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The Interpretation and Screening of Learning Difficulties in Mathematics: Regard at the Contribution of the Anthropo-Didactic Approach
Thomas Rajotte,
Marie-Paule Germain,
Sylvain Beaupre,
Raphaelle Dufour
Issue:
Volume 10, Issue 3, September 2021
Pages:
42-55
Received:
27 July 2021
Accepted:
6 August 2021
Published:
12 August 2021
Abstract: The aim of this study is to increase knowledge about learning difficulties in mathematics by exploring how different explanatory perspectives on learning difficulties influence the discourse of educational specialists when they take a position on the foundations of learning difficulties in the field of mathematics. A literature review of the learning difficulties in mathematics researches of the last thirty years shows the emergence of two major interpretative perspectives. In the first one, the difficulties are interpreted in terms of the learners’ cognitive characteristics, while the second perspective study learning difficulties as the result of interactions between the student and the school system. Many debates during the last few decades between the proponents of the first perspective and those of the second perspective brought out a third perspective: the anthropo-didactic approach. This research aims to test the relevance of this third perspective by analyzing the discourse of different education professionals. Since this third interpretive perspective of learning disabilities has recently appeared in the scientific literature, to our knowledge, no research to validate this perspective has been done in Canada. Through semi-structured interviews, 14 educational specialists shared their experience and their vision regarding the interpretation of learning difficulties in mathematics. Moreover, they discussed the different methods for screening those difficulties. The results obtained through analysis of their discourse highlight different themes connected to three explanatory perspectives (cognitivist, didactic and social science). In addition, the results reveal the complementary contribution of the anthropo-didactic approach (related to the social science perspective) which, owing to its recent emergence in the Quebec scholarly research, is rarely considered by researchers and professionals working in the field of education.
Abstract: The aim of this study is to increase knowledge about learning difficulties in mathematics by exploring how different explanatory perspectives on learning difficulties influence the discourse of educational specialists when they take a position on the foundations of learning difficulties in the field of mathematics. A literature review of the learni...
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Catalysts for Students’ Learning in New Normal: Science Educator’s Point of View
Marjorie Bait-it Reponte,
Jewish Araneta Merin
Issue:
Volume 10, Issue 3, September 2021
Pages:
56-60
Received:
29 May 2021
Accepted:
2 July 2021
Published:
24 August 2021
Abstract: SARS-CoV-2 is a virus that affects not only the cells of a living organism but greatly the “biome.” One aspect of society that we can easily recognize which made a great leap is the Education Sector. Face to Face learning is discouraged to mitigate the COVID-19 cases hence, Remote Learning is the highlight of the “New Normal” Education. With this, there are identified modalities of learning options to choose aside from the traditional mode of conducting classes in the classroom namely Remote – Print Learning which uses printed modules as the main tool to deliver instruction, Remote – Online (Asynchronous) which uses digital materials for instruction purposes and Remote – Online (Synchronous) which optimizes internet connectivity and online tools to deliver instruction. In this study, it aspires to examine and decipher the preparations as well as the challenges encountered by the eight (8) Science educators across different areas of Cebu, Philippines in teaching the curriculum and in conducting assessment in New Normal classes to Junior High School Students. Data collection is made possible via Google Form in respect to the imposed government protocols. In addition, it shows that both private and public academic institutions exhibit dominantly the flexible, remote learning modality which is Modular Distance Learning where assessment tools serve as catalysts in students’ learning for it is the main line of communication to their students. This study highly suggests that curriculum stakeholders, especially educators must conduct seminars-workshops in crafting appropriate assessment tools and applying strategies in teaching and conducting assessments in different learning modalities that will provide quality education to diverse learners with different resources.
Abstract: SARS-CoV-2 is a virus that affects not only the cells of a living organism but greatly the “biome.” One aspect of society that we can easily recognize which made a great leap is the Education Sector. Face to Face learning is discouraged to mitigate the COVID-19 cases hence, Remote Learning is the highlight of the “New Normal” Education. With this, ...
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Family Background and Self-Concept of Secondary School Students in Ibiono Ibom Local Government Area of Akwa Ibom State
Abisola Oladeni Sakirudeen,
Emem Ibanga Sandy
Issue:
Volume 10, Issue 3, September 2021
Pages:
61-67
Received:
13 March 2021
Accepted:
21 April 2021
Published:
31 August 2021
Abstract: This study examined the influence of family background on the self-concept of secondary school students in Ibiono Ibom Local Government Area. Three research questions and three null hypotheses were formulated to guide the study. The study was delimited to senior secondary two students in public secondary schools in Ibiono Ibom Local Government Area. The survey research design was used for the study. The population of the study was 2,592 senior secondary school two students (SS 2) in all the public secondary school in Ibiono Ibom Local Government Area of Akwa Ibom State. A stratified random sampling technique was used in selecting 10 schools and a sample size of 250 senior secondary schools two students were selected. The instrument titled ‘’Family Background and Self-Concept Questionnaire (FBSCQ)’’ was developed by the researchers and validated by three experts from the Department of Educational Foundations Guidance and Counselling, Faculty of Education, University of Uyo, Uyo, Akwa Ibom State. Cronbach Alpha reliability method was used to compute the reliability of the research instrument which yielded a co-efficient of 0.79 after the instrument was administered to 50 students who did not take part in the study. The data collected from FBSCQ were analysed using mean and Standard Deviation for the research questions, while One-Way Analysis of Variance (ANOVA) and independent t-test were used for testing the null hypotheses depending on the variables investigated. All the null hypotheses were tested at .05 Alpha level of significance. The findings indicated that family background variables such as family size, and parents’ educational level does not have any significant influence on students’ self-concept, while family social class has a significant influence on students’ self-concept. Based on the findings, it was recommended among others, that parents should ameliorate their social class in order to meet up with students’ need in school in order to enhance the development of positive self-concept.
Abstract: This study examined the influence of family background on the self-concept of secondary school students in Ibiono Ibom Local Government Area. Three research questions and three null hypotheses were formulated to guide the study. The study was delimited to senior secondary two students in public secondary schools in Ibiono Ibom Local Government Area...
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Principles of Islamic Education Epistemology Tauhid Paradigm (Analysis of Thinking of Naquib Al-Attas)
Issue:
Volume 10, Issue 3, September 2021
Pages:
68-78
Received:
13 April 2021
Accepted:
28 April 2021
Published:
31 August 2021
Abstract: This research explores the formulation of the principles of Islamic education in the monotheism paradigm initiated by Naquib al-Attas. The urgency of the problem in this paper is to reveal the results of the deep contemplation of Naquib al-Attas on the practice of Islamic education nowadays which seems to have "run away" from the Islamic worldview (ru'yah al-Islām li al -Wujūd) which the author analyzed into five principles of the epistemology of Islamic education are based on monotheism. This library research uses qualitative data with primary sources, Prolegomena to The Metaphysics of Islam An Exposition of The Fundamental Elements of The Wordview of Islam (1995), and secondary sources from the works of Naguib al-Attas, including other people's work on their ideas and thoughts. This research result conclusions: First, the interpretation of monotheism is not limited to the theocentric dimension alone, but rather develops in the meaning in the anthropocentric dimension as well as the integration between the two in education and science so that the proper and true education term is ta'dib. Second, the implications of education as ta'dib, gave birth to the consequences of five principles of the epistemology of Islamic education in a monotheistic paradigm to be used as a reference in the system and process of civilized Islamic education.
Abstract: This research explores the formulation of the principles of Islamic education in the monotheism paradigm initiated by Naquib al-Attas. The urgency of the problem in this paper is to reveal the results of the deep contemplation of Naquib al-Attas on the practice of Islamic education nowadays which seems to have "run away" from the Islamic worldview ...
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A Trend Analysis of Junior High School Pupils’ Performance in the Basic Education Certificate Examination (BECE) in Ghana
Regina Mawusi Nugba,
Frank Quansah,
Francis Ankomah,
Enoch Ewoenam Tsey,
Vera Rosemary Ankoma-Sey
Issue:
Volume 10, Issue 3, September 2021
Pages:
79-86
Received:
10 August 2021
Accepted:
27 August 2021
Published:
6 September 2021
Abstract: In recent times, parents and other stakeholders in the field of education have expressed worries regarding the poor performance of pupils in rural and public schools in the Basic Education Certificate Examination (BECE) compared to their counterparts in urban and private schools in Ghana. This study examines the performance trends of urban, rural, public and private Junior High Schools in the BECE over a 5-year period. The study made use of secondary data which reflected the indicators of pupils’ performance in the BECE. The data obtained were analysed using percentages, frequency counts, and time-series graphs. The findings of this research showed that the proportion of pupils who passed the BECE in rural schools were less than those who passed in the urban schools in Ghana. It was further observed that although the performance trends for both public and private schools were not so different for 2016, 2017, and 2018, more pupils in public than private schools passed the BECE. Based on the findings, the Ministry of Education and all relevant stakeholders in the area of education are encouraged to ensure equitable distribution of resources in terms of infrastructure, teaching and learning resources, adequate and competent teachers to both urban and rural schools to promote the enhancement of pupils’ performance in rural schools.
Abstract: In recent times, parents and other stakeholders in the field of education have expressed worries regarding the poor performance of pupils in rural and public schools in the Basic Education Certificate Examination (BECE) compared to their counterparts in urban and private schools in Ghana. This study examines the performance trends of urban, rural, ...
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Constructing Interlinked Learning Resources for Integrated STEM Education Environment
Hao Kun,
Yuan Liu,
Qian Qian
Issue:
Volume 10, Issue 3, September 2021
Pages:
87-92
Received:
22 July 2021
Accepted:
10 September 2021
Published:
15 September 2021
Abstract: The integration of STEM disciplines is increasingly advocated because it is one way to make learning more connected and relevant for students. How discipline integration can be achieved are varied, with reference to multidisciplinary, interdisciplinary, and transdisciplinary approaches adding to the debates. In integrated STEM education environment, teachers and students need to analyze and synthesize the learning content themselves through e.g. examining complex problems, using a variety of means and developing their own strategies to solve these problems. During this learning process, an explicit, well-organized and easy-to-reference learning resources will support the learning effectively. This paper focuses on how to organize learning resources for different integrated STEM pedagogical methods and learning tasks. Employing the idea of Web of Data and Linked Open Data, we describe the learning resources by semantic annotations understandable to both human and machines, and interlinking relevant resources according to the learning tasks and pedagogical methods. A user friendly resources searching, accessing, and visualization form in integrated STEM environment is also presented. By analyzing the goal and content of learning, an ontology is designed to represent the body of knowledge in STEM education, so the knowledge point in STEM education can be described by vocabularies in the ontology. These vocabularies serve as semantic tags for learning resources. We attach appropriate semantic tags to every learning resource by employing semantic annotation methods, and the learning resources will be organized and interlinked well according to their content and semantic information. Learners will take advantage of this content-based resources structure and improve the learning performance. Because we adopt standard data representation techniques, such as RDF, OWL and SPARQL etc., it will be convenient to implement and deploy the resources organization architecture in learning environment. We design a comparative experiment between semantic interlinked learning resources and non- semantic organized learning resources. Because of the support of semantic tag, it is easier to perform content-based semantic retrieval on semantic interlinked resources. From the aspects of student self-efficacy and learning achievement goals, we prove the effectiveness of interlinked learning resources organization proposed.
Abstract: The integration of STEM disciplines is increasingly advocated because it is one way to make learning more connected and relevant for students. How discipline integration can be achieved are varied, with reference to multidisciplinary, interdisciplinary, and transdisciplinary approaches adding to the debates. In integrated STEM education environment...
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Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education
Qian Qian,
Yuan Liu,
Hao Kun
Issue:
Volume 10, Issue 3, September 2021
Pages:
93-99
Received:
22 July 2021
Accepted:
10 September 2021
Published:
15 September 2021
Abstract: Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains. However, empirical evaluations have shown that exploratory learning is not always effective for all learners and that some learners may benefit from more structured, explicit instructions as more traditional intelligent tutoring support. In this paper, we focus on how to support the effective knowledge dissemination and learning results of learners in the process of autonomous exploratory learning without weakening the role of learners in an active learning environment. A practical strategy to support exploratory learning in integrated STEM education was proposed by combining scaffolding questioning and Computational Thinking (CT). First, we analyze how to optimize teachers' questioning strategies to spread knowledge effectively and make learners' learning process more active. Then, how to take advantage of the benefits of CT was addressed. Finally, we construct a Problem-Oriented Learning Model of Integrating CT (POLMICT) suitable for K-12 STEM education. By applying POLMICT to STEM course in middle school, we concluded that scaffolding questioning strategies can be used as a bridge for teachers to impart knowledge to learners to improve the effectiveness of exploratory learning, and embedding CT in this process helps learners to explore and ensure their positive role in the STEM environment.
Abstract: Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains...
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