figure 2. Students’ answers concerning the formula of conjugation relations, functions and proprieties of CLs
With the numbers from 1 to 9 in the vertical axis of Figure 2 corresponds to
1: Any incident light ray passing through the principal focus object of the CL cannot be deviated
2: Any incident light ray passing through the optical center of the CL will be deviated
3: Any incident light ray passing through the principal focus object of the CL emerges parallel to its main
optical axis.
4: The CLs are lenses with thin edges
5: The CLs are lenses with thick edges
6: The CLs are Lenses with thin and thick edges
7: The formula for conjugation relations is:
1
OA
̅̅̅̅
-
1
OA´
̅̅̅̅̅
=
1
OF´
̅̅̅̅̅
8: The formula for conjugation relations is:
1
OA´
̅̅̅̅̅
-
1
OA
̅̅̅̅
=
1
OF´
̅̅̅̅̅
9: The formula for conjugation relations is:
1
OA´
̅̅̅̅̅
-
1
OA
̅̅̅̅
=
1
OF
̅̅̅̅
0% 20% 40% 60% 80% 100%
1
2
3
4
5
6
no
yes
0% 10% 20% 30% 40% 50% 60%
1
2
3
4
5
6
7
8
9
6. Int J Eval & Res Educ ISSN: 2252-8822
Geometrical optic learning difficulties for Moroccan students during secondary … (Naoual Nasser)
29
Figure 3. The students’ answers about their representations related to the light propagation and vision
With the numbers from 1 to 9 in the vertical axis of Figure 3 corresponds to
1: Light propagates according to the horizontal direction
2: Light propagates according to the vertical direction
3: Light propagates along the straight lines in the space
4: To see an object the eyes must send rays
5: To see an object it is enough to look at it to see it
6: To see an object, is necessary that the light reflected by the object must penetrate the eyes of the observer
7: We can see in a dark room
8: We cannot see in a dark room
9: We can see a little in a dark room
Figure 4. Students' answers about the reflection by a PM, the formula for Descartes' 2nd law of refraction and
the dispersion of light by a rectangular prism
With the numbers from 1 to 15 in the vertical axis of Figure 4 corresponds to
1: The obtained image by the PM is real
2: The obtained image by the PM is Virtual
3: I don't know the nature of the image obtained by PM
4: Figure 5a1 is the correct answer about GC of image by PM
5: Figure 5a2 is the correct answer about GC of image by PM
6: Figure 5a3 is the correct answer about GC of image by PM
7: To see more of themselves in a mirror by moving further away
0% 20% 40% 60% 80% 100%
1
2
3
4
5
6
7
8
9
0% 10% 20% 30% 40% 50% 60% 70%
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
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8: To see more of themselves in a mirror by moving closer away
9: To see more of themselves in a mirror by moving to the right or the left
10: Figure 5b1 is the correct answer about the dispersion of light by a rectangular prism
11: Figure 5b2 is the correct answer about the dispersion of light by a rectangular prism
12: Figure 5b3 is the correct answer about the dispersion of light by a rectangular prism
13: The formula for Descartes' 2nd Law of refraction is: n1.SinI1= n2.SinI2
14: The formula for Descartes' 2nd Law of refraction is: n1.SinI2= n2.SinI1
15: The formula for Descartes' 2nd Law of refraction is: n1.SinI1= n2.SinI1
(a) The GC of an image by a PM (b) The dispersion of light by a rectangular prism
Figure 5. The testing administrated to the students
From the Table 1, the obtained results show that teachers adopt traditional TMs which do not
involve students who are deemed of as the core of the T/L process in the construction of knowledge. What's
more, they do not resort to the learner's environment while giving examples in GO. Besides, they do not do
concrete PWs to apply theoretical knowledge. The HE teachers adopt the magisterial method without any sort
of interaction with students due to the overcrowding of the lecture halls and the insufficiency of the didactic
time, which leads to a discontinuity in the TMs between SE and HE. All these conditions do not promote a
good transition and, therefore, accentuate GO difficulties for first year university students.
According to Figure 1, there are 67% of students consider GO is difficult and 70% of them confirm
that they cannot succeed. The teachers surveyed have a different opinion, they confirm that these difficulties
are not due to the nature of GO but rather to the students’ misrepresentations. According to their answers in
Figure 2 to Figure 4, the majority of students think that the CL is lenses with thick edges and that the obtained
image by the PM is real, 58% of them believe that light propagates in the horizontal direction and it suffices
to look at the object to see it (57%); and to see themselves more in a mirror, it is necessary to move further
away. These results seem similar to those found by [3, 24, 27, 30]. There are 90% students confirm that their
representations are neither raised nor corrected; they add that they do not know the field of application of GO
in their daily lives. The same case was also attested by the teachers, justifying this by a lack of didactic time
and continuous training to their profits. These results confirm that during the SE/HE transition students are
endowed with certain misrepresentations, which are completely opposed to physical laws and SC. Obviously,
the students’ misrepresentations do not promote a smooth transition; on the contrary, they may create GO
difficulties for first-year university students.
According to the result of the testing given in Figure 5, we find that students have difficulties in GC.
Indeed, 67% of them could not choose the correct answer relative to the GC of the image by a PM
(Figure 5a). Another difficulty is reported in the dispersion of light by a rectangular prism (Figure 5b). 50%
of students believe that the ray that penetrates perpendicularly into the rectangular prism will continue its
journey without any refraction; they also have difficulty identifying the symbols and functions of CLs. These
results lead to deduce that students lack prerequisites concerning the form and the characteristics of the
lenses. This finding is similar to that reported by [13]. Researchers also note from their answers that students
understand the importance of light in vision. 80% of them have confirmed that they cannot see in a dark
room; however, they have problems with the role and function of the eye in vision. This result seems
consistent with that found by [8, 47]. Another problem that appears among students concerns the recognition
of the correct formula of the laws most used in GO like that of Descartes' 2nd Law of refraction and the
relations of conjugation. These results show that students arrive at university with a low level of
prerequisites. This low level, which is not evaluated from the HE teachers’ responses collected in Table 1,
leads us to blame the discontinuity of the GO program at the level of the two secondary levels (middle school
and qualifying school). Indeed, according to the PS curriculum, this course is programmed in the second-year
middle school; yet, it neither appears in the program of the third year of the same level nor in the common
5a1 5a2 5a3 5b1 5b2 5b3
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core syllabus of the qualifying levels, it is programmed in the first-year bac and it is even classified at the end
of the curriculum. This poor classification of GO confirmed by the SE teachers and the absence of GO
evaluation in the regional examination make students disinterested in this discipline. Thus, the only
prerequisites remained for students are those built-in middle schools, and this is exactly what has been
justified by 65% of students who have confirmed that they have not received the GO course in the first-year
bac. The teachers also confirmed that the SE curriculum is based on the didactic transposition of scholarly
knowledge into teaching knowledge, but this transposition is not adopted at HE. This lack of continuity of the
program between the two levels affects the quality of the prerequisites for students in their first year of HE by
forgetting some required notions which constitute an obstacle to effective learning that favors only surface
learning. These results seem identical to those found by Hassouny, et al. [45].
The traditional TMs a well as the insufficiency of PWs may also be incriminated in the fragility of
prerequisites. For teachers, this is justified by a lack of continuous training for their benefit and insufficient
didactic materials for PWs. They also add that the use of ICTs as an alternative is very limited. The limitation
of these ICTs is also reported by [14]. Another problem added according to the teachers' is the lack of a
professional coordination meetings between them so that they can discuss the contents of the program
together and brush up on its latest reform which the majority of HE teachers are not aware of. In short, the
fragility of the prerequisites among students does not favor a smooth transition and consequently makes the
learning of GO more difficult in the first year of university.
3.4. Students’ responses after the learning of the GO course
Figure 6 to Figure 8 illustrate the types of the students’ answers of the three exercises. These
exercises are proposed to evaluate the students’ levels and representations after studying the GO course. The
answers are regrouped under three categories in Figure 6 and Figure 7. On the other hand, Figure 8 shows
only two categories.
(a) Category 1 (b) Category 2 (c) Category 3
Figure 6. The students’ responses of exercise 1 about the GC of the image of an object by a PM
Analysis of the responses mentioned in Figure 6 shows that the majority of students were able to
find the image by applying the law given (the conjugation relations) in the statement of the exercise; on the
other hand, they could not find it by GC. Indeed, they did not manage to construct geometrically the image of
an object by a PM because they could neither distinguish between the real and the virtual image nor
differentiate between the incident and reflected ray. These difficulties do not favor in the case of our sample
learners, understanding the principle of image formation by mirror reflection, which has also been proved by
[11, 19].
(a) Category 1 (b) Category 2 (c) Category 3
Figure 7. The students’ responses of exercise 2 about the GC of the image of an object in water
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According to the responses illustrated in Figure 7, only two students could give the correct answer
concerning the GC of the image of an object in water. The majority of them have traced the incident ray
emitted by the eye, which confirms that their misrepresentations persist even after the learning of the GO
course. These results seem similar to those found by [14, 19]. The students cannot assimilate the fact that two
different environments have two different refractive indices, and they do not also master the difference
between the incident rays and those refracted; they cannot understand that the position of the image depends
on the viewing angle, independently of Gauss conditions.
(a) Category 1 (b) Category 2
Figure 8. The students’ responses of exercise 3 about the GC of an image of an object located at infinity in
front of two CLs
Another difficulty is raised. It is about the GC of the image of an object by CL. This finding was
confirmed by [13, 27]. The same difficulty was observed during the research of the image of an object
located at infinity in front of two CLs. According to the responses collected in Figure 8, the majority of
students use a single particular ray to construct the image, which leads to the inference that they are unable to
consider the cases of particular rays uses and those of non-particular rays. On the other hand, they can find
this image by using conjugation relations.
It is worth noting that students after learning the course have a similar understanding of light. Yet,
they still encounter difficulties in GC as they do not understand the basic principle of image formation and
this is what has been demonstrated by [11-13, 34]. The researchers also observe the persistence of the
misrepresentations among them. These problems that persist are not linked, according to the responses of the
actors of our investigation, to the nature of this discipline but to a break in the TMs between the two levels of
education. It is also linked to a discontinuity of the program between the two levels of SE, to the
insufficiency of PWs, to a low level of prerequisites for integrating HE and to the misrepresentations during
the SE/HE transition.
4. CONCLUSION
In this study, the researchers started from an observation of the GO difficulties experienced by
students in their first year at university. These difficulties, source of repetition and dropping out phenomena
in open access Moroccan institutions, did not leave us indifferent.We surveyed first year university students,
SE and HE teachers, to search for the causes of these difficulties and their impact on the quality of the SE/HE
transition.
The analysis of the exercises given to students after the course have revealed the persistence of the
GO difficulties at HE and more particularly in GC. As for the responses collected before the course, it
appears that learners are not well prepared to integrate HE and that their prerequisites leave something to be
desired, This study also shows that there is a break in the curriculum and the TMs between the two levels of
education along with the existence and persistence of the misrepresentations among students even after the
GO course. These factors do not actually favor a good transition between SE/HE. To overcome the
aforementioned difficulties and ensure a better transition, the following solutions are suggested: 1) HE
teachers should take into consideration the students' misrepresentations before the beginning of teaching
process and they ought to think of using best teaching strategies to help students gain a rich understanding of
the GO concepts; 2) The adoption of an active TM is very important to improve students' critical thinking
skills, overcome their misrepresentations, and develop strong prerequisites for a seamless transition; 3)
Ensuring continuity of the GO program between the three teaching cycles; 4) Strengthening the teaching of
GO through PWs in SE and HE; 5) Reducing the number of students in the lecture halls and reviewing the
10. Int J Eval & Res Educ ISSN: 2252-8822
Geometrical optic learning difficulties for Moroccan students during secondary … (Naoual Nasser)
33
didactic time of program execution to ensure continuity in TMs between SE and HE; 6) Carrying out and
ensuring permanent coordination between the actors of the SE and HE; 7) Scheduling continuous
professional training for teachers to improve their teaching practices. These preliminary results deserve to be
deepened. We envisage studies focusing on active practices in GO in SE with a follow-up during the
transition to HE.
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