Vol 13 No 2 - September 2015
Vol 13 No 2 - September 2015
Vol 13 No 2 - September 2015
ORG
International Journal
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Learning, Teaching
And
Educational Research
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Vol.13 No.2
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VOLUME 13 NUMBER 2 September 2015
Table of Contents
Applying Extensive Reading to Improve Unmotivated Learners Attitudes toward Reading in English ................. 1
Chiu-Kuei Chang Chien and Kuo-Jen Yu
The Impact of Child Labour on Primary School Childrens Access to and Participation in Basic Education in
Tanzania ................................................................................................................................................................................. 26
Gilman Jackson Nyamubi, PhD
Frameworks for Integration of Digital Technologies at the Roadside: Innovative Models, Current Trends and
Future Perspectives .............................................................................................................................................................. 37
Rogerio L. Roth
Japans Global 30 Program: The Push and Pull Factors of International Student Mobility ........................................ 55
Jonathan Aleles
The Impact of Self-Monitoring Paired with Positive Reinforcement on Increasing Task Completion with a Student
Diagnosed with Autism Spectrum Disorder: A Case Study ........................................................................................... 66
Jeremy R. Mills, Ed.D
Effects of Hybrid Active Learning Strategy on Secondary School Students Understanding of Direct Current
Electricity Concepts in Nigeria............................................................................................................................................ 77
Mangut Mankilik and Uche Connie Ofodile
Scenario-Based Design Methods for Developing a Breast Cancer Health Care Information Website ...................... 97
Dr. Chih-Lin Tseng
Effects of Reflective Learning on the Listening Behaviors of EFL College Students ................................................ 116
Yi-Chun Pan
An Evaluation of Pharmacy Pre-Registration Trainees Perception of Their Placement Tutors in the United
Kingdom (UK) .................................................................................................................................................................... 130
Andrew Makori
The Role of Teaching Experience and Prior Education in Teachers Self-Efficacy and General Pedagogical
Knowledge at the Onset of Teacher Education ............................................................................................................... 168
Cynthia Vaudroz, Jean-Louis Berger and Cline Girardet
Technology Blended Learning Approaches and the Level of Student Engagement with Subject Content .......... 179
Zeina Nehme, Arthur Seakhoa-King and Shameem Ali
Communication Skills Training Through an Inter Professional Education Initiative for Undergraduate Multi-
Professions Students ........................................................................................................................................................... 195
Ismat Mohamed Mutwali, Naglaa Abd Al Raheem, Awad Alkarim M Elhassan, Sara S Ibrahim, Aida Abdulhamid, Enas
Fadulalbary and Aisha Aglan
Teachers Intentions for Outdoor Learning: A Characterisation of Teachers Objectives and Actions .................. 208
Christina Ottander, Birgitta Wilhelmsson and Gun Lidestav
1
Kuo-Jen Yu
Nanhua University
Taiwan
1. Introduction
Extensive reading (ER) has long been advocated and perceived as an
effective and stimulating instructional approach to enhance learners
language proficiency. It has been highly valued by numerous scholars
and researchers in the language learning field. For instance, Robb and
Susser (1989) in a study of SRA reading boxes praise the extensive
reading program for both its cognitive and affective effects on language
learners. Green and Oxford (1995) examining the influence of learning
strategies on language proficiency claim that reading for pleasure was
strongly associated with language proficiency. Waring (2009) also claims
that learners cannot get their own sense of language without getting
themselves exposed to large quantity of reading. In her book Teaching
Reading Skills in a Foreign Language, Nuttall (1982) concludes by citing
what other researchers often say when referring to extensive reading,
Extensive reading is also criticized for its costly investment since running
an efficient and effective extensive reading program involves lots of
administrative work (Day & Bamford, 1998). To deal with this problem, it
is suggested that schools or universities make efforts to secure more
funds from central government or cooperate with local governments to
generate sufficient funds so that extensive reading programs can really
run smoothly and be sustained permanently. Day and Bamford (1998)
suggest running a small-scale ER program at the inception or when a
program lacks sufficient funds.
2. Literature Review
Definitions that serve to anchor and frame extensive reading also vary
among scholars. Palmer defined extensive reading as reading rapidly
(1921/1964, p.111) and book after book (1917/1968, p.137) with
concentration on the meaning rather than the language (as cited in
Day & Bamford, 1998, p.5). According to Richards and Schmidt (2002),
extensive reading is reading for general understanding with intentions
to develop good reading habits, to build up knowledge of vocabulary
and structure, and to encourage a liking for reading (pp.193-194). Day
and Bamford (1998) and Grabe and Stoller (2002) describe extensive
reading as exposing learners to a great number of written texts of their
language proficiency level, which is in the meanwhile pleasurable
(Helgesen, 2005; Pigada, 2006). As whether reading is pleasurable or not
can only be determined by the readers themselves, it would be best that
the reading materials, as suggested by Day and Bamford (1998), are
self-selected.
reading that can be qualified as extensive reading, Susser and Robb (1990)
indicate a range from an hour per night to two books weekly, as agreed
upon by educators. Anderson (1999) considers 200 words every minute a
rational and practical goal for L2 readers. However, Powell (2005)
suggests that flexibility be a necessity considering students substantial
workload imposed upon them at schools.
The Pleasure Hypothesis claims that pleasant language activities can not
only provide comprehensible input but also lower learners affective
filters, a mental block in charge of language acquisition (Lee, 1998). The
affective filters correlate with the anxiety level of learners (Krashen, 1982),
relating to Krashens Affective Filter Hypothesis, suggesting that
language learners with low affective filters are more receptive to input
and confident of learning a language (Richards & Rodgers, 2001). That is,
the comprehensible input cannot be completely used if there is a mental
skills (e.g., Day & Bamford, 1998; Manson & Krashen, 1997; Nakanishi,
2014) and writing ability (e.g., Janopoulos, 1986; Saleem, 2010; Tsang,
1996). In addition, studies have also reported beneficial effects of
extensive reading on affective domains such as improvement of learners
motivation and/or attitudes (e.g., Cho & Krashen, 1994; Hayashi, 1999;
Johanson, 2012; Mason & Krashen, 1997; Nishino, 2007; Yamashita, 2013)
and building of learners confidence (e.g., Kembo, 1993; Ro, 2013). This
study mainly examined the effects of extensive reading on L2 learners
attitudes toward English reading.
copious supply of prints, roughly 1000 copies, was made accessible to the
participants. The data were generated within two weeks through multiple
sources including classroom observations, interviews, diaries and surveys.
The results showed that the teachers had changed their perceptions about
extensive reading and turned into enthusiastic extensive readers. They
recognized several benefits of extensive reading including increase in
vocabulary knowledge and improvement in reading attitude and sense of
accomplishment.
3. Methodology
Subjects
Instruments
The attitudes questionnaire was designed based on Lewis and Teales
(1980) tri-attitudes model. Lewis and Teale developed their own reading
attitudes model based on the generally agreed conception that attitudes
consist of cognitive, affective and behavioral components. The three
components correspond to the three attitudes including a) beliefs or
opinions about reading, (b) evaluations or feelings about reading and (c)
intentions to read and actual reading (Ley, Schaer & Dismukes, 1994).
Procedure
The extensive reading was conducted by the first author, which was
administered at the beginning of the first semester of academic year 2006
and finished at the end of the second semester, lasting for one academic
year. In addition to having weekly two hours of in-class reading in the
university, the subjects were also required to do extensive reading after
school. They were told to freely choose whatever genres of reading if only
they felt interested in them, be they magazines, newspapers, entertaining
or informed texts, fiction or non-fiction short stories, etc. Books such as
American childrens literature and Young Adult Literature (YAL) were
also recommended to the subjects. The young adult literature has recently
become popularly used in the universitys English curriculum in Taiwan
for its multiple values including using natural and authentic language
written from young adults viewpoints, discussing interesting themes
related to young adults real life experiences, and fostering learners
cross-cultural understanding (Bushman & Bushman, 1997; White, 2000;
Wilder & Teasley, 2000). Booklists of Oxford Bookworm Library and
Heinemann Guided Readers covering different levels were also
distributed to the subjects as references for their selection of reading
materials.
To help the subjects choose reading materials, the researcher led the
subjects to the universitys library, where a whole bunch of reading
materials were made accessible to them, who spent a couple of hours
scanning the texts and pick up their favorite ones. As emphasized by Hill
(1997), an ER specialist, it is important to offer multitudinous types of
reading materials to fulfill the needs of students considering their varied
language proficiency levels. The procedure for borrowing books was
explained by the librarian. Apart from borrowing books from the
university library, the subjects were also encouraged to look for L2
reading materials from bookstores and make a collection of their own
favorite reading materials to conduct pleasure reading in their free time.
Concerning the results of the attitudes test, this study tested the three
dimensions of attitudes (cognitive, affective, and behavioral) to see
whether the means of the three dimensions reached 3. The findings
showed that extensive reading had improved the subjects cognitive
aspect of attitude (p=.000, t=6.148, df=35 ); however, the results also
showed negative effects for affective (p=0.000, t=-5.135, df=35) and
behavioral (p= 0.000, t= -5.041, df=35) aspects of attitudes. As could be
referred to from Table 6, the mean of cognitive aspect of attitude was
3.9000 and the standard deviation was .87831, the mean of affective aspect
of attitude was 2.3403 and the standard deviation was .77033, and the
mean of behavioral aspect of attitude was 2.2167 and the standard
deviation was .93243. The results indicated that after undertaking
extensive reading for one academic year, the subjects had changed their
thought about reading in English, considering it as important, which was
in contrast to an opposing attitude held toward English reading when
they were just matriculated into the university. The subjects used to think
of reading in English as irrelevant and unimportant to their current study
and future careers. However, after undergoing the extensive reading
program, the subjects had changed their perceptions toward reading in
English. They believed reading extensively would improve their reading
ability and benefit them in their current study and future employment
opportunities. Namely, after reading, the subjects had adopted a more
affirmative attitude, at least in their perception, toward reading in
English.
Lastly, since this survey was conducted one year after the administration
of the extensive reading finished, it might be possible that the subjects
had increased positive attitudes toward English reading in terms of their
affective and behavioral aspects of attitudes after experiencing the
extensive reading but the effects did not persist after the extensive
reading terminated. As suggested by Day and Bamford (in Donnes, 1997;
as cited in Powell, 2005), more research is needed to understand to what
extent the students kept on doing L2 reading when the extensive reading
class was over. Moreover, Powell (2005) also indicates that
questionnaire-based research tends to produce general impression rather
than hard evidence (p.33). Therefore, other research instruments such as
interviews (Yamashita, 2004), reflective logs or diaries should also be
utilized to generate more concrete evidences and get in-depth insight into
the real causes leading to the negative effects of extensive reading on the
subjects affective and behavioral aspects of attitudes toward reading in
English.
5. Conclusions
The purpose of this study was to explore the effects of extensive reading
on students attitudes toward reading in English. The findings indicated
that the extensive reading had yielded a moderate improvement in the
subjects cognitive aspect of attitude in terms of reading in English;
however, the results did not demonstrate positive effects on the subjects
affective and behavioral aspects of attitudes. Two conceivable reasons
were suggested for such results. One reason is that the teacher did not
execute monitoring for the subjects progress of the home-based extensive
reading; therefore, the subjects might deem the reading as unimportant. It
might be possible that the subjects were virtually not doing much reading
or performing extensive reading at home. Therefore, teachers are advised
to keep track of students reading progress by requiring them to keep
records of their own reading, executing a certain degree of monitoring to
push them forward so as to effectuate learning. As suggested by Waring
(1997), teachers can require students to write book reports or keep
reading diaries to record and report their reading. Bell (1998) also
suggests holding regular conferences between teachers and students,
which can help teachers execute efficient monitoring of students reading
progress and meanwhile offer teachers the opportunities to direct
students in choosing titles, encourage them to read extensively and to
demonstrate their liking for the selected reading materials. In short, to
implement a successful extensive reading program, effective monitoring
is indispensable so that teachers can make themselves aware of what
students are reading, how much they have read and track students
development of reading habits and interests (Bell, 1998). As only when
students find satisfaction with their learning will they feel motivated to
learn and be more likely to form habits of reading in English.
The negative effects were also possibly ascribed to the fact that the
subjects were burdened with heavy workload for the in-class reading,
which might lead to their reluctance to do the extra reading at home
granting that the home reading was much more easier and interesting
than the in-class reading. As Powell (2005) indicates, Given the subjects
already heavy workload for their in-class reading, it is not always easy to
convince them of the benefits of undertaking extra, voluntarily reading,
no matter how enjoyable we suppose it to be. (p.33) Therefore, it is
important to note that when implementing home extensive reading,
teachers should take the loads of in-class reading into consideration,
assessing students ability and giving consideration to how much work
they can afford, especially for low-achieving and unmotivated students.
Granting that encouraging results were not found from this extensive
reading study in terms of its effects on the increase of the subjects
6. Limitations
The study did not administer pretest for the subjects; therefore the
difference between pretest and posttest in terms of their English reading
attitudes could not be compared, which was considered an important
limitation in this research. Moreover, since this was a small-scale study
with a small number of sample examined, which was by no means
representative enough. To acquire more accurate data, further studies
need to be replicated in larger data sets in future investigations.
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Appendix 1
Dear Students
Please read carefully the following statements in each category. For each
statement, select a response that best represents your attitudes toward L2
reading. The numerical numbers stand for degree of agreement with 1
indicating strongly disagree, 2 disagree, 3 neither agree nor disagree, 4
agree and 5 strongly agree.
I. Cognitive()
After the extensive reading
1. I think being able to read in English is very important. 1 2 3 4 5
2. I think reading extensively in English will benefit me in 1 2 3 4 5
my future job.
3. I think reading extensively in English will benefit me in 1 2 3 4 5
my future study.
4. I think my reading ability has improved after 1 2 3 4 5
experiencing the extensive reading.
5. I think being able to read in English is not very 1 2 3 4 5
important.
II. Affective()
After the extensive reading
6. I enjoy reading English materials in my free time after 1 2 3 4 5
experiencing extensive reading.
Introduction
Generally, access to education and equity are areas of great concern in all aspects of
basic education. Malekela and Ndeki (2001) define access to education as
opportunities available to the target child population to participate in education,
and equity refers to fairness in the distribution and allocation of educational
resources to various segments in society. Important in this definition is that, access
to education is not just physical attendance in class, but the proper acquisition of
what is being taught. Working primary school children indeed miss out real
educational opportunity.
There have been a number of studies on child labour (DFID, 2000, ILO/IPEC, 2001,
Madihi, 2004, Machibya, 2009, Akarro and Mtweve, 2011) from different
perspectives, ranging from discussing the abrogation of childrens basic rights to
childrens engagement in the worst forms of labour in areas such as mines,
plantations, and sexual exploitation. However, Garret and Dachi (2003) note that, in
the process of eliminating the worst child labour conditions, a group of working
children who are still at school has apparently been overlooked. This study
scrutinises this latter group.
Basically, the ILO convention 182 on the elimination of the worst forms of child
labour provides fundamental principles concerning the rights of the child in a way
that concurs with the general objective of offering basic education to all children in
Tanzania because increasing levels of education play an important role in helping
society breaking out of poverty.
This goal is a result of the UN formulation of basic rights (UN, 1949) and the
Jomtien Declaration (UN, 1990) of achieving education for all. The Universal
Declaration of Human Rights Article 26 asserts that all persons shall have the right
to education. This provision is stated in very general terms. There is a need to
consider what the right to education means in terms of learners access to and
participation in basic education in Tanzania. Education is both a basic social need
and a factor in sustainable economic development. How do working schoolchildren
benefit from this right of basic education?
The major research question that guided the study was what the impact of child
labour on childrens access to basic education is. Specifically, the study sought to
answer the following questions:
What conditions compel schoolchildren to engage in working while
learning?
What is the impact of child labour on childrens access to and participation
in education?
Garret and Dachi (2003) argue that it is always difficult to define the concept of
working children and what constitutes work, but they note that the measurement of
child work is linked to economic and social significance. The ILO Convention (ILO,
2009) defines child labour as all childrens work undertaken in the labour market or
household that interferes with childrens education. Child labour is defined, not by
the activity per se, but by the effects, such activities have on a child. In most cases,
the definition of what constitutes child labour is culturally bound, meaning that the
social and economic development of a particular society determines the definition
of child labour, so that one can trace changes in the degree of acceptance of working
children.
The recognition of basic human rights and, more particularly the rights of a child,
are 20th century concepts (Garret and Dachi, 2003). The first International
instrument to recognise the rights of the child was the Geneva Declaration of the
Rights of the Child in 1924, which was embraced in 1959 by the UN General
Assembly of the Rights of the Child through Resolution 1386 (xiv) (Makaramba,
1998). This intended to ensure that each individual child enjoys the benefits of a
good life for the good of society.
Education forms a pivotal role in defining the rights of the child. This right is
recognised under Article 28 of the Convention of the Rights of the Child of 1989
(UN, 1990), which obliges States to provide free and compulsory basic education to
all children. Moreover, States are obliged by the same Convention to direct
education towards the development of the personality and talents of the child for an
active adult life. Indeed, this convention is the most universally embraced human
rights instrument in history as it establishes for the first time in an international
convention that children are citizens with certain definable rights. In addition, the
Millennium Development Goals, particularly goal number two, focus on
achievement of universal primary education among States in the world.
The 1989 UN Convention stresses that the best interests of the child must form the
basis of judgement when considering a childs rights to the full development of his
or her academic potential. Among childrens rights agreed by member States are the
right to both primary and secondary education and the right to be protected from
work that threatens the childs health, education or development. It emphasises that
children should not be permitted to leave primary school until when they have
completed schooling. It further prohibits childrens employment or any kind of
work that is likely to interfere with their education (ILO, 2001).
In Tanzania, the legal basis of the right to education by children is the Universal
Declaration of Human Rights mentioned above especially article 26. At the local
level, the childs right to education is provided in the United Republic of Tanzania
Constitution of 1977, article 11 (2), which provides for the compulsory enrolment
and attendance of pupils in primary schools. The Education Act No 25 of 1978 cap
353 R. E (2002) provides for the right to education, envisaging the provision of
education as compulsory and affirming the right of every individual to get
education up to his or her ability. Thus, every child who is aged 7 to 15 years is
obliged to be enrolled for basic education.
The Education and Training Policy (URT, 1995) insists on the adherence to both
International conventions and the national policy that strive for basic education
provision to school-age children. The goal of basic education being made available
for all was enshrined in the 1990 Jomtien Declaration adopted by the World
Conference on Education for All and was reasserted in the 2000 Dakar World
Education Forum (Mmbaga, 2002).
Dachi (2000) argues that for a household, education is one of the main factors for
overcoming prevailing poverty. Ironically, however, increased poverty in the
household means that parents cannot afford school expenses. Parents are required
to cover the costs of uniforms, books, stationery and other supplies but increased
poverty makes parents and guardians unable to meet these costs (Machibya, 2009)
especially if their incomes decline. As a result, most poor parents and guardians
prefer to withdraw their children from school in order to involve them in diverse
forms of economic activities (Garret and Dachi, 2003).
Despite the efforts to provide universal free education in Tanzania, children living
in hash conditions are hampered by economic factors and either collusion of parents
on lack of parental control and supervision culminates in first truancy and finally in
their dropping out (URT, 1996). Thus, efforts to educate all children at least at the
basic educational level are impeded, especially among vulnerable groups in society.
This study is an attempt to add knowledge to an understanding of how child labour
is manifested among working children who are still enrolled in primary schools.
Methodology
Area of Study: The study was conducted in the Iringa Region; an area selected
because of is one where the problem of child labour is rampant (Madihi, 2004).
Moreover, the region is highly plagued by both poverty in households and
HIV/AIDS, which has resulted in childrens missing either parental guidance or
parents altogether (Akarro and Mtweve, 2011). The study was carried out in two
districts within the region: Iringa Municipality and Iringa Rural. This study
employed a mixed method research approach under the case study research design.
The target population: The target population consisted of primary school children
who were working while normally still attending school, nominal defined as
absenteeism of more than 50 percent of learning days in the term.
Sample and sampling techniques: As it was not possible to collect data from all
individuals in the target population, the respondent sample was drawn from the
population as follows: students were selected from eight schools, four from each
district. In each school, class attendance registers were used to select students who
had missed many classes in the first term of the 2014 academic year (February to
June). These students were traced in their homes, where interviews were conducted.
A total of 88 primary school children, 42 girls (48 percent) and 46 boys (52 percent),
were identified.
Data collection: The author collected the data through a questionnaire, interviews
and focus group discussions with respondents. The instruments used had
previously been developed and piloted in two primary schools, one in each of the
sampled districts.
As regards validity and reliability of the instruments, the questionnaire, focus group
and interview question guides were written in Kiswahili, the language of
instruction in Tanzania primary schools. The collected data were later translated
into English with assistance of a person fluent in both English and Kiswahili. This
ensured consistency in the content and meaning.
Data analysis and statistical procedures: Data were entered and analysed using
SPSS for windows (Version 21) following IBM guidelines. Cross tabulation was
performed to obtain frequencies, means and percentages of students responses on
their access and participation in primary education. Qualitative data was
thematically analysed. Ethical issues such as privacy, anonymity, and
confidentiality were given due attention during data collection and in reporting the
findings of the study.
This section presents and discusses the findings in accordance with the research
questions.
Most respondents, (n= 36), or 41 percent explained that they were from child
headed households and were working to earn an income for their families. Other 24
respondents (27 percent) disclosed that they were living with older persons who
were caring for them but these adults were not economically productive in their
households. Some 20 respondents (23 percent) indicated that they were from
households headed by a disabled person; the remaining 9 percent (n = 8) were from
poor families; both parents were alive, but they could not afford to pay for basic
needs.
On the nature of work these schoolchildren were engaged in, most of them
emphasised that they were working in the informal sector, effectively self-employed
in petty trade. Their activities included selling fruit, food, and milk, housework,
farming, casual labour, and fetching water. Inadequate pay and harsh working
conditions forced them to change jobs on a regular basis.
Household economic status was found to be a major factor that compelled children
to engage in bread-earning activities. Thus, children from families whose parents
had died or were very poor were forced to become the breadwinners in their
families regardless of their age. They did not work, their food and health care
would not be met. This level of poverty forced children to leave school or miss a lot
of class, which resulted in an increased primary school dropout rate.
There were also schooling expenses that could not be met if they did not work.
More boys (56 percent) than girls (44 percent) were contributing to schooling costs.
Ironically, to meet school costs, they sacrificed most of their school time and thus
missed the opportunity of further education. This is in line with Machibyas (2009)
observation that poverty in households meant that parents failed to meet pupils
basic school needs, such as uniforms, shoes and stationery items.
It was also found that children from poor families also did essential household
chores while at the same time engaging in income or resource-generating activities.
Although school fees have been abolished in the Tanzanian public primary school
system, most children, particularly those from poor families, are not able to meet
the other financial requirements at school such as uniforms, books or stationery.
These findings complement what Mapaure (2009) found in Namibia: that children
work because their survival and that of their families depend on the work children
do. Child labour thus persists even when it has been declared illegal. The vicious
cycle: poorly educated adults being too poor to educate their children thus
develops. The World Bank (1998) links poverty and child labour with the level of
development in the community, in that children work less as per capita income
increases.
A complicating factor is the poor education of adults in the household who cannot
get adequate income to take care of the young, particularly school going children.
This impels children to provide for some of their needs themselves, particularly to
both support the household and get money to meet the expenses of attending
school. In this way, schoolchildren are forced to enter the labour market at a
relatively early age.
It was found that the labour of primary school children, particularly girls who were
needed at home was unpaid. If they worked for others, they might be paid, but
indeed, they were also likely to miss school. Commenting on this, one respondent
remarked:
I work as a domestic assistant after school hours and at weekends and
sometimes I miss school most of the week, because of financial constraints at
home. The money I earn helps supplement my familys income and meets
my school needs.
As noted above, engaging children below the age of 18 in employment that hinders
their schooling is illegal in Tanzania. In an attempt to help children enrol in and
attend school, the National Education Act of 1978, as amended in 2002, states
categorically that the school-going child cannot legally be employed. However, this
good intention meets hurdles in implementation as the children themselves are
seeking the said jobs (Machibya, 2009). Respondents admitted that they were
compelled to engage in work by the socio-economic constraints of their families
rather than their reluctance to continue with education.
Asked whether they were ready to return to school and concentrate on their studies,
the majority of schoolchildren expressed an interest in doing so if they could be
helped with meeting both the costs of education basic needs at home. Thus, if
children from poor families were given school requirement like uniforms, books,
exercise books, as well as material support such as lunch at school, they could stay
at school.
The UN has noted that youth development in the learning process provides
children with experiences that prepare them for a responsible life, which helps
transform learners and unlock their potential (UN, 1990). In general, education sets
its achievers free as it makes it possible to develop their talents, skills and callings so
that the full potential of an individual is realised.
The lack of childrens access to and participation in education hampers the efforts to
liberate them from socio-economic problems, as it deprives them of educational
opportunities, leading to inter-generational poverty. In addition, girls (particularly
those working as domestic servants in households other than their own), are put at
a risk of sexual abuse and exploitation (Madihi, 2004). This leads to the deprivation
of their basic health needs. Long work hours hamper their health as well.
Working school-going children have the same needs as others, including the need
for food, a sense of belonging, skills in problem solving, life planning and access to
appropriate services. Thus, the lack of the assurance of getting these needs means
that the community suffers in terms of continuing cycles: extreme poverty,
HIV/AIDS infections, robbery, abusive sexual relationships, and unintended
pregnancies (Madihi, 2004).
Working children suffer greatly in their struggle for their individual lives in society,
due to their lack of knowledge and skills in the world, where survival is greatly
determined by ones education (Miteshi and Badiwala, 2009). The marginalisation of
working children as regards their access to education condemns them to a future of
poor living standards, which has a direct impact on the economy of society.
Conclusions
Poverty within households was found to be the principal factor that forced
schoolchildren to work in order to earn money to help meet their families basic
needs and to pay for school essentials such as uniforms and books. These income-
generation activities compelled them to miss most of the learning time and
eventually to drop out of school, so they entered the labour arena at quite an early
age, in defiance of the Education Act of 1978, as amended in 2002.
Schoolchildren who miss access to and participation in studies because of work are
denied their right to maximise their future potential, to experience a transformed
responsible adult life, and to be liberated from all sorts of social and economic
constraints, creating problems for individual children, and the community in
general.
Recommendations
In the light of the research findings, the following recommendations are made. In
general, communities should be encouraged to provide for those less fortune in
their midst.
Since very poor children must priotise being fed above education, their
school attendance would improve if they could be fed a nutritious meal at
school each day school is in session. School administrators might seek
donations from the community or NGOs to find a school-lunch
programme.
Similarly, though the government funds compulsory primary education,
other school costs keep very poor children from attending school. The
government or community should subsidise the provision of uniforms and
school supplies for the poorest students so they can stay in school.
Where donations for food, school uniform and supplies are not
forthcoming or not available at the school itself, school administrators
should keep abreast of what NGOs, religious organisations, or other
philanthropies in the area might be willing to meet poor childrens needs
and connect poor families to these outside-the-school services.
Practical child labour laws addressing the real needs of children to access
basic education need to be passed and enforced.
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Bank, Washington D.C.
Rogerio L. Roth
Ca' Foscari University of Venice
Venice, Italy
First steps
Technology integration is not a new subject in educational domains, much less at
the universities where several theses, dissertations, and papers are published
often without direct impacts on the daily routine of the institutions. The missing
link seems to be in the absence of a transformational practice, institutionalized,
accepted and adopted by all stakeholders to restore the role of educational space
and social transformation.
This paper is part of the results from the project Building an Immersive
Distance Learning Experience beyond Massive Open Online Courses with Web
Conferencing, Socratic Method, Problem-Based Learning and Social Networks
funded by the CAPES foundation.
Educational technology meets these two expressions at the same time, to the
extent that it interferes with the economic aspects and at the same time in
pedagogical techniques.
These concepts also get very close when the educational technologies (tools and
resources with or without ICT) are effectively used to meet the needs and
expectations (of someone or some institution), through handling, adaptation and
suitability of materials with these didactic and technological techniques. But the
integration of these digital technologies popularized as being of information
and communication in the educational processes is not always an easy task,
requiring from professors to study its reality and, if necessary, to adopt some
model of integration.
become an integral part of how the classroom functions, as accessible as all other
classroom tools (NCES, 2002).
But all the innovation, originality, change focused on the current or future needs
and even patterns and models that attempt to be established to support the
paradigm shift seem to vanish from sight as soon as we arrived at the college
level. Have you (or anyone) ever read something about amazing and
contemporary universities? Something about institutions that may be considered
pedagogically and technologically sound? Some examples of institutions that are
not just pretentiously modern? The evolutionary or revolutionary educational
practices continue excluded from universities (Roth, 2015b).
The TPB is a theory that links behaviour and beliefs. This concept was
introduced by Ajzen Icek to refine the predictive power of the TRA (limitations)
by the inclusion of the perceived behavioural control (Ajzen, 1991; Theory of
planned behaviour, 2005).
Venkatesh & Davis, 2000) and the Unified Theory of Acceptance and Use of
Technology (UTAUT), (Venkatesh et al. 2003). In addition, a TAM 3 was
proposed in the context of e-commerce, with the inclusion of the effects of trust
and perceived risk on system use (Venkatesh & Bala, 2008; Venkatesh, V., n.d.).
- Institutional Perspective
With different impacts, the adoption of IT is also influenced by coercive
pressures from both trading partners as their parent companies. The coercive
pressures are considered by Teo Wei and Bensbasat (2003) as a construct made
up of three sub-constructs: perceived dominance of supplier adopters, perceived
dominance of customer adopters and conformity with parent corporations
practices. The last sub-construct was found to have a stronger impact on the
intention to adopt than the pressures from suppliers and customers, probably
because their performance and tenure are subject to evaluation by the parent
corporations executives (Teo, Wei & Bensbasat, 2003, p. 40). The adoption of
technologies is also influenced by competitors. Mimetic pressures are a construct
formed by the extent of adoption by the competitors and their perceived success
of adoption and were found to be significant only when innovation was
perceived as being highly complex.
- MICEA Model
The interdisciplinary methodology based on learning teams (MICEA) was
proposed by Velandia (1990), an interdisciplinary construction methodology of
knowledge as a team, and through practice, and can complement each other
with new information and communication technologies and the dynamic
classroom, based on social cybernetics and triadic proportionalism, proposed by
Gregory and Volpato (2002). Velandia C. (1990) proposes that MICEA addresses
the need to streamline the student presentiality in a participatory manner,
critical, committed and operative. It responds to the requirement of teamwork;
the efficient use of technology in constant growth and innovation; to the
progressive transit from face-to-face classroom towards to that develops in
cyberspace, where the student may also find himself with the knowledge (Mora,
2005).
Santos (2007) reports that it is also possible that in environments with strong
institutional symbolism, new technologies will supplant the older ones even
though the latter have not yet been exploited to its full potential. This possibility
is sustained by the theory of fashions and fads (Abrahamson, 1991).
Did I forget something? For sure. The goal was not to compile, sort, or even
compare everything that exists, often only theorized by those who do not
practice or live the day-to-day realities. Regardless of what is proposed and
theorized, the key is that to work with a particular content of educational
manner and through technologies, we need to know the content, the
technologies and the pedagogical way to using them. The rest is just idle talk,
nonsense, individual attempts of standardization that does not get consensus,
much less are adopted as standard by some supralegal body or evolved jointly
by the community nonprofits. In all areas, including the proposition of models
and theories, there is always a competition in search of credits, dividends, a
place in the sun and, perhaps, recognition...
In the post Push My Thinking: TPACK or SAMR or? from EdTech Coaching
blog by Krista Moroder, she starts the discussion arguing why I dont use
TPACK. What appeared to be a post related to the use (or not) of the
methodologies, evolves (or, should I say, regresses?) to the rhetoric
discussion of education with or without technology (Moroder, 2013):
D! says: I tend to disagree. In my view, the only variable that changes anything
in educational methodology, is advances in technology. For example, the
printing press and the humble pencil changed pedagogy. The internet and
accompanying hardware are simply next in line. Great teaching is always
influenced by available tools. Tech therefore deserves an equal circle if not a
bigger one.
As William Shakespeare said Life is a stage, and we are the actors (Felter,
2012). According to Galvo (2007), We staged moments, we rehearse our
dreams, and we debut on stage, sometimes successfully, but sometimes with
total shame... In this sense, and adapting to the context, each actor (or author)
seeks to interpret in his own way the effectiveness or the non-viability of a
certain model, theory or even technology successfully or with total shame...
This resistance shows a salutary, a mistaken and a dated side. The salutary
side is not bowing down, not even to established truths, without questioning,
without discussing, not to be seduced. The mistaken side is to try, at this stage of
the game, ignoring the role of new technologies with the argument that good or
Moroder (2013) claims that didactics should have more importance. That may be
true. But which didactics is she talking about? An updated didactics or the
traditional that has stopped in time?
A current didactics is not shy of exploring new ways to evolve the standard
focused on the professor, to later ones, focusing respectively centred on the
student and on the relationship between professor-student(s) and among
students.
Many professors considered good or even great do not have any didactics.
They learned from their masters how to give lectures and remained at this
evolutionary stage. They tend to reproduce the kind of teaching that they have
received and never innovate in their didactic practices. They refuse to learn new
lessons or even dream with the hypothesis that they are not knowledge holders.
In fact, they deceive themselves into thinking that they only teach and others just
learn. This modus operandi (method of operation) is not pedagogical, or even
something that can be considered good or great. Everything that exists is the
feeling or even a false tradition of refuse to change the way things should be
done, an evident desire to stay in their comfort zone, the status quo represented
by the current situation that has prevailed in the institutions and that keeps
them tied to the past, entrenched, oblivious to the world that evolves around
them...
Barton and Nettheim (2015) have defined this situation in just one sentence: Im
an analogue man in a digital world... Im redundant.
Finally, the dated side, related to the age or even the lifetime of the resilients (or
should I say resistants, or even redundants). The new professors were born in a
technological world, in which the use of the internet is not a differential, but a
common place. Considering that they are the future and who controls the world
is always a dated issue we all have a life limit this difficulty will soon be
outdated (Roth, 2015a).
When you look through the years and see what you could have been, oh what
might have been if you'd had more time. So when the day comes to settle down,
who's to blame if you're not around? (Davies & Hodgson, 1979/1978, track 6).
But to truly utilize in an unarmed way the many possibilities offered by the
force of the internet as a support for the contemporary education
(pedagogically and technologically sound) perhaps we should follow the
lessons from Jedi Master Yoda to the young Luke Skywalker: No! Try not. Do...
or do not. There is no try (Kurtz & Kershner, 1980; Quotes for Yoda, n.d.).
There is also the need to venture, get out of the common place and look for
something unexpected, unusual, carrying the practices beyond the small
horizons.
In the European Union (EU) this aspect is perceived through the Digital
Economy and Society Index (DESI), prepared by the European Commission (EC)
through five main dimensions: connectivity, human capital, use of internet,
integration of digital technology and digital public services (DESI, 2015).
Denmark, Sweden, the Netherlands and Finland are the countries with the
highest performance. They are not only ahead in the EU, but they are the leaders
of the digital world. Outside EU, Norway and Iceland also show performances
that would place them in this high performance group.
Final thoughts
Dockstader (1999) stated that, Technology integration is having the curriculum
drive technology usage, not having technology drive the curriculum. Generally
speaking, the curriculum drives the use of technology and not vice versa
(Edutopia, 2005; Edutopia, 2007; Technology integration, 2005).
At the Ca' Foscari University of Venice (UNIVE) the only reference found related
to a technology integration model, refers to the TPACK in an introductory essay
by Banzato and Baschiera (2012, p. 24) through a quote from Holton (2012):
But faculty can be aided by some training or assistance in course design,
technology, and teaching and learning to develop technological, pedagogical
content knowledge (TPACK). Teaching should be treated as a design science,
more like engineering than just an art or craft that we all think we can intuitively
do well. That is, no text of own authorship of some professor or researcher was
located on the context. The references found are limited to the behavioural
models and are treated theoretically. This does not mean that this institution
does not perform any technology integration, although nothing has been
perceived in this sense. But for sure, this university does not practice and does
not even theorize any of the best know models (TPACK, SAMR, TIM and LoTi).
This process is urgent and can no longer be ignored. By the end of the 20th
century such arguments were still admitted that the use or even integration of
technologies that came to stay, should be something slow and gradual, taking
into account the wishes of the status quo. However, even the big dinosaurs had
their heyday and subsequent extermination, naturally (catastrophic) or even
induced by pseudo-gods (Ancient Aliens, 2008) that here decided to conduct
experiments that came to stay, created in his image and likeness...
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Jonathan Aleles
Kyushu University
Fukuoka, Japan
When Prime Minister Nakasone took office in 1982, Kenichi Koyama, a close
A more in-depth, fundamentally important report was published two years later
in 1986, the Second Report on Educational Reform; it delved into more detail on
the essentials of internationalizing the education system of Japan, appealed for
sweeping changes. The comprehensive report sought to change the basic
premise of the Japanese educational philosophy to one that underscored the
importance of freedom, autonomy, and responsibility, principles that differed
from traditional Japanese education. The most important aspect of the Second
Report on Educational Reform called for more international influence through
exposure from a more internationalized curriculum and through intercultural
communication, The International Student 100,000 Plan and future programs
targeting the increase of foreign students in Japan, and, more generally,
internationalization of Japanese education, are rooted in these values found in
the report:
The original policies of the G30 Project were established in 2001 with the
intentions of promoting 30 prestigious universities (Yonezawa, 2010). These
innovative policies included a 15 billion Yen budget to expand 30 institutions
that would be recognized as the internationalized core. The core or key
component of this venture of creating an internationalized core was to recruit
international students to Japan.
Importance Of Research
This study attempts to provide additional scholarly knowledge on the push and
pull dynamics that impact the decision-making process international students
face when choosing Japan as a destination country. Specifically, pull factors of
G30 Japanese universities are identified and analyzed.
Research question
What aspects of higher education of international students in the G30 Program
may be expanded, modified, or improved to enhance Japans international
competitive position in attracting students worldwide?
Method
Data sources and analysis
The data presented in this paper were collected by an online questionnaire
service. Data presented and analyzed in this paper represents 2 survey questions
designed to measure the specific pull factors of the Global 30
Program. Further research is currently being conducted to evaluate challenges of
intercultural communication that exist within the G30 program. The
questionnaire consisted of 28 questions to assess students perspectives in the
following areas: demographics, factors that influenced their decision to choose
Japan as a destination country, issues related to intercultural communication,
perceptions of their educational experience and future aspirations upon
completion of their degree. Apart from questions related to demographical
information, all questions had an option for open-ended responses. The
abovementioned questions consisted of 5-point Likert scale questions, and Radio
Button Grid questions that allowed respondents to rank specific choices. In
addition, a Chi-Square test was used to collect data identified in Table 1.
Participation in this survey was voluntary and participants were required to
answer consent questions before continuing with the questionnaire.
Participants
Data were collected from May 16th, 2014-July 31st, 2014. There were 96 total
respondents with a breakdown of 52 Males (54.2%) and 44 females (45.8%). The
Age range of the respondents was 18-24 years old. Of the 96 respondents, 36%
were first year students; 29% second year students; 20% third year students; 15%
fourth year students. There were no graduate students who took part in this
survey. The original target of this research was to get 200 respondents. It should
be noted that all of the 13 Global 30 Universities in Japan were contacted by
email to outline the goals of the study and to invite each university to participate
in this research project. Of the 13 universities designated as G30 universities, 4
agreed to participate in this study. The remaining 9 universities either did not
respond to the researchers request or refused to participate for various reasons.
The distribution of nationality represented in this study are as follows: China, 26
(27.2%); Indonesia, 13 (13.6%); Japan, 9 (9.4%); Vietnam, 9 (9.4%); South Korea, 6
(6.3%); India, 5 (5.2%); Malaysia, 4 (4.2%); Singapore, 4 (4.2%); Taiwan, 4 (4.2%);
Thailand; 3 (3.1%); Egypt, 3 (3.1%); Hong Kong, 2 (2.1%); Argentina, Brazil
Kenya, Mongolia, Nepal, Pakistan, Philippines, U.S.A. 1 (1%).
There are several factors that affect the distribution of nationalities in the Global
30 program. Participating Global 30 universities have recruiting offices in Hanoi,
Vietnam; Seoul, South Korea; Beijing and Shanghai, China; Jakarta, Indonesia.
Further research must be conducted to analyze the direct impact recruiting
offices have on the distribution of nationalities. In addition, further research
must be conducted on how each participating Global 30 University actively
works to advertise and promote their degree programs worldwide.
Results
In Table 1., the first survey item to be explored, my primary reasons for
choosing to study at my university are related to the following. The data
represented in Table 1 clearly shows that the location of the national and private
universities was of a moderate importance to the 96 respondents. 37.5% listed
this quality as important. Conversely, respondents did select the specific
course of study offered (Major) and positive reputation connected to my
university as Important or 67.7% and 62.5% respectively. These factors
directly relate to a previous study by Mazaarol and Soutar (2002) where specific
factors were characterized as having an impact on international and domestic
students in Australian educational institutions. The six variables identified in
this study were the quality and reputation of the institution, the recognition of
the institutions qualifications in their own country, the international strategic
alliances the institutions had, the quality of the institutions staff, its alumni base
and its existing international student population (Mazzarol and Soutar,
2002:87).
F=Female
More recent findings by Macready and Tucker (2011) identified push factors in
international student mobility that are relevant to the push factors found in this
study of international students in the Global 30 Program. Although no statistical
information was found on the most prevalent push factors, the following list is
representative of general push factors found to have attracted international
students to the Global 30 program.
Discussion
As outlined by MEXT in the 5-point framework for establishing measures to
successfully implement the 300,0000 International Student Plan, the
underlining reasons behind the G30 program are to internationalize higher
education in Japan or promote the globalization of universities (MEXT, 2009a).
The thirteen universities chosen, as G30 institutions were to increase courses
taught in English. For Japanese universities to attract quality students, raising
the quality of education and research in universities has become the most
important factor in attracting high-caliber foreign students (Kitayama, 2003, p.
72). As the Japanese language is of little commercial use outside of Japan, the
most effective approach to attracting foreign students was to offer full-degree
programs in English. This was a means of attracting advanced international
students who otherwise would not have considered studying in Japan
(Tsuneyoshi, 2005, p. 65). The data represented in Table 2 clearly shows the
importance of offering English degree programs. 65.6% of respondents reported
that the ability to study in English while living in Japan was a major pull
factor in deciding to study in Japan. Only 6.3% of respondents list this reason as
not important. English is considered a global language and is an essential
component in attracting quality international students who by their presence
increase the diversity of student population on campus and contribute to the
internationalization of the domestic student body. The results of this research
project clearly indicate that academic courses offered in English are a very
important pull factor in attracting international students (de Wit, 2005; Wachter,
2005).
with economic concerns, availability of financial aid and affordability were cited
as the most important factors; educational factors demonstrated that 65.6% of
students surveyed indicated that ability to study in English while living in
Japan was of paramount importance. Zhengs findings in 2003 are comparable
to the findings of this report that identify the most significant pull factors in
attracting international students; quality of education and affordability of that
education are the top considerations. In summary, Table 2 provides comparisons
of fundamental pull factors that affect students when deciding to choose Japan
as a host nation. Main pull factors specific to this program are (1) full degree
programs offered in English, (2) financial aid, (3) career prospects, and (4)
overall affordability.
The results of this analysis are analogous to Mazzarol and Soutar (2001), a study
of international students from many different countries who lived and studied
in Australia. The study ranked student responses as to why they decided to
choose Australia as a destination country. Leading reasons were quality and
reputation of degree program, quality of education, and opportunity for
scholarships. These results mimic this study in that leading pull factors of
international students in Australia appear to be quite similar to international
students in Japan. Reputation, high standard of education, affordability and
financial assistance remain essential pull factors sought by international students
in these two studies.
Conclusion
This study indicates the most important factors students considered in selecting
a host country are: specific majors offered, the excellent reputation of the select
universities and the availability of obtaining a university degree, in specific
course, content in English. Referring to Mazaarol and Soutar (2001) and the
push and pull factors that greatly affect the movement of international
students across global borders, Japanese universities and the administrators who
dictate policy can work toward improving already existing positive pull factors
while working toward enhancing additional pull factors to attract more
international students to Japan.
Japan as a host nation can enhance certain pull factors by maintaining current
tuition levels, facilitating the process of obtaining financial aide, easing
restrictions on obtaining student visas and working with local authorities to help
international students in certain geographical areas to feel more welcome.
Analyzing data from this study show that there are distinct pull factors that are
attracting students to the G30 program and specific G30 universities. On a micro
level, specific courses offered through the 13 G30 universities, and the excellent
reputation shared by those participating universities are major pull factors for
students when deciding which G30 University to select. On a macro level,
academic pull factors are: the potential of pursuing a desired career, and the
opportunity to enroll in a four-year degree program where all course work is
offered in English. Economic pull factors of the G30 program are its
affordability, and readily available financial aide. The differentiating and most
Limitations
This study identifies pull factors that attract international students to the G30
Program; however, certain limitations remain. There were no graduate students
included in this study. In addition, future research could be further divided by
identifying specific pull factors in each major represented in the study. Lastly, a
larger sample size is needed to more accurately analyze the various pull factors
outlined in this study. Thus, it is essential to obtain access to all G30 students in
the thirteen participation universities in order to attain more detailed and
thorough statistics.
This work was supported by the Ministry of Education, Culture, Sports, Science, and
Technology-Japan (MEXT)
Grant-in-Aid for Scientific Research (KAKENHI) (Challenging Exploratory Research) 2014 [No.
26590195]
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Introduction
The rise in teacher accountability paralleled with the increase in the number of
students diagnosed with Autism Spectrum Disorder (ASD) entering classrooms has
made it critical for teachers to identify evidence-based practices (EBP) that can be
used with consistence. This is particularly challenging in the field of special
education when working with students diagnosed with ASD when it is considered
common knowledge that what is effective for one individual diagnosed with ASD
may not work at the same level of impact for another individual with a diagnosis of
ASD (Lerman, Vorndran, Addison, & Kuhn, 2004). This dichotomy highlights the
importance for special education teachers to have knowledge of many EBP to
implement with various students as well as how to adapt the practices for different
environments and for different students with similar struggles. Students diagnosed
with ASD often have similar struggles in their inability to independently self-
regulate on-task behaviors for non-preferred tasks (Hume, Plavnick, & Odom, 2012;
Rafferty & Raimondi, 2009). Therefore, it comes with no surprise that on-task
behavior is often cited as a primary reason for the already struggling students
failure to complete academic task demands (Falkenberg & Barbetta, 2013; Axelrod,
Zhe, Haugen, & Klein, 2009).
It is not uncommon for students diagnosed with ASD to have difficulty attending to
specific tasks as a result of a deficiency in the brains ability to properly utilize their
metacognitive functions (also known as executive-functions) that aid in such areas
as self-regulate behaviors, problem solving, organization, and self-evaluation
(Hume, Plavnick, & Odom, 2012; State & Kern, 2011; Loftin, Gibb, & Skiba, 2005;
Solomon, Goodlin-Jones, & Anders, 2004). However, evidence from research
suggests that the use of self-monitoring is an EBP that has the capability to bridge
the gap between the metacognitive skills and task demands for individuals with
disabilities (Mithaug & Mithaug, 2003; Morrison et al., 2001; Rafferty, & Raimondi,
2009; Solomon, Goodlin-Jones, & Anders, 2004; Trammel & Schloss, 1994).
Despite whether and individual has a disability or not, for greater probability of
self-monitoring behavior to be maintained and eventually generalized the
administration of a reinforcing stimulus must follow the correct self-monitoring
behavior (Mithaug & Mithaug, 2003). The implementation of a highly preferable
reinforcing stimulus following the demonstration of a targeted behavior will
increase the probable frequency rate of the target behavior occurring again in the
future under similar stimulus conditions (Cooper, Heron, & Heward, 2007). For the
reinforcing stimulus to maintain its effectiveness it is best to intermittently
administer back-up reinforcers. This schedule of administrating reinforcement
establishes a greater control over the possibility of satiation (Alberto & Troutman,
2013; Cooper, Heron, & Heward, 2007). Loftin et al. (2005) express, To ensure
success when first beginning an intervention, frequent reinforcement is
recommended. Offering a choice among preferred reinforcers increases the
likelihood of a successful intervention (p. 12 - 13).
The paired-choice SPA pairs various stimuli together and repeatedly present the
paired stimuli to the individual in alternating orders. Data are collected on the
frequency of what is defined as approach behaviors versus non-approach behaviors
to the presented stimuli. After multiple presentations of the paired stimuli, the
stimuli that is approached with greater frequency is identified as the highly
preferred reinforcer while the remaining items that are approached 80% of the time
or more are identified as back-up reinforcers.
Evidence has indicated that individuals with ASD are capable of high achievement
when the proper interventions are implemented (Rafferty, & Raimondi, 2009;
Mithaug & Mithaug, 2003; Morrison et al., 2001). Therefore, the purpose of this
study is to examine the impact of positive reinforcement paired with self-
monitoring on the completion of note-taking and homework with a student
diagnosed with ASD. A single-subject withdrawal design with repeated measures is
used to examine the functional relationship between self-monitoring paired with
reinforcement and task completion.
Methods
A single-subject withdraw design (A1-B1-A2-B2-A3-B3-A4) was used to assess the
impact of self-monitoring, paired with positive reinforcement, to increase
homework (HW) completion and note-taking (NT) completion for an individual
diagnosed with ASD in a pullout secondary math class. A withdraw design with
repeated measures design was selected for its simplistic ability to identify a cause-
effect relationship through its repeated design and periodic removal of the
intervention (Cooper, Heron, & Heward, 2007). The data for the study were
collected for a total of 50 instructional days. During each baseline condition the data
were collected for 5 instructional days. During the intervention conditions data
were collected for 10 instructional days.
Participant
The participant in the study was a 15-year-old male diagnosed with ASD. At the
time of the study, the participants current psycho-educational evaluation indicated
that he received special education services in the pullout classroom for 20% of the
day and services in the inclusive education classroom for 80% of the day. His
evaluation scores indicated that he is capable of retaining 90% to 100% of what he
hears and sees but has deficits in written communication, oral communication, and
task completion.
Two special education teachers collected data for the study. At the time of the study
both teachers combined had a total of 7 years of experience in the field of special
education. The primary special education teacher taught the pullout class while the
second special education teacher collected reliability data.
Setting
The study took place in a rural public high school with a student enrollment of
1,048. Data were collected in a pullout secondary math classroom with 9 other
students who received special education services. The class duration was 70-m and
met 5 days a week. The class began each day with a set of opening problems that
reviewed previously taught mathematical skills, followed by the instruction of new
content with guided notes, guided practice, and then concluded with independent
practice. The class grading procedure stated that all students received full credit for
assignments based on completion and not based on accuracy. Students would
receive a zero on assignments if they did not attempt the work, did not turn in the
work, copied a peers HW, wrote answers that were determined non-mathematical
in nature (e.g. 2+2 = yes), or a combination of the aforementioned.
Dependent Variables
The dependent variables were the students HW and NT completion. At the start of
each class session the student was provided with guided notes with fill-in-the-
blanks that he was expected to complete during the guided lecture. NT was
calculated by adding the number of blanks filled in on the guided notes divided by
the total number of blanks, multiplied by 100. The percentage of HW completion
was calculated by dividing the number of completed problems on all assignments
for the class session (completed meaning all of the work was attempted to be
answered based on the class policy) divided by the total number of problems to be
completed on all assignments for the class session, multiplied by 100.
Prior to the study the student had an average of 60% in the class (according to the
school policy, failing was a score of 64% and below), and had scores of zeros on 10
out of 21 assignments during an 8-week period. Likewise, he had not turned in 48%
of his assignments for the first 2 nine-weeks of the school year. During the same
time period, his peers had an average grade of 81% with an average of 5 out of 21
assignments with scores of zeros.
Procedures
A paired-choice stimulus preference assessment (SPA) was administered prior to
the collection of the data following the procedures used by Fisher et al. (1992). A list
of 5 potential reinforcers for the SPA was identified through a parent interview: (1)
Nintendo Game Boy, (2) Twix, (3) Snickers, (4) 3-Musketeers, and (5) Milky-Way
candy. The two stimuli approached 80% or more during all trials of the SPA were
identified as reinforcers. An approach was scored if the subject made physical
contact with the stimuli using his hands. The SPA was conducted one time prior to
the collection of the first baseline data. The results of the SPA indicated Snickers
candy as the stimulus with the greatest potential to reinforce the targeted behaviors
and the Nintendo Game Boy as the second stimuli (the back-up reinforcer).
The special education teacher and an additional special education teacher, who was
brought into the classroom during the study, collected the data during all sessions.
It was established by the primary special education teacher prior to data collection
that the students completion goal for his HW and NT was 75% based on the
objective goal of WH completion in the students Individual Education Plan (IEP).
Data were collected for 50 instructional school days, graphed, and analyzed within
conditions and across conditions (Figure 1). A frequency count measured the
number of blanks filled in on guided notes and the on number of problems
completed on the homework.
Baseline (A). During each baseline condition data were gathered for 5 instructional
days on the students completion of HW and NT. A training session on how to use
the self-monitoring forms was administered at the conclusion of the fifth day of the
first baseline condition. The student was provided a folder to keep the self-
monitoring data sheets in and directed to keep the folder in an easily accessible
location within the classroom (a filing cabinet behind the teachers desk was used in
the study). The student was allowed to continue to use the self-monitoring form in
the subsequent baseline conditions if he chose to but no reinforcement or verbal
redirection was provided for its use. The student elected to not use the self-
monitoring form during each baseline condition.
Intervention (B). During each intervention condition data were collected for 10
instructional days. Each day during the intervention condition the student obtained
the folder from the designated place within the classroom. At the conclusion of the
class the student self-observed and self-evaluated for that day of the week in the
identified columns labeled, Did I Take Notes Today? and What Assignments Do I
have and did I complete them? If the task was completed for each column, a check
mark was placed in a small box in the bottom corner of that column. If the task was
not completed, an X was placed in the provided box in the column. Both teachers
After all columns were filled in, the student and the two teachers simultaneously
compared data to measure the fidelity of the self-monitoring. The teachers initialed
that day of the weeks column if they agreed that the student self-observed, self-
evaluated, or completed both actions correctly. If they disagreed with the students
documentation or with each other they did not initial the column.
If the student self-observed and self-evaluated correctly a smiley face sticker was
placed on that days column to reinforce the documentation process and the student
was provided the choice between a Snickers candy bar or free time to play with his
Nintendo Game Boy (approximately 15-m of access time). If the student
inaccurately self-evaluated he was still provided the smiley face sticker but given
verbal redirection and denied access to the candy or video game system. If the
student did not complete both the self-evaluating and self-recording accurately
verbal redirection was administered and no sticker, candy, or video game system
were provided.
Results
Data collected were analyzed within each condition and across conditions. Results
indicate that the students NT and HW completion increased each time self-
monitoring parried with a positive reinforcement was implemented. The students
NT and HW completion scores decreased each time self-monitoring parried with
positive reinforcement was removed (Figure 1).
Baseline (A1). The calculated mean for the first baseline condition for the students
HW completion was 15.4% (range: 0% - 50%). The calculated mean for the first
baseline condition for NT completion was 15% (range: 0% - 36%). The calculated
stability of the data for HW completion and NT completion had high variability.
The percentage of stability for HW completion was 0% (range: 12.3% - 18.5%) and
for NT completion was 20% (range: 12% - 18%). Using the split-middle trend
analysis, the trend for both HW completion and NT were decelerating.
Intervention (B1). The calculated mean of the students HW completion for the first
intervention condition was 92.1% (range: 81% - 100%). The calculated mean for NT
completion with the intervention condition was 83.4% (range: 71% - 100%). The
calculated stability of the data for both HW and NT completion had low variability.
The percentage of stability for HW completion was 100% (range: 73.7% - 100%) and
for NT completion was 100% (range: 66.7% - 100%). Using the split-middle trend
analysis, the trend for both HW completion and NT were accelerating.
Baseline (A2). The calculated mean for the second baseline condition for the
students HW completion was 16% (range: 0% - 55%). The calculated mean for
baseline condition for NT completion was 8% (range: 0% - 40%). The calculated
stability of the data for HW completion and NT completion had high variability.
The percentage of stability for HW completion was 0% (range: 12.8% - 18.2%) and
for NT completion was 0% (range: 6.4% - 9.6%). Using the split-middle trend
analysis, the trend for both HW completion and NT completion were decelerating.
Intervention (B2). The calculated mean of the students HW completion for the
second intervention condition was 90.8% (range: 70% - 100%). The calculated mean
for NT completion with the second intervention condition was 83.3% (range: 55% -
100%). The calculated stability of the data for both HW and NT completion had low
variability. The percentage of stability for HW completion was 100% (range: 62.6% -
100%) and for NT completion was 80% (range: 66.7% - 99.9%). Using the split-
middle trend analysis, the trend for both HW completion and NT were accelerating.
Baseline (A3). The calculated mean for the third baseline condition for the students
HW completion was 14.2% (range: 0% - 41%). The calculated mean for the baseline
condition for NT completion was 5% (range: 0% - 15%). The calculated stability of
the data for HW completion and NT completion had high variability. The
percentage of stability for HW completion was 0% (range: 11.4% - 17%) and for NT
completion was 0% (range: 4% - 6%). Using the split-middle trend analysis, the
trend for both HW completion and NT completion were decelerating.
Intervention (B3). The calculated mean of the students HW completion for the
third intervention condition was 92.7% (range: 78% - 100%). The calculated mean for
NT completion with the third intervention condition was 84.5% (range: 70% - 100%).
The calculated stability of the data for both HW and NT completion had low
variability. The percentage of stability for HW completion was 100% (range: 74.2% -
100%) and for NT completion was 100% (range: 67.6% - 100%). Using the split-
middle trend analysis, the trend for both HW completion and NT were accelerating.
Baseline (A4). The calculated mean for the fourth baseline condition for the
students HW completion was 16.4% (range: 0% - 46%). The calculated mean for the
baseline condition for NT completion was 6% (range: 0% - 15%). The calculated
stability of the data for HW completion and NT completion had high variability.
The percentage of stability for HW completion was 20% (range: 13.1% - 19.7%) and
for NT completion was 20% (range: 4.8% - 7.2%). Using the split-middle trend
analysis, the trend for both HW completion and NT completion were decelerating.
The trend across the study was a positive acceleration for HW completion and NT
completion. The students mean HW completion increased from each baseline
condition to intervention condition by 76.4% (HW baseline = 15.5%; HW
The immediacy of change from the difference between the ordinate values of each
intervention condition to the last data point of each baseline condition for HW
completion increased by 92% (baseline = 0%; intervention = 92%), 70% (baseline =
0%; intervention = 70%), and 89% (baseline = 0%; intervention = 89%) and for NT it
increased by 57% (baseline = 14%; intervention = 71%), 15% (baseline = 40%;
intervention = 55%), and 78% (baseline = 0%; intervention = 78%). Each time the
intervention was withdrawn, HW completion decreased by 67% (baseline = 25%;
intervention = 92%), 70% (baseline = 0%; intervention = 70%), 90% (baseline = 0%;
intervention = 90%), and 52% (baseline = 46%; intervention = 98%). Likewise, NT
completion decreased by 35% (baseline = 40%; intervention = 85%), 55% (baseline =
0%; intervention = 55%), 63% (baseline = 15%; intervention = 78%), and 75%
(baseline = 15%; intervention = 90%).
Conclusion
The purpose of this study was to examine the impact of self-monitoring paired with
positive-reinforcement on increasing HW completion and NT completion for a
student diagnosed with ASD in a pullout math course. Based on the evidence of this
study the goal for HW completion and NT rate increased for the student during
each intervention condition and decreased each time the intervention was removed.
The goal was for the student to achieve a 75% completion rate for both variables
during the intervention conditions. This goal was achieved for 97% of the
intervention condition days for his HW completion and for 87% of the days for NT
completion
The increase in the percentage of completion from the baseline data to the
intervention data and then the decrease in percentage when the intervention was
removed, suggests that a possible functional relationship exists between at least one
of the independent variables of self-monitoring and positive reinforcement and the
dependent variable of task completion. The analysis of the data does not confirm
with confidence that the increase in completion of both HW and NT was because of
the self-monitoring. Rather, it does suggest that the increase may have been because
of the preferred reinforcer used during each intervention condition. This conclusion
is established because during each baseline condition the student was provided
access to the self-monitoring forms but was not reinforced for using them. It was
observed that the student elected to not use the forms and the data collected
indicates that the completion rate decreased during each baseline condition but
increased once the intervention was reintroduced. Yet research suggests that the use
of a reinforcer is necessary for self-monitoring to be effective for students with
disabilities (Koegel, Singh, & Koegel, 2010). Therefore, the evidence of this study
adds further affirmation to previous research that the intervention of self-
Future Studies
This study requires further replication across settings and individuals to establish a
stronger functional relationship as well as an extinction process to fade out the
reinforcement to establish if a functional relationship exists between self-monitoring
and task completion. Similarly, future studies may want to consider using more
than one assignment at a time to potentially increase the stability of the data and
provide more training for students on self-monitor.
The completing of a given task is an expectation for students with disabilities and
without disabilities in the educational classroom. Students who learn the reinforcing
value of self-monitoring can learn to generalize this skill to other academic areas
and eventually adapt it for functional skills. Thus, it is advantageous to the
individual student, teacher, and society to understand potential strategies that may
increase the frequency of an individuals ability to properly complete a given task.
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Mangut Mankilik
Department of Science and Technology Education, University of Jos
Jos, Nigeria
Introduction
Over the years, it has been found that physics is the bedrock of scientific and
technological developments worldwide. The technologies associated with
physics, especially space and nuclear science, determine the economic and
military powers of nations. Thus, at the senior secondary school level in Nigeria,
physics has been identified as one of the core science courses as stated in the
National Policy on Education (FRN, 2004). The Nigerian government in
recognition of the importance of science and technology, especially physics has
taken a number of steps towards its improvement. These steps included the
implementation of the Science and Technology Education Post Basic project with
support from the World Bank which focuses on the production of adequate and
quality science and technology graduates. Furthermore, the inclusion of Physics
in Technology in the recently reviewed Senior Secondary School Physics
Curriculum was a significant step towards the improvement of science and
technology in Nigeria. This curriculum came into effect in September 2011.
Despite the efforts of the Nigerian government, researchers generally observed
students low enrolment and poor performance in physics (Mankilik & Umaru,
2011; Erinosho, 2013; Aina & Olanipekun, 2014). The students low enrolment
and poor performance in physics is indicative of a serious variance between the
expectations of the Nigerian Government as spelt out in the National Policy on
Education (NPE) and the actual situation of physics in our schools and this calls
for a review of the strategies teachers adopt in the teaching and learning of
physics (WAEC, 2008). Generally, the way physics lessons are delivered in
senior secondary schools in Nigeria is by expository method. The expository
teaching method is a teacher-centered, student-peripheral approach where the
teacher with or without the use of instructional materials delivers a pre-planned
lesson to the students (Akinbobola, 2009).
In agreement with the low enrolment of students in physics, the analysis of the
West African Examinations Council (WAEC) results shows that on the average
between 2006 and 2014 in Nigeria, about 35% of the total number of students
that registered for West African Senior School Certificate Examinations
(WASSCE) entered for physics. In terms of performance, the WAEC Chief
Examiners reports (2005-2013) in physics indicated poor performance of
students generally despite the favourable standards of the paper and the
moderate severity of the marking scheme. In line with this, the analysis of the
WAEC and National Examinations Council (NECO) results of candidates
performance in physics for the May/June 2006-2013 SSCE in Nigeria indicated
general poor performance. For WAEC, in 2011 for example, 43% of the 12,123
physics candidates that sat for the examination in Kaduna State had credit
passes and above, out of which about 1% passed with distinction. In the same
year for NECO and in Kaduna State, 16% of the 24,498 candidates that sat for the
examination had credit passes and above, out of which less than 0.1% passed
with distinction. Also, in 2013, for WAEC, the case is even worse as 0.05% of the
38,738 candidates that sat for physics in the State had distinction. It is to be noted
that a performance level of less than 1% pass with distinction is grossly
inadequate for Nigerias quest for rapid scientific and technological
development.
In Kaduna State, students low enrolment and poor performance in physics has
been attributed to inadequate human and material resources as well as
inappropriate presentation of materials as recorded in the analysis of the
education sector conducted by Kaduna State Ministry of Education (KSMOE,
2008). The situation is further compounded as the teaching of physics (direct
current electricity) in senior secondary schools, is adversely affected by
problems such as perceived abstract and difficult nature of direct current
electricity concepts (DCEC), lack of modern equipment and poor teaching
strategies. In realization of Vision 20-2020, Nigeria must strive for optimum
performance in physics not just average performance. The realization of this
vision entails rapid production of the workforce that is versatile in the
development of modern technologies which are based on the principles of direct
current electricity.
Direct current electricity concepts (DCEC) are the underlying concepts of one of
the branches of study in physics dealing with the steady flow of electrons
around a circuit. The concepts include those of current, voltage, potential
difference and resistance in an electric circuit. Direct current electricity is an area
of physics that teachers find difficult to teach due to its abstract nature and
students make a lot of mistakes in answering questions on it (Baser & Durmus,
2010). Furthermore, they stated that instructional materials should be developed
to promote the development of basic scientific reasoning skills. To this end, in
any teaching method, all efforts should be directed at the students better
understanding of concepts being taught (Akinbobola & Afolabi, 2010). When a
concept is well understood, it is retained much longer, it can be built upon to
acquire further understanding and facilitates creativity (Reigeluth, 2009). In this
light, visualization of phenomena through computer simulations can contribute
to students better understanding of physics concepts (Zacharia & Olympiou,
2010). In the same vein, cooperative learning as an active learning strategy which
involves students interactively working in groups to accomplish a common goal
brings about deeper understanding of learned task that is relevant to life after
school (Bello, 2011).
& Lubianski, 2006). It is therefore of importance that the effect of school type be
properly investigated and addressed.
Hypotheses
1. There is no significant difference between the pre-test performance mean
scores of experimental group exposed to HALS and those of the control
group not exposed to HALS.
2. There is no significant difference between the post-test performance
mean scores of experimental group exposed to HALS and those of the
control group not exposed to HALS.
3. There is no significant difference between the post-test performance
mean scores of male and female students who are exposed to HALS.
4. There is no significant difference between the post-test performance
mean scores of students from public and private schools exposed to
HALS.
Research Methodology
This study adopted the true experimental design. It used the pretest - posttest
control group design with randomization. The population for the study
comprised 16 co-educational senior secondary schools in Kaduna Educational
Zone that have at least 40 SS2 physics students. This presented a total population
size of 1,034 students. The samples of 4 schools (2 public and 2 private) and 172
students (89 males and 83 females) were selected using proportionate stratified
random sampling method and table of random numbers. The instruments,
Written Concept Test (WCT) and the Direct Current Electricity Practical Test
(DCEPT) developed by the researchers were used for data collection. The
content validity of the instruments was established using four experts, one test
and measurement expert and three physics educationists. Their comments and
independent observations, corrections and suggestions were incorporated into
the final form of the instruments. The instruments were trial-tested using 40 SS2
physics students that were similar in all respect to the students for the study but
were not part of the study sample. The reliability coefficients for WCT and
DCEPT using Cronbach Alpha were 0.81 and 0.83 respectively.
The selected students were assigned randomly to the experimental (n=86) and
control (n=86) groups using table of random numbers. WCT was administered
as pre-test to the students and used to measure the degree of the dependent
variable before treatment. The treatment was administered to both groups for six
weeks. The experimental group was exposed to HALS for DCEC while the
conventional lecture approach was used to teach the same concepts to the
control group. The experimental group students in smaller groups of 2 or 3 were
provided with either a desktop or laptop on which the HALS package was
installed. At the end of the treatment, WCT and DCEPT were administered to
both groups as post-test. After scoring, the data were collated and subjected to
statistical analysis using SPSS software. Using t-test at 0.05 level of significance,
the four hypotheses were tested.
Results
Hypothesis One
There is no significant difference between the pre-test performance mean scores
of the experimental group exposed to HALS and those of the control group not
Hypothesis Two
There is no significant difference between the post-test performance mean scores
of the experimental group exposed to HALS and those of the control group not
exposed to HALS. The result of the t-test analysis for independent samples is
presented in Table 2.
n SD df p value
Experimental 86 70.02 16.57
170 12.24 0.000
Control 86 45.31 8.73
Significant at p<0.05
The result in Table 2 showed that the t-test revealed a statistical significant
difference between the post-test performance means score of the experimental
group ( = 70.02; SD = 16.57) and the control group ( = 45.31; SD = 8.73); t(170) =
12.24; p < 0.05. The null hypothesis was therefore not accepted. This implies that
a significant difference exists between the post-test performance mean scores of
experimental group exposed to HALS and those of the control group not
exposed to HALS. An effect size of 1.88 was also recorded, which according to
the range recorded by Becker (2000) indicated a large effect as a result of the
intervention.
Hypothesis Three
There is no significant difference between the post-test performance mean scores
of male and female students who are exposed to HALS. The result of the t-test
analysis for independent samples is presented in Table 3.
Table 3: Post-test Analysis Results of Scores of Male and Female Students Exposed
to HALS
n SD df p value
Male 44 70.36 17.03
84 0.194 0.847
Female 42 69.67 16.26
Hypothesis Four
There is no significant difference between the post-test performance mean scores
of students from public and private schools exposed to HALS. The result of the
t-test analysis for independent samples is presented in Table 4.
Table 4: Post-test Analysis Results of Scores of Students from Public and Private
Schools Exposed to HALS
n SD df p value
Public 44 69.91 15.75
84 0.065 0.948
Private 42 70.14 17.57
Discussion
The study examined the effect of Hybrid Active Learning Strategy (HALS) and
conventional lecture approach on students understanding of Direct Current
Electricity Concepts (DCEC). The analysed results disclosed that there was no
significant difference between the pre-test performance mean scores of
experimental and control groups in their understanding of DCEC. This outcome
collaborates the research finding of Agbatogun, Ajelabi, Oyewusi and Inegbedon
(2011) which indicated that the entry performance of both intervention and
control groups were at par. Determining if there are any pre-existing differences
between the two groups was a good starting point for the treatments. This
agrees with the findings of Akinbobola and Afolabi (2010), Bello (2011) and
Tebabal and Kahssay (2011) that indicated same background knowledge in pre-
test for experimental and control groups in their studies. Furthermore, the
analysed data showed that the performance level of the two groups before
exposure to treatment was low. This confirmed WAEC Chief Examiners reports
(2005-2013) in physics that indicated poor performance of students generally.
Mankilik and Umaru (2011), Udoh (2012) and Erinosho (2013) also reported poor
performance of students in physics. One major factor that might have
contributed to this research outcome was the fact that equivalence was
maintained between the two groups of students prior to treatment using random
assignment.
The experimental group students post-test mean scores were higher than that of
the control groups. This implies that in the performance of students taught using
HALS and those taught with the conventional lecture approach, there was a
significant difference. This showed that HALS was effective in improving
students understanding of DCEC. It was observed during the treatment that the
experimental group students were actively participatory than the control group.
This is in line with the findings of Tebabal and Kahssay (2011) and Bello (2011)
which pointed out that a well-structured activity oriented, cooperative learning
environment in physics enhanced students performance thereby enabling them
to outscore their counterparts in the other group. The findings were also in
agreement with the positions of Baser and Durmus (2010), Kiboss (2011) and
Gambari and Yusuf (2014) that computer simulation improves students
understanding of physics concepts through focusing on the dynamic
characteristics of the simulated circuits, as well as strengthening students
domain knowledge by retrieving and explaining problem solving steps. In
addition, the recorded effect sizes imply that the intervention on the
experimental group resulted in the large effect on their performances as
compared to the control group. Generally, this means that there is sufficient
evidence to claim that the HALS instruction improved students understanding
of DCEC.
Also, this research revealed that gender had no effect on the performance of
students in DCEC when taught using HALS. Hence, there was no statistically
significant effect of gender on students performance in DCEC. This is in line
with the findings of Afolabi and Akinbobola (2009) and Ogunleye and Babajide
(2011) that there is no significant effect of gender on students performance in
physics. The finding also is not in agreement with the findings of Onah and
Ugwu (2010) where they concluded that gender differences do exist in students
achievements in physics. Researchers differing views on gender effect on
students performance in physics suggests that if care is taken to make the
classroom environment conducive for learning through the use of appropriate
teaching strategy, both male and female students will perform equally well in
any given task (Baser & Durmus, 2010). This suggests that HALS has been
structured in such a way that it does not give one group an edge over the other.
To give credence to this, Akinbobola and Afolabi (2010) observed that any good
teaching approach used in teaching physics should not discriminate between
sexes. It was also found that there was no statistically significant difference
between the performance of students in the public and private schools taught
using HALS. This means that there is no statistically significant difference
between students performance in DCEC in both school types. This finding
agrees with the findings of Lubianski and Lubianski (2006) who reported that
students in regular public schools do as well as students in private schools when
presented with equal learning opportunities. This shows that HALS which the
students were exposed to in both the public and private schools, is an effective
instructional strategy that presents equal learning opportunities to the students
resulting in no significant differences in their performances.
Conclusion
This study provides evidence that the use of HALS through computer
simulation, cooperative learning, questioning, class discussion, manipulation,
exploration and experimentation promotes students understanding of physics
concepts in the classrooms. The result of this study showed that the performance
level of both the experimental and control group students before treatments
were low with no significant difference in their understanding of DCEC. The
result further showed that students taught using HALS performed significantly
better than their counterparts taught with conventional lecture approach.
Furthermore, the result revealed that gender and school type had no effect on
the performance of students taught using HALS indicating that HALS presents
equal learning opportunities to the students. The implication of the findings of
this work is that using HALS package, students can be taught abstract concepts
in physics in a way that would promote their better understanding and make
learning an enjoyable experience for them. This translates to optimal
performance in physics examinations which can lead to the rapid production of
a better workforce for the countrys technological advancement.
Recommendations
The findings of this study, gave rise to the following recommendations:
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Introduction
Perhaps because it is being incorporated into more and varying fields of study,
problem-based learning is often at the center of many debates. Some issues
include tackling the early challenges of adapting the paradigm of traditional
learning to problem-based learning (Ertmer & Simons., 2005; Nesargikar, 2010);
defeating misconceptions about the practice (Savin-Baden, 2000); understanding
the benefits and negative implications of problem-based learning in specific
curriculum or courses (Banta et al., 2000; Neville, 1999); and comparing views on
the roles of an effective facilitator (Dahlgren et al., 1998; Dolmans et al., 2002;
Van Berkel & Dolmans, 2006), as well as said individuals skills and
competencies needed to lead groups (Azer, 2005; Sadaf et al., 2009; Jung et al.,
2005).
These issues remain heavily debated and studied, particularly in regards to the
roles, responsibilities, and qualifications of effetive facilitators. This matter
deserves attention, considering the importance of a strong authority figure in
ensuring the success of problem-based learning; thus, the discussion in this
article will focus on two personal qualities that are the main prerequisites for
proficient faciliators. The requirement of these personal qualities not only help to
clarify the nature and role of the facilitator, but also alleviate other relevant
issues such as the finding the proper method of execution, curriculum, and
educational environment for problem-based learning. Finally, with more
faciliators posessing the required qualities, we can challenge existing
misconceptions about this form of teaching and learning.
Effective facilitators are those who have proficient knowledge and expertise in
the courses they are teaching (Dolmans et al., 2002). Furthermore, they must
understand what discipline entails in their respective fields, the underlying
philosophy of that work, and the learning outcomes that can be achieved by
students. However, as confirmed by Neville (1999) and Peterson (2004),
problem-based learning should not encompass the whole of any curriculum or
course, since this method has its limitations. In fact, its implementation must
first be in line with existing knowledge of students and must be introduced by
the facilitator at appropriate stages so that optimal results can be obtained.
Therefore, each lecturer must have an accurate understanding of the curriculum
and courses, so that he or she may select and plan out the most appropriate
operation of teaching for his or her line of study.
A dynamic group can be formed if the facilitator has the competence and
skills of handling groups. Discussions amongst facilitators, as oberserved by
Azer (2005), Chen & Rybak (2004), Corey et al. (2010), Ertmer & Simons (2005),
Jacob et al. (2009), Liwen (2007), Nesargikar (2010), Ohlsen (1970), Wood (2004),
and Yalom (1975), revealed that there are several abilities that a facilitators must
have full grasp of in order to provide optimum guidance to the group. These
features help facilitators play their roles effectively, solving issues that arise
while implementing problem-based learning, such as conflicts among members
or difficulties in reaching conducive answers to a given problem. In their
discussion, facilitators summarized necessary characteristics, competencies, and
skills for handling groups:
for the group, and have a degree of leadership within the framework of
the relevant groups.
2. Facilitator must clearly understand the different levels of understanding
that exist in a particular group to ensure that learning and development
occurs smoothly for everyone. This knowledge allows the facilitator to
prepare and implement appropriate interventions, such restructuring the
group so that members can be more productive.
3. Facilitators must be trained and practice leadership skills such as
providing feedback, drawing out, cutting off, spinning off, linking,
modelling, and using eyes and tone of voice to encourage all members to
participate in discussion. Guidance, support, and appreciation can also
increase the motivation of each member to work in tandem to solve a
problem
4. Facilitators must understand and pay attention to verbal or nonverbal
elements that may influence the group dynamic. The size of the group,
the facilitators attitude, meeting settings, and the attitude exhibited by
all members of the group can all determine whether the groups are
therapeutic, neutral, or anti-therapeutic.
5. Facilitators must be comfortable in their roles and have knowledge about
the topic of discussion, all the while being patient, flexible, friendly, and
open-minded. These feature allow the facilitator to effectively guide the
group through both the understanding of the problem and the process of
solving it.
6. Facilitators must realize the challenges that come with leading a group.
Some concerns to keep in mind are the attitudes of members who try to
dominate discussion, empty conversations, storytelling that deviates
from the original point, fights and conflicts between members. In
addition, faciliators must also be constantly aware of their own feelings
of disappointment or anger towards the members. Awareness of the
possible problems can help facilitators build trust and ties between
members of the group.
With the understanding that facilitators must possess both personal qualities to
effectively implement problem-based learning, appropriate changes must be
taken to ensure that individual can provide the best guidance. The following
recommendations could be considered to help identify and develop effective
personal qualities:
The faculty and university are advised to conduct activities that will continue to
improve faciliators professionalism in implementing problem-based learning.
Through feedback and ongoing assessments, facilitators can share their
experiences, identify barriers, and make improvements. As also recommended
by the Dolmans et al. (2002) and Jung et al (2005), facilitators must be given
space and supportive environment to reflect on their practice. Therefore, it is
proposed that facilitators be kept up to date with periodical skill training. These
sessions will give facilitators the opportunity to practice new skills in different
settings through role-playing activities, and their performance will be given
immediate feedback. Through dialogue, narration, session "mini-pbl," and
constructive feedback, facilitators will continuously have solid foundations on
which to carry out their teaching methods effectively.
Conclusion
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Introduction
Patients medical consumption and health information environment have
changed dramatically since the rise of internet (Caron, Berton, & Beydon, 2007).
Robinson, Patrick, Eng & Gustafson (1998) have defined "interactive health
communication" as "the interaction of an individual-consumer, patient, caregiver
as well as professional-with or through and electronic device or communication
technology to access or transmit health information or to receive guidance and
support on a health-related issue". The advantage of health information website
is providing integrated information during comprehensive health education
process, to detail description of treatment information at each period that easy to
update knowledge and provide clinical cases (Clayman, Boberg, & Makoul,
2008). Thus, designers must understand users how to seek BCHC information, to
utilize information providing and support tools from BCHC website when a
user-centered health information website is designed. Hence, how to offer
correct, easy understanding information to affect users medical seeking
behavior then decision making on their medical choice.
Literature Review
Online breast cancer health care information
Breast cancer is a common disease among women (Sutton & Patkar, 2009;
Schmidt et al., 2015) and is the most frequent cancer of women in both
developed and developing worlds (World Health Organization [WHO], 2012).
However, more women are surviving this cancer due to the improved treatment
and detection of symptoms at an early stage (Burgess et al., 2005). According to
the Health Information National Trends Survey, online health information
resources offer prevention and treatment options and decision making for
patients (Hesse et al., 2005). The traditional face-to-face communication method
is insufficiencies such as dept and breadth information needs, comprehension of
professional language, controlling over consultation times, promotional content
and responses questions to public etc. Internet information of breast cancer has
become an important source and assist patients to enquiry doctors appropriate
questions while in consultation (Shaw et al., 2007). Research by the Pew
Research Centers Internet & American Life Project and the California
HealthCare Foundation (2009) indicated that 61% of adults had searched for
health information online. Ghaddar, Valerio, Garcia and Mlis (2012) expressed
that 81% of adolescent had accessed health information online and 59% had
sought health information related to a family members health online. Sabee,
Bylund, Weber and Sonet (2012) also pointed out that patients had various goals
for discussing internet research with their health care provider as follows;
seeking opinion or advice, verifying information, managing impression, learning
and testing. The health information had been reported and provided by internet
and media thereby breaking down the barriers of time and space, but it had also
immersed people in complicated health information. Readers must often
consider information source while seeking information online, such as the
author who writes behind the text (Rouet & Puustinen, 2009).
WHO (2004) emphasized that a majority (69%) of all breast cancer deaths
occur in developing countries. This study considers Taiwanese women as the
Breast Cancer Health Care (BCHC) end-users. The provision of trustworthy
information, easy browsing and website interaction process of Taiwanese
women were filtered principles for medical websites (Lin, Tseng, & Lee, 2010).
Hence, effective BCHC information websites could facilitate promoting BCHC
information, thus achieving easy of use. Usability has been shown to be a key
factor when the services organization using internet (Flavian, Guinaliu, &
Gurrea, 2006) and poor interface functionality has been seen as a potential cause
for web usability breakdown (Nielsen, 1999). Zhang and Dran (2000) indicated
to achieve satisfaction, users may spend more time at website, revisit website
and recommend website to others. Javenpaa and Todd (1997) indicated users
situation would be considered and gave more service then to offer perfect
experience except technology promotion when website in designing.
In fact, advantages and disadvantages of online health information exist.
For example, the availability of online information may aid in making decisions
that are more definitive and increase the participation of patients in their
treatment; thus, patients can make more comprehensive preparations in advance
of professional care and consultation (Berland et al., 2001). However, because
Methods
Analysis user needs through interviews
Because the nature of SBD involves predictive descriptions, this study used
interviews and observation to engage in user analysis to avert subjective
production. The analysis of user needs was summarized from interviews with
interface operations.
6. Women in prevention period had more diverse using information access
mediums of BCHC information than women in treatment and follow-up
periods through media of computers, cell phones and iPod touch. Thus, they
were relatively familiar with internet, WiFi and mobile internet, but didnt
have strong impressions regarding the content of BCHC information (A1-
A8). Women in treatment period had the greatest and most urgent needs for
BCHC information and participated in regular meetings at the Kaihuai
Association. These women regularly received BCHC information, citing
attentive care on a psychological level as another important need (A9, A10).
Women in follow-up period had ample experience with their own cancer
treatment and could consult with their friends or acted as volunteers (A11,
A12).
Encoding Reliability
Nine designers (B1- B9) participated in experiment to propose 42
conceptual sketches. The experiment summarizes designers sketch concepts for
improving health information browsing and interface operations which were
used to propose design solutions for BCHC information website. Then, two
encoders used the data collected in experiment, as well as the interview
transcripts, to extract concepts from the solutions proposed by designers. A
consistency percentage formula was used to measure the reliability of encoders
(Holsti, 1969) and to test for consistency between items extracted by two
encoders. The data analysis derived 112 items, with a calculated encoding
reliability of 0.93; the reliability (r0.8) is clearly acceptable and conforms to the
Krippendorfs rule standard (Krippendorf, 2004).
Solution Concept
The encoded results (Table 2) show that designers proposed 5 solutions
which are classed as Guideline, Menu, Graphics User Interface (GUI), Scenario
and Game solutions. By ranking the 42 research samples (Table 3) for both
homepage and subpage forms that GUI solution is clearly preferred first,
followed by Scenario and Menu solutions.
1. Guideline
As regards the solutions on using functional concept of guidance and
explanation, four designers proposed 5 conceptual sketches of map guidance as
presentation form for homepage, proposing solutions including map-style
browsing,when menu is selected, one moves to target location (B6) and the use of
virtual clinic map blocks to classify BCHC information, classifying the path-seeking
system of users in three periods, so they can select information based on their needs
(B1) to present the concept of individual BCHC path-seeking. Among the
conceptual samples, designers didnt utilize map guidance method to develop
subpages.
2. Menu
Focusing on operational flow as a means of presenting the solutions for BCHC
information concept, three designers proposed 5 conceptual sketches in which
menus were used to present simple BCHC information. These designers
proposed, basic horizontal menusthe menus link to sub-menus and the right side
presents the latest information (B3) and that website should present one type of
information on one page to simplify operational flow (B4).
3. GUI
Six designers proposed 9 conceptual sketches in which GUI was used to present
homepage, such as personal diagnostic sheet forms,can be used to fill in personal
information and system filters information needed by users (B9). GUI is most
appropriate presentation form to subpages which can display personal BCHC
examination data procedures. For instance, one of designers indicated that
using graphic interface design for brainstorming to select data folders or selecting
health information personnel to serve as a menu or button design, to go into subpage
interface similar to diagnostic sheets (B1).
4. Scenario
Four designers proposed 8 conceptual sketches of scenario interface that dealt
with typical situations encountered by users, one of designers pointed out
expressing the spatial concept of virtual clinic such as users can click based on
their usual feelings upon entering clinic (B2). Moreover, using the concept of
virtual nurse roles to guide users into context, such as using virtual nurses as a
character and after they click on icons, the nurse will start explaining (B5, B6).
5. Games
Focusing on interactive games for solutions, 4 conceptual sketches of game-
based sketches had been proposed as homepage by three designers. On
homepage, three female roles represent as three different age groups are used as
menu for selecting and classify information. the entry homepage uses different
age groups for classification, providing information needed by different age groups (B8)
or with role-based and contextual simulations as fundamental concept behind
the websites design, such as the homepage have buttons that represent the roles of
women in prevention, treatment and follow-up periods, clicking on them allows one to
read information needed by women in different periods (B1).
Sub Pages B1
Discussion
A semi-structured interview was conducted to further understand
differences between traditional design brainstorming and using support tools
for concept development, a Verbal Protocol was used for encoding the results of
interview hereunder;
1. Work-Based Design (WBD) is the conceptual brainstorming method
traditionally used by designers.
Designers expressed their brainstorming experience on executing website
design concept was primarily multilateral data collection; existing observation at
related venue, to refer websites information and to search for relevant books,
documentary data (B1, B2, B5, B7). The in-dept design information obtained
discussion such as design needs of entrepreneurs (B3, B4, B6), experience
discussion of related key users (B2, B8), discussion of design groups (B6). The
preliminary data analyzing then constructed basic framework of website
through various design methods to stimulate creative brainstorming and
design than WBD. Different of preliminary work exist; designers expressed that
support tools not only helped with brainstorming but also decreased the amount
of time needed. In past design experience, the preliminary work takes more time and
period from reviewing data to implementing design usually takes longer. The advantage
of support tools is that it takes less time to get to work and enhances the efficiency of
implementation (B5). Designers using support tools differs from past experiences
designing website concept; for example, unless dealing with designs relating to
animation or images, without preliminary design of script design, so using support tools
for website design brainstorming differs from past design experience (B1). Support
tools have improved contextual creation; except differences in information
presentation, support tools made it easier for designers to understand design
problems. It has a context that can help me associate ideas. With descriptions of
images and texts, it is easier to understand information than with just images or just
text (B9) and Compared with my design experience in the past, support tools had
more concrete presentation of data, user and backgrounds (B4). SBD is better than
WBD for systematic multifaceted brainstorming; Designers indicated that design
methods were difference between support tools and WBD. The value of SBD
could be developed into concrete and systematic scenario after integration of
preliminary data, leading designers to design based on users crucial questions.
support tools have more systematically guides designers ideas, let designers avert
their creating images from too broad, aimless or too abstract (B6). SBD has better cost
benefits than WBD; As regards practical view, using support tools is one of
advantage on effective time saving then reflects on lower design costs, after all,
design projects have time and cost limitations, so the collection of images and text data
for integration and meetings is the same as the cost devoted to most projects (B3, B4).
Designers mentioned that Support tools can avoid subjective design biases;
Support tools can invigorate content and depth of design thinking and can improve
upon previous problems of using our own design and usage experiences as basis in
subjective design (B8).
Conclusion
This study explores user-centered considerations while using SBD to
develop conceptual sketches for BCHC information website. Research interviews
were used to obtain information about lifestyles of users during the analysis of
needs which led to understand their behavioral models. Users expressed
demand attitudes for BCHC information in each of three periods that reflected
their understanding of health information, time-sensitivity and urgency. In
prevention period, women use more diverse search channels of BCHC
information; hence, many researchers expresses (Sillence, Briggs, Harris, &
Fishwick, 2007; Winker et al., 2000) reliability online as one of important factors.
With conceptual sketch design, nine designers used support tools for
experimentation, producing 42 valid design samples that were grouped into 5
types of design solutions; Guideline, Menu, GUI, Scenario and Game. The
consequence of study further indicated both homepage and subpages, GUI was
the first choice for design solution then followed by Scenario. This expressed
using a graphic interface, using interactive presentation forms for virtual roles
can be displayed the best content of BCHC information website. Therefore, SBD
can guide designers to discover users needs, problems and to propose solutions
subsequently.
The support tools based on the SBD can be a design method for BCHC
information website design
The SBD method was applied for brainstorming a website design concept
when integrating result was shown, two effects had appeared; First, time of
design costs could be reduced. Second, support tools created context and could
effectively encourage designers to consider multifaceted user needs. Therefore,
support tools were used to develop conceptual sketches of website so that
potential problems could be discovered during pre-production of prototype
design and provided more useful demands of creating design for users to avoid
effectively the waste of subsequent development time. Clearly, SBD method can
be used to construct BCHC information website effectively.
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Yi-Chun Pan
Department of International Trade
National Pingtung University
Pingtung 900, Taiwan
1. Introduction
Listening comprehension is an important language skill to develop. In regard to
the acquisition of a second or a foreign language (L2), listening allows the
learner to internalize language rules and brings about the development of other
language skills (Feyten, 1991; Mendelsohn, 1995; Rost, 2002). Beyond the crucial
role that listening skills play in facilitating language learning, they are also a
vital vehicle for gaining access to the globalized world, where the lingua franca
is English (Jenkins, Cogo, & Dewey, 2011). Language learners, as an example,
have a desire to comprehend L2 speakers so that they will be able to learn more
about their various cultures. They also wish to have the ability to engage with
the tremendous wealth of audio and visual L2 texts now available online,
including podcasts, YouTube, and blogs.
testing purposes. Many Asian nations have always implemented tests while
attempting to enhance language learning (Chen, Warden, & Chang, 2005; Chu,
2009). Taiwan, one of the countries of Asia, also has an exam-oriented tradition
in its culture and education (Chen, Warden, & Chang, 2005; Chu, 2009). To
improve its students English proficiency in its institutions of tertiary education,
Taiwans Ministry of Education (MOE) went so far as to mandate an English
proficiency benchmark policy for college undergraduates in its 2003-2008
Administration Guidelines (Chu, 2009). The guidelines require each university
and college to establish its own English benchmark for graduation that uses
standardized tests such as the TOEIC (Test of English for International
Communication) and the GEPT (General English Proficiency Test). These
standardized tests each have a section that assesses the test takers
comprehension of aural text, once again calling attention to the importance of
developing listening comprehension.
One test frequently taken by Taiwanese college students to meet this English
benchmark graduation policy is the TOEIC. Many college students choose this
test because, in addition to taking it as an exit exam, an increasing number of
companies use it as a criterion for screening potential employees and for
promoting workers. The TOEIC is a reality for not only students in Taiwan but
also in many other non-English speaking countries in Asia, Europe, and South
America (Gilfert, 1996; Lai, 2008; Miller, 2007; Phillips, 2006), and this reality is
growing in intensity and dimension. According to a TOEIC newsletter (2011),
the number of people around the world who have taken the TOEIC has boomed
from 3.5 million in the year 2004 to around 6 million in 2010. This sharp increase
is also reflected in Taiwan, where the number of TOEIC test takers has grown
significantly, from 40,000 in 2004 to around 200,000 in 2010. The implication of
the popularity and widespread use of the TOEIC, therefore, is that EFL teachers
should feel obligated to respond to their students need to improve their TOEIC
scores.
The listening support employed in this study was reflective learning, an idea
derived from Wilsons (2003) concept of discovery listening. Does this form of
listening support have different effects on TOEIC listening? Given the fact that
extant research has only provided limited evidence in response to this question,
it is critical that this present study be undertaken.
2. Literature Review
In this study, reflective learning, an idea derived from Wilsons (2003) concept of
discovery listening, is expected to help students gain insights into their
shortcomings and develop solutions to the problems they encounter. Following
in the footsteps of Wilsons concept of discovery listening, reflective learning
focuses on student discovery and the subsequent resolution of problems they
have with listening. The rationale behind the discovery and resolution
components of reflective learning is similar to that of metacognitive listening
the objective is to give learners a more comprehensive understanding of both
themselves as L2 listeners and of the demands and process of L2 listening.
Another one of metacognitive listenings goals is to assist learners with the
management of their comprehension and learning (Goh, 2008; Vandergrift,
2002).
Empirical support for metacognitive instruction may also reinforce the use of
reflective learning due to the fact that the two share many characteristics. For
example, Pressley and Gaskins (2006) showed that metacognitive instruction in
reading was beneficial, particularly for first language readers with lower
proficiency levels. Goh and Yusnita (2006) observed that metacognitive listening
enhanced the listening comprehension of lower-proficiency second language
listeners as well. Vandergrift and Tafaghodtari (2010) recently conducted an
assessment of the listening comprehension of 106 tertiary-level learners of
French as a second language after a 13-week course. Based upon scores from
pre- and post-tests, learners who had been exposed to metacognitive listening
experienced significant performance improvements. A small-scale study
conducted by Cross (2011) also offers evidence of the ability of metacognitive
listening to facilitate positive outcomes. Twenty adult Japanese EFL learners
participated in metacognitive listening wherein they completed the steps of
predicting, monitoring, problem identification, and evaluating. A comparison of
pre- and post-test scores determined that 75 percent of listeners who possessed
lower proficiency achieved significant improvements during the course of the
five lessons.
This study explored the listening behaviors the students exhibited and whether
their behaviors changed in response to the TOEIC test items, a field for which
very little research has been conducted. It is hoped that the present study will
shed light on the effectiveness of reflective learning and point out possible
problems, constraints, and pedagogical implications for classroom application.
3. Methodology
3.1 Participants
Thirty-one first-year college students in southern Taiwan were recruited to be
participants in this research. The participants had studied English for at least six
years, but they had been initially exposed to English learning much earlier. On
average, they had 8.7 years of English learning experience. While they had
almost nine years experience learning English within an academic context, they
had little exposure to English outside of class. In fact, 96.7% of the students were
exposed to less than two hours of extracurricular English every week.
3.2 Procedure
Throughout the 18-week term in a required General English course, the 31
participating students did reflective learning and completed reflection sheets as
homework. During the last week of the course, group interviews were
conducted with fourteen students.
identified behaviors were based upon those utilized in previous studies (Goh,
2002; OMalley & Chamot, 1990; Toekshi, 2003; Vandergrift, 1999).
Table 1
Effective and Counter-productive Listening Behaviors
Awareness of factors that
interfere with listening
Monitoring attention and
avoiding distractions
Metacognitive Noticing specific aspects of input
Checking understanding while
listening
Checking understanding after
listening
Effective
Making educated guesses
Behaviors
Finding related information on
Cognitive hearing key words
Using key words to recreate
meaning
Reducing anxiety and increasing
Socio-Affective
confidence
Overcoming problems perceiving
Bottom-up words and phrases
Decoding text more rapidly
Counter- Translating what was heard
productive Focusing on linguistic cues and ignoring main points
Behaviors Focusing all attention on a small part of the message
possessed knowledge of only a few words and grammar rules. Several other
students shared similar responses, saying that they felt the TOEIC listening test
was difficult because of the simple fact that their English was terrible. Generally
speaking, before this course, the students knew that their English was bad but
could not clearly state why, so they could not determine any solutions for the
obstacles they were facing.
However, things changed with the participants who were given reflective
learning during the course of the study. The participants were more aware of
their specific listening problems and they tried to ascertain solutions to those
problems. For example, in her reflection sheet, Student (4) wrote that she knew
that her main problem was vocabulary: I dont know too many words. This
makes it difficult for me to understand what Im hearing. As soon as
incomprehension occurs, I immediately get distracted and finally totally mess
up.
Knowing the specific problem that prevented her from comprehension, this low-
level student noted on her reflection sheet how she managed to solve the
problem. I have to preview related vocabulary items before listening, not only
the meanings of the words should I know, but also their pronunciations. I feel
that after reading the vocabulary items aloud several times, I can effectively deal
with the speed of the speaker, and my comprehension improves a little bit.
Another student (1) was also able to clearly identify the major obstacle he faced
while listening and the solution to this problem. He reported in his reflection
sheet that insufficient vocabulary knowledge made it difficult for me to
understand the conversation. Although I know the printed forms of words, I
have difficulty recognizing them in their aural forms when I hear them. This is a
big problem for me. I have to read those words out loud and familiarize myself
with their pronunciations. Practice, practice, practice will help me be a better
listener.
Although she still felt that she didnt understand the text as well as she expected
to, her situation was improving.
In the interview, Student (8) said that he felt that his comprehension had
improved because he realized that effective listening didnt require paying
attention to everything. Instead, selectively listening for necessary information
could point him in the direction, unlike swimming in the open ocean with no
idea which way to go.
One student (12) also agreed in the interview that studying vocabulary prior to
listening helped him to check if comprehension had occurred. He claimed that
he had previously relied heavily upon words that were perceptually salient
(which he considered key words or key phrases) even if they were not
important for the meaning of the text. However, after engaging in practice on
pronouncing lexical items before listening, he improved his ability to identify
the real key words or ideas of the text, which allowed him to choose the
correct answer.
Although checking the interpretation of the text after completing a listening task
through reading transcripts is impractical in a test situation, it is certainly
beneficial to students in terms of augmenting their abilities and reducing the
anxiety they experience. One student (21) expressed this viewpoint in her
reflection sheet: I usually conduct word-by-word translation while listening to
short conversations. This tends to result in me falling far behind the speaker and
missing quite a bit of information as well. However, I find myself not doing
word-by-word translation if I understand the contents of the conversation.
Moreover, I found that it makes the listening process much easier and smoother.
One student (4) claimed in the interview that making predictions is not
difficult, but learning how to make sensible predictions is a big problem for me. I
feel like if I have trouble recognizing words and decoding text that my
predictions are just complete nonsense. Therefore, expanding my vocabulary
bank is a high priority for me.
The experiences of these two participants clearly show that while making
guesses can be a useful strategy to facilitate comprehension, L2 listeners must
build up sufficient linguistic levels (e.g., sufficient vocabulary knowledge) before
they will be able to use it effectively. If they do not do so, they quite often end up
making wild guesses.
However, after practicing the vocabulary provided before doing listening tasks,
he mentioned in the reflection sheet that I was able to identify which key words
to listen to, and I used them to consider the content. For example, knowing the
Sonic Flights frequent flyer club prompted me to correctly choose the flight
time. This transition from the use of any random word to generate an
understanding of the passage to the more systematic utilization of key words is
a clear indication that an effective cognitive behavior occurred in this instance.
Student (17) practiced each of these three steps while performing her assigned
listening tasks and responded in her reflection sheet that This question is quite
easy. I have no problem understanding what is being said because I can clearly
hear every word in the utterance and quickly figure out its meaning. In addition,
the lexical items provided by the teacher really help me to be able to effectively
break the speech down into manageable chunks. I feel that before doing
listening assignments, I have to practice lexical items to the point that I can
immediately say its meaning and pronunciation without any hesitation. In this
way, I will reduce the chance that I will get stuck due to an inability to recognize
words.
some participants reported that the speed at which they decoded texts was
improving. For example, one student (15) noted in his reflection sheet that In
Conversation 59-61, I could understand the overall meaning because I
memorized related words before doing the task. Pronunciation is important. I
used Google to determine how to say those words and also asked my Applied
English major roommate about their pronunciations. Sometimes if the way I
pronounce a word isnt like the way it is pronounced on the CD, I get stuck.
This reflection highlights the fact that lexical support facilitates the decoding of a
message, and more importantly, lexical support refers to familiarity with not
only the meanings but also the pronunciations of words.
In the reflection sheet of one participant (10), it was found that I cannot
understand this conversation because I am still translating the previous sentence.
I should have concentrated on what I was hearing so I could clearly hear the
subsequent utterances. Although realizing that translation would interfere with
the interpretation of the new input, the student couldnt help but to do so.
Likewise, Student (7) pointed out in the interview that When I hear some parts
that I dont understand, I have a habit of stopping to find their equivalent in L1.
This usually leads to horrible results. I totally mess up and want to give up
immediately. This student participant was also aware that in TOEIC, where
the rate of speech of the speakers is quite fast, there was no time for translation,
which prevented her from processing new input.
For instance, one student (10) disappointedly mentioned in the interview that
In fact, I try to familiarize myself with the wordsboth their meanings and
pronunciationsthat my teacher offers to us before we do our assignments. I do
hear words I previewed earlier in both word lists and test questions, but I still
dont understand what is being said.
Chang (2008) contends that the use of lexical overlap is both an ineffective
strategy and quite risky to employ in a listening test because it relies heavily on
linguistic cues while at the same time distracting attention from continuous
textual interpretation, so listeners will not get the gist of the discourse and their
comprehension will suffer as a result.
5. Pedagogical Implications
5.1 Supplying reinforced lexical support and allocating ample
preparation time
This study clearly illustrates that lexical intervention had a facilitating effect on
students TOEIC performance. In addition, a considerable percentage of the
students endorsed the idea that lexical intervention was helpful to their
comprehension. Hence, language teachers may offer lexical items that appear in
the text to aid their understanding. These lexical items should include
multiword units in addition to single words to help students to process the aural
text more efficiently. Beyond that, students must receive multiple exposures
(such as sentence or mini-conversation verbal practice) to and sufficient time
with these lexical items to help them internalize them and prepare them for
utilization. Reinforced lexical support in conjunction with sufficient preparation
time may help lessen the problem of students limited vocabulary, which usually
results in the breakdown of their comprehension. As Chujo and Oghigian (2009)
claim, in order to understand TOEIC, a learner requires a minimum vocabulary
size of 4000 words or 3000 word families. However, very few Taiwanese college
students possess a vocabulary of that size (Huang, 2004). Therefore, providing
reinforced lexical support and sufficient preparation time might reduce the
vocabulary deficit of most Taiwanese EFL college students, and this in turn will
improve their TOEIC comprehension.
where to start other than to listen harder when they face challenges. In contrast,
if listeners are given guidance in regard to the process of listening and then
reflect upon that process to fortify the components that they do not know, it is
much more likely that they will listen better and will have higher levels of
motivation (Vandergrift, 2004).
TOEIC is a difficult exam, so students must know what problems they have at
each stage in order for better performance to occur. For example, a lack of
vocabulary knowledge might be a problem at the first stage; students then
should reinforce their word repertoire. Moving on to the next stage, how to
effectively construct a mental model of text is one challenge to overcome. At this
stage, they might incorporate their knowledge of the world with their
vocabulary knowledge in order to achieve comprehension. In other words,
knowing the cause of the problem and being able to resolve it can sustain
students on the long and difficult journey toward performing well on the TOEIC.
Acknowledgements
Y.C. Pan acknowledges the financial support from the Ministry of Science and
Technology of Taiwan under Contract No. MOST104-2410-H-153-006.
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Awareness, 15, 199-219.
Andrew Makori
Kisii University, Kenya
Introduction
Work-based learning at higher education level in the UK has a long history
(Little and Harvey, 2006:1):
in the 1950s the National Council for Technology Awards (NCTA) advocated
that undergraduate program vmmes in engineering and technology should
incorporate planned periods of industrial placements. Since that time,
undergraduate programmes incorporating such work-based placements have
been introduced across a wide range of subject area. In some programmes the
placement is a year-long activity sandwich between significant periods of on-
campus learning and the sandwich placement may be optional. In other
programmes, often those seen as meeting both academic and professional
Literature review
Understanding Pre-registration training placement
According to Jee, et al. (n.d) pharmacy education and training in the UK is a five
year training period, consisting of four years university training and one year
work environment training (otherwise known as pre-registration). Jee et al.
(n.d.) note that placement offers trainees a unique learning opportunity prior to
registration. Similarly, Spencers, et al. (2000) argue that work-based placement
or learning exposes and/or introduces trainees or learners to the real work
environment, thereby integrating theory and practice (Spencers, et al., 2000).
Placement therefore offers trainees an opportunity to work and interact with
qualified professionals in the sector or field. Elvey, et al., (2011) report that pre-
registration in the UK is a 52 weeks placement period during which time
trainees are placed at either a hospital or community pharmacy to undertaking
workplace- based training. However, Elvey and his colleagues note that, in some
minority or rare cases trainees are placed in a non-patient environment such as
industry or academia (Elvey, et al., 2011). Besides, Elvey et al. (2011) report that
a significant proportion of trainees take their placement either a community
pharmacy or hospital. Important benefits associated with pre-registration
placement or training have been reported by Elvey, et al (2011) and Hammer, et
al. (2000) and include offering a link between education and the world of work,
being socialized professionally and acquiring the necessary professional skills.
Besides, acquiring the professional practice- related behavior, skills and
knowledge.
The current pre-registration training is situated at the end of the four years (full
time) master of pharmacy (Mpharm) degree. It actually commences immediately
after the four years of training and consists of 12 months or 52 weeks of practice-
based placement (Schafhuetle et al., 2010). In a majority of the cases trainees only
limited option their placement thats a hospital or community pharmacy and as
noted earlier in the introduction the two exposes the trainees to different work-
based environment orientations, which may raise concerns regarding the career
progression of the trainees. Does this seem to suggest that those who undertake
their placement in a hospital ends up working in hospitals and those who
undertake their placement in community pharmacy ends up working in
community pharmacies due to the nature of workplace-based socialization? Jee,
et al., (n.d., Para. 6) report that community pharmacies are independently
owned, part of national chains or supermarket and operate with a single
pharmacist assisted by different support staff (pharmacist, pharmacy
technicians, and counter assistants). Further, Jee and his colleagues report that
in hospital, pharmacists work in the actual pharmacy as well as wards, and
thus work with a large team of pharmacists, pharmacy technicians and other
support staff, as well as other healthcare professionals including doctors and
nurses(Jee et al., n.d., Para. 6). Besides, trainees in community pharmacy
would work in a smaller team, while in hospital they would work with larger
and more multi-professional team with a wider variety of role models (Jee et
al., n.d., Para. 7). This indicates two distinctively different placement or
workplace-based learning environments as mentioned elsewhere in this article.
The two are not just generic placements but fashioned according to the work
environment and interactions.
The placement in pharmacy is significantly different from the undergraduate
medical degree one, in that medical students are exposed to the practice
environment earlier in their career and the integration between theory and
practice occurs through a range of clinical placements during undergraduate
education, which is reflected in the curriculum (Grant, 2010; Spencers et al.,
2000; Jee, et al., n.d., Para. 3). The importance of integration of theory and
practice is underscored by the General Medical Council, thus the integration of
practice-based learning in the clinical environment for medical students is an
important part of the medical degree (Jee et al., n.d., Para. 3.). Helmich et al
(2001) and Diemers, Van De Wiel, Scherphies, Heinemann and Dolmans (2011)
note that the exposure or contact with patients early in education has significant
advantages, namely, development of communication skills and empathy,
biomedical and clinical knowledge and clinical reasoning.
In the UK General Pharmaceutical Council (GphC) and General Medical Council
(GMC) are two regulating bodies that are responsible for setting standards for
pharmacy and medicine respectively (General Pharmaceutical Council, 2009;
2012; 2013). It is the expectation of GphC that trainee gain practical experience
of working within the healthcare environment during their Master of Pharmacy
Degree programme Schafheutle et al. (2010). However Schafheutle and his
colleagues note that in some situations the practical experiences are achieved
through simulations, which may not offer adequate workplace learning and
experience prior to pre-registration placement (Schafheutle et al., 2010).
Interestingly, according to Lee and his colleagues pharmacy education and
training in the UK does not have formal arrangements for continued support or
mentorship for learning beyond registration (Jee, et al. n.d., Para. 7). Therefore,
they argue that it is important for pharmacists to finish pre-registration training
with the full range of competencies required to practice (Lee et al., n.d., Para, 7).
According to the Pre-registration Trainee Handbook (2014), at the end of pre-
registration training students are expected to demonstrate that they have
acquired the necessary competencies against performance standards. The
handbook further states that once the students have met the performance
standards, they can then sit for registration examination which will qualify them
as pharmacists (Pre-registration Trainee Pharmacist Handbook, 2014).
out and signing off three 13 weekly appraisals and one final declaration
confirming the trainee is declared fit to join the register.
Tutors are expected to reflect on their performance continually so as to make any
necessary adjustment so as to provide or offer training in accordance with GphC
guidelines (Al-Ahmad Liu, 2014). The GphC guidance consists of three parts,
namely: Part one describes the initial education and training of pharmacists and
pharmacy technicians; Part two identifies the five GphC standards of conduct,
ethical and performance, that are particularly relevant to the role of a tutor (Al-
Ahmad, and Liu, 2014) and Part three serves to provide help to tutors in their
delivery preregistration training particularly in the area of induction, assessment
and providing feedback and support to trainees (Al- Ahmad and Liu, 2014).
The guidance provides guidelines on what the tutor should do to achieve the
following (Al- Ahmad and Liu, 2014):
Students chose posts that offered them good preparation for the registration of
examination (91.5%);
About a quarter (26%) felt that they not receive significant feedback at work;
Just over a third (36.5%) felt that they were overloaded with work.
Besides, Jee, and his colleagues report that some trainees lacked confidence at
the initial stage of their pre-registration training, associated with difficulties in
applying their clinical knowledge in practice (Jee, et al., n.d).
Method
This study was conducted to offer insights on pharmacy pre-registration
students perception of their placement tutors in the United Kingdom (UK). The
study employed a quantitative research approach and questionnaire survey was
used to collect data. The questionnaire format consisted of open-ended, closed-
ended and rating scale for the purpose of increasing response diversity. The
open-ended items allowed the respondents opportunity to make comments on
their thought in relation to closed- ended items. This is necessary to enable the
readers and researchers gain some understanding of students perspective
regarding their perception of placement tutors. The study respondents consisted
of pharmacy students on their pre-registration placement who were
purposefully selected for the study. Students were recruited for the study at a
workshop conducted in Reading in Berkshire in the UK. This initial recruitment
formed the basis for subsequent recruitment using snowball sampling technique
(see Makori et al., 2015). Respondents were made aware of various ethical
considerations such as confidentiality and anonymity, consequently they offered
verbal consent. Some survey questionnaires were issued during the workshop in
Reading while others were sent to the respondents through their personal email
contacts. Data collection exercise lasted for 5- 6 months. The response rate was
sixty per cent. Due to the size of the sample (14) closed-ended items were
analyzed using pen, paper and calculator resulting in descriptive data, whereas
open-ended data or comments were analyzed into themes or categories.
Results
Table 1: Showing trainees perception of their placement tutors
Characteristics of respondents
Four of the trainees were male and ten were female
The respondents were mainly from three ethnic backgrounds: Asian (7); African
(4) and British (3).
Just fewer than 80% (n=14) of the trainees expected their tutors to be positive
and supportive. Further analysis; reveal that ten of the trainees were working at
Boots community chemist or pharmacy and one at Llovyds community chemist
or pharmacy at the time of the study. The trainees were based in five different
counties. Of the eleven students, eight were female and three male. The students
were from three main ethnic backgrounds: Africans (3), Asian (5) and British (3).
21 %( n=14) of the trainees felt that they was no clear direction for their
placement. All the three students were female who worked in Boots, two British
and one Asian and were based in three different counties.
14% (n=14) of the trainees felt that their tutor lacks the necessary skills to
support students during placements. The two trainees were both female, one
Asian and the other British, both worked at Boots community chemist or
pharmacy. They were based in different counties.
14% (n=14) of the trainees felt that their tutors have no clue of what is happening
with their placement. The two trainees were African male and White female.
They both worked in Boots community pharmacy or chemist and were based in
two different counties in the UK.
36% (n=14) of the trainees indicated that they did not have a clearly agreed plan
or structure for their placement. Four of the trainees indicated strongly
disagree, suggesting that their placement did not have any agreed plan or
structure. Further analysis reveal that all the five trainees were all female, one
African, two Asian and two British. They were based at various counties in the
country.
One student felt that her tutor looks down upon her and treats her like a small
child. The student is an African and worked in Boots.
57% (n=8) and 29 %( n=14) indicates strongly agree and agree respectively that
tutors support trainees differently. This may further suggest that just over 80%
of the trainees felt that tutors support was varied. That may raise further
concerns of lack of uniformity of support offered to trainees. Five of the trainees
who indicate strongly agree were female and three male. Three of the trainees
who indicate agree were female and one male. Of the female trainees who
indicate strongly agree three were Asians and two British. Of the male who
indicate strongly agree two were Asians and one African. Three of those who
indicate agree were female and one male. Three were British, one African and
one Asian. Seven of those who indicate strongly agree worked with Boots
community chemist or pharmacy and one worked with Roland community
chemist or pharmacy. They were based at various counties in the country.
57% (n=14) and 21 %( n=14) indicates strongly agree and agree respectively, that
they expected tutors to be well trained and being able to support trainees in a
consistent way cross the board. This may further suggest that just fewer than
80% of the trainees were not happy with the training of the tutors and the
support they offered them. Six of the trainees who indicate strongly agree were
female and two male. Two of the trainees who indicate agree were female and
one was male. Of the female trainees who indicates strongly agree two were
Africans, three were Asians and one was British. Six of the trainees who indicate
strongly agree worked with boots community chemist or pharmacy, one other
trainee worked with Rowland community chemist or pharmacy, the other
worked with Lloyds. The three trainees who indicate agree worked with boots.
They were based at various counties in the country.
Discussion
Workplace- based training or learning has been recognized in the literature
reviewed as a means of facilitating transition from training institutions to work
or practice environment. It plays a crucial role in the development of learners
attitudes, behaviors and skills that are important for the practice profession. It
is also a means of socializing students professionally in the workplace
environment (Jee, et al., n.d., Para. 1)
Preregistration is a form of workplace-based training specifically designed for
pharmacy students. It has been recognized for enabling students to acquire
important skills such as communication skills, interpersonal skills, clinical
knowledge and skills, clinical reasoning, among others which are necessary in
the workplace environment ( Helmich et al., 2011; Diemars, et al. 2011; Lee et al.,
n.d.). However, the success of preregistration programed is dependent on an
effective and competent tutor. But how can competency among tutors being
fostered when training and ascertaining their expertise is not mandatory
Trainees were not getting enough support for their placement (42%);
Trainees felt that tutors had no clue of what was happening with their placement
(14% )
Trainees had no clearly agreed plan or structure for their placement (50%)
Trainees expected tutors to be well trained and being able to support them
effectively (78% )
Trainees felt that their tutors have not been trained to support student during
placement (29%).
According to the guidance for tutors (Al- Ahmad and Liu, 2014), they are
expected to be supportive, role model, deliver training and assess training
performance. This is expected to occur uniformly across the pharmacy
preregistration programme in the UK. This can or may only occur if all the tutors
were uniformly trained so that all sang from the same hymn sheet. Otherwise,
pharmacy preregistration would continue to be offered variously resulting in
serious disparity.
References
Al-Ahmed, N. and Liu, P. (2014). The steps pre-registration tutors must take to
support their trainees. The pharmaceutical Journal 11Jun 2014, 292 (7814), 610.
www.pharmaceutical-journal.com/learning/learning-article/the-steps-pre-
regitration-tutors-must-take-to-support-theirtrainees/11139065.article [Accessed
on 30/08/2015].
Bowes, L. and Harvey, L. (1999). The impact of sandwich education on the
education of graduates six months post-graduation Birmingham, University
Central England, Centre for Research into quality.
Dean, B; Schachter, M; Vincent C. and Barber, N. (2002). Causes of prescribing
erroe in hospital in-patients: a prospective study. The Lancet, 359, 1373-1378.
Diemers, A.D; Van De Wiel, M.W. Scerphies, A.J.; Heireman, E. and Dolmans,
D.H. (2011). Pre-clinical patient contents and the application of Biomedical and
Clinical Knowledge. Medical Education, 45, 280- 288.
Elvey, R; Lewis, P; Schafheutle, E. I; Willis, S; Harrison, S and Hussell, K. (2011).
Patient-centred professionalism among newly registered pharmacists, London:
Pharmacist Practice Research Trust
General Medical Council (2009). Tomorrows Doctors, London: General Medical
Council.
General Pharmaceutical Council (2011a). Future pharmacist: standards for the
initial education and training of pharmacist, London: General Pharmaceutical
Council.
General Pharmaceutical Council (2011b).Tutor development resources, London:
General Pharmaceutical Council.
General Pharmaceutical Council (2012). Pre-registration manual 2012- 2013
[online]. Available: http://www.pharmacyregulaion.org/preregistration
[Accessed 10/04/2013]
Grant, J. (2010). Principles of curriculum design. In: Swanwick, T. (ed).
Understanding medical education: evidence, theory and practice.
ChichesterWiley Blackwell.
Hammer, D.P. (2000) Professional attitudes and behaviours: The As and Bs of
professionalism. American Journal of Pharmaceutical Education, 64, 455- 464.
Introduction
Teachers knowledge has been shown to be associated with higher quality
instructionwhich, in turn, has a positive effect on student learning (Hill, Ball,
Blunk, Goffney, & Rowan, 2007; Wayne & Youngs, 2003). Teachers knowledge
is usually divided into three types: content knowledge (CK), which is knowledge
about facts, concepts, subject terminology and the organization of subject-
specific concepts; pedagogical content knowledge (PCK), which is knowledge of
various ways of representing and formulating a subject to make it
comprehensible to others; and general pedagogical knowledge (GPK) (Shulman,
1986), which is defined as the knowledge needed to create and optimize
teaching-learning situations across subjects, including declarative and
Method
Participants
Participants consisted of 248 teachers in their first year of teacher education in
the French-speaking part of Switzerland. Among these, 8 reported more than 20
years of teaching experience; they were removed from the sample for being
outliers. Thus, the final sample consisted of 240 teachers. Among these, 128 were
preservice general secondary education teachers, and 112 were in-service
vocational teachers (47.1% women, 51.2% men, 1.7% unknown; mean
age = 36 yrs. 1 mo., SD = 9 yrs. 1 mo.). During their first weeks of teacher
education, the participants filled out a survey that included the following
measures.
Measures
General pedagogical knowledge
GPK was measured using a French adaptation/translation of the short version
of the Pdagogisches Wissen [Pedagogical knowledge] test (Knig & Blmeke,
2010). One section was dedicated to classroom management and included four
Teaching experience
The number of years of teaching at the time of the survey was reported (ranged
from 0 to 18 years; M = 2 yrs. 2 months; SD = 3 yrs. 5 months).
Participants highest diploma achieved was reported and coded into a 14-level
scale from 1 (initial vocational education) to 14 (PhD) (M = 10.45, SD = 2.91),
following the Swiss Federal Statistical Office classification.
Data analysis
To investigate the effects of experience and prior level of education on GPK and
TSE, structural equation modeling (SEM)2 was used. Three models were tested:
one for each form of GPK question (closed-ended and open-ended) and one for
TSE. The predictors were teaching experience, prior education, and sex. No
assumptions were made about the effect of sex; instead, it was included as a
control variable. Since only 143 of the 240 participants provided answers to the
open-ended questions, GPK questions were split into two models in order to use
all of the available data. Note that the distinction between preservice general
secondary education teachers and in-service vocational teachers was not
included as a variable in the model because the differences between these two
types of teachers are strongly reflected through teaching experience and prior
education. For each model, zero-order correlations are presented first; then, the
model itself is presented.
Results
Preliminary analyses indicated that there is no significant correlation between
GPK and TSE or between closed-ended and open-ended GPK questions.
2The maximum likelihood robust estimator was used to include deviations from multivariate
normality.
The results of the SEM model are illustrated in Figure 1. The chi-square test of
the model fit is not significant ((4) = 5.493 , p = .24), indicating a good fit. Only
three of the closed-ended questions are related to individual characteristics.
Issues of discipline and definition of empathy are not; thus, they are not shown
in Figure 1.
The SEM model is illustrated in Figure 2. The chi-square test of the model fit is
not significant ((2) = .075, p = .963), indicating a good fit. Neither teaching
experience nor lesson plans is related to any open-ended question; thus, neither
is shown in Figure 2.
Teachers Self-Efficacy
Table 3 shows the zero-order Pearson correlations between individual
characteristics and TSE beliefs.
The SEM model is illustrated in Figure 3. The chi-square test of the model fit is
significant ((82) = 201.75, p < .001). The fit indices are acceptable (CFI = .90,
RMSEA = .08, SRMR = .06) following Schermelleh-Engel, Moosbrugger, and
Mller (2003) guidelines.
Discussion
Overall, individual characteristics were significantly linked to GPK and TSE,
confirming that, combined, these characteristics explain individual differences
among teachers as they enter teacher education.
Women reported higher TSE for student engagement and instructional planning
than men. This finding contrasts with prior studies indicating that men have
higher TSE (Klassen & Chiu, 2010). Finally, the results reveal that two types of
TSE depend on teaching experience: TSE for classroom management and TSE for
instructional planning. This could mean that teachers can develop self-
confidence in managing classroom discipline and preparing lessons by
These results suffer from several limits. First, the range of GPK considered is
restricted (i.e., it does not include information on learners heterogeneity,
teachers adaptivity, and knowledge of assessment; Knig & Blmeke, 2010;
Voss et al., 2011). Second, for the open-ended GPK questions, the coding rubrics
use the variety of answers as a criterion for providing a knowledge score. This
approach offers a limited perspective on teacher knowledge by neglecting other
aspects of knowledge, such as its adequacy for a given situation. Finally, the
sample size is limited for the model related to open-ended GPK questions and
might not be fully comparable to the full sample. Thus, the results of this study
should be replicated in other samples and using other GPK and TSE measures.
References
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
Dumay, X., & Galand, B. (2012). The multilevel impact of transformational leadership on
teacher commitment: cognitive and motivational pathways. British Educational
Research Journal, 38(5), 703-729. doi:10.1080/01411926.2011.577889
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers mathematical knowledge
for teaching on student achievement. American Educational Research Journal, 42,
371-406. doi:10.3102/00028312042002371
Huberman, M. (1992). Teacher development and instructional mastery. In A. Hargreaves
& M. G. Fullan (Eds.), Understanding teacher development (pp. 122-142). New York:
Teachers College Press.
Jones, M. & Vesilind, E. (1996). Putting practice into theory: Changes in the organization
of preservice teachers pedagogical knowledge. American Educational Research
Journal, 33, 91-117. doi:10.3102/00028312033001091
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job
satisfaction: Teacher gender, years of experience, and job stress. Journal of
Educational Psychology, 102(3), 741-756. doi:10.1037/a0019237
Zeina Nehme
Department of Mathematics
Australian College of Kuwait, Kuwait
Introduction
1
The terms blended learning and hybrid learning are synonymous which means they can be used
interchangeably
This study reports on the first evaluation of the blended approach introduced in
the teaching of Foundation Mathematics and identifies the impact of the new
approaches on student engagement and outcomes. Technology facilitated
learning was first introduced in the Spring semester of 2014, at a private college
in Kuwait. Foundation Mathematics is a pre-University unit which students
take as a pre-requisite, enabling more advanced mathematics courses for
students continuing to diploma and degree programs in Business and
Engineering. The technology blended learning was introduced to attain a greater
level of student engagement in the mathematics learning process, as traditional
methods have failed to achieve the practice level required for concept
application and problem solving. The initial aim was to achieve deeper learning
and greater engagement with the course content.
The evaluation of the program was to explore the effectiveness of the MML tool
in the teaching of Foundation Mathematics and to introduce a strategy for
continuous improvement in the blended approach. The objective of the study
was to investigate if greater student engagement was being achieved. In
particular the aims were as follows:
4. Establish whether or not there were any differences between female and
male students Foundation Mathematics grades that could be attributed
to the MML tool.
5. Establish in which major, whether Engineering or Business, the use of the
MML tool was more effective.
Literature review
Hayfa & Othaman, (2014) identified seven principles for effectively leveraging
technology for more productive educational outcomes, namely contact between
students and staff, student collaboration and teamwork, active rather than
passive approach to learning, prompt feedback to students, effective use of time,
higher expectations, and greater respect for different learning styles and
backgrounds.
The MML provides powerful facility for making studying more efficient because
it provides access to a number of information sources and tools. An additional
advantage is that learning material can be accessed from mobile devices,
enabling students to utilize time more effectively. The effective use and
management of time provides scope for more teacher-students and student-
students interactions. Speckler, (2012) confirms that one of the benefits of the
MML interface is that it saves time in the classroom and increase time spent on
the learning tasks. Further, the use of the MML tool provides benefits by
diversifying ways of learning.
Hayfa & Hiba, (2014) confirm the fact that MML provides an opportunity for
students to work at their own pace and in a learning environment that best suits
their different learning styles and needs. Speckler, (2012) affirms that the use of
MML provides a new form of communication that promotes active learning and
encourages students to take control of their learning.
Methodology
Research over the years has shown that the MML tool has potential to enhance
students learning of mathematics. However, the outcomes may vary depending
on a range of issues such as student academic levels, implementation strategies
used, and the cultural settings within which they are implemented. Therefore,
findings from various studies may not have universal application and each must
be evaluated within its own surroundings.
There were 200 students registered for Foundation Mathematics at the college.
Data for this study were collected from two different sources. The first set of
data was obtained from the Gradebook housed within the MML tool. It
comprised weekly online data from quizzes, homework results and the time
each student spent using the MML tool. The Gradebook function in MML tool
contains information about the total time spent on MML for each of the
assignments, grades of homework and quizzes, the number of attempts to get
right results, the features used by each student (videos, help, and eBook), the
progress of each student, the skills acquired, and descriptive statistics on each
assignment. The second set of data was made up of results from paper based
mid and final semester examinations, provided by the instructors of the different
sections of the course.
We exported the quizzes, homework results, and the time each student spent
using the MML tool data sets from Gradebook into Microsoft Excel program
using a procedure in the MML tool. We then manually entered data from the
paper based mid and final semester examinations. After screening and checking
the data for errors, we used various statistical techniques (e.g. mean, standard
deviation, correlation) in Excel program to analyze the data.
Data for the study was collected over one academic semester, comprising 14
weeks, at a private college in Kuwait. We sampled all 200 undergraduate
students who registered for Foundation Mathematics in the Spring semester of
2014.
Attrition: The tracking of weekly usage data indicated that the initial attrition
was 9.5%, which comprised students who had not used MML at all, and
consequently had not completed the course work nor taken the final
examination for the unit. These were excluded from any further analysis of the
effectiveness of the program approaches. In addition, 6.5% of students who
were to some degree engaged in the MML tutorials did not attend the final
paper based examination. Consequently, only data from 168 (84%) of the 200
students who enrolled for the unit was used (Table 1).
As Table 2 indicates, 19 (11%) students achieved the overall Letter grade Honor
(H) for the unit. Students who achieved the H grade on average spent a
minimum of 18 hours using the MML tool. This represents on average the most
time students spent using the MML tool (Table 2). Based on the various tasks that
were assigned throughout the semester, the planned expectation was that
students would spend on average 14 hours using the MML tool.
In the case of those who achieved a Pass (P) grade for the unit (79%) the average
time spent using the MML tool was 15.69 hour. Those who achieved a Fail (F)
grade for the unit (10%) spent on average 9.93 hours using the MML. There was
a positive correlation between the time students spent using the MML tool and
the overall Letter Grade they achieved for the unit. This implies that the more
time a student spent using the MML tool, the more likely they are to receive a
higher grade for the unit.
The data from the MML enabled the monitoring of time devoted to doing
exercises and problem solving, which was not possible when teaching using
traditional means. This information enabled effort to provide additional
encouragement and support to students who were likely to be at risk of failure
and was clear advantage of technology blended learning.
Assessment: The second objective was to ascertain whether or not there was a
relationship between the average time the students spent using the MML tool
and the grades the students achieved in the various assessments, namely,
quizzes, homework, mid and final examination and overall grade for the unit.
The results of the correlation analysis we conducted to achieve the second
objective are presented in Table 3 below.
Table 3: Correlations Between Total Time Students Spent on MML tool and Assessment Grades
Quiz Scores Homework Mid Final Overall
Grades Grades
Pearson Correlation 0.25* 0.33* 0.04* 0.27 0.23*
N 168 168 168 168
*r is significant at p<0.01
Table 3 indicates a positive correlation between the total hours students spent
using the MML tool and Quiz scores r = 0.25, n = 168, p<0.01. Based on Cohens
(1988) interpretation r = 0.25 indicates a modest positive correlation between the
total time students spent using the MML tool and their Quiz Scores. Similarly
the correlation between the two variables can be considered as modest for mid-
term tests scores r = 0.04, n = 168, p<0.01, final exam scores r = 0.27, n = 168,
p<0.01 and overall unit grade scores r = 0.23, n = 168, p<0.01.
The correlation between the total hours students spent using the MML tool and
Homework grades r = 0.33, n = 168, p<0.01., is within the moderate range, albeit,
very low end (See Cohen, 1988). As indicated in the above section, we expected
higher correlations between the variables than was obtained. Similar results
were reported by Law, et al., (2012) in their study on the use of MML tool by
students in Malaysia. They argue that the modest correlation could be a result of
the fact that students spent lengthy time on the interface getting familiar with it
since it was their first experience using the system. Another reason might be that
students would leave their account open while doing the homework outside the
campus, hence this would add time spent on the interface without actual work
on it (Law, et al., 2012). Further research is necessary to explain the modest
correlations between the variables we obtained in our study.
Effect on final grades: The third objective was to establish the effect, if any, the
MML tool had on students overall grades of the Foundation Mathematics unit.
Students Letter Grades were compared with those from the previous semester
in which the MML tool was not used. Table 4 presents the results of analysis of
means conducted to achieve objective three.
The sample size for the Without MML tool results was 254 students while in our
With MML tool was 168 students. We observed mixed results for this objective.
First, the percentage of students who achieved an H grade for the Without MML
tool (30%) was almost treble the number of those who achieved the same grade
in the With MML tool. However, the percentage of students who achieved P
grade was higher for With MML tool group (79%) than for Without MML tool
(52%). More importantly the percentage of students who passed the unit is
higher for the With MML tool (90%) group than for Without MML tool (82%)
group. In addition, fewer students from the With MML tool (9%) group failed
the unit than compared to the for Without MML tool (18%) group.
Consequently, the results appear to suggest that the MML tool had a positive
effect in increasing the number of students passing the unit and to some extent
reducing the number of students achieving the highest grade H. This indicates
that there may be considerable grade inflation in the traditional approach and
teaching and assessment may be inconsistent across different teacher and
classes. Grade inflation is a serious issue and difficult to monitor under
traditional approaches, especially with large number of students and multiple
classes. There are a number of important choices and decisions made on the
basis of grades. For example, students make choices about courses, majors, and
careers on the basis of their grades in various courses, and, graduate schools
make choices about whom to admit and employers make choices about whom to
hire (Butcher et al., 2014). A serious problem of grade inflation is that it tends to
Gender Difference: The fourth objective was to establish whether or not there
were any differences between female and male students grades that could be
attributed to the MML tool. Male and female scores in a number of assessments
and also the times each gender group spent using the MML tool, are presented
in Table 5 below.
Table 5: Mean Differences Between Gender Assessments and Time using MML tool
The result in Table 5 indicates that female and male scores were mostly similar in
the various assessments. Thus, suggesting that MML tool had a similar effect on
both female and male students. However, there appears to be some gender
difference in the means for the Homework grades. Male students with an
average grade (79%) for Homework appears to have significantly done better
than their female (62%) counterparts. On the other hand, the results appear to
suggest that female students (18.28 hours) spent significantly more time using
the MML tool than their male (13.44 hours) counterparts (Table 5). However, in
the absence of results from appropriate statistical tests, it is not possible at this
stage to conclude whether or not these gender differences in Homework and
Time spent using MML tool are statistically significant.
Engineering students scores for all assessments were marginally higher than
those for Business students (Table 6). To some extent we expected this result
given that at the college where we conducted our study, proven prior
mathematics background is an entry requirement for Engineering students and
not for students in the Business programs. However, the study found that
Business students grades were similar to those of engineering students. The
Business students on average spent (14.89 hour) more time using the MML tool
than did the Engineering students (12.87hours), which may account for their
improved grades.
Conclusion
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Enas Fadulalbary
Faculty of Medical Technical Sciences,
Alzaeim Alazhari University,
Department of Anaesthesia
Khartoum Bahri, Sudan
Aisha Aglan
Faculty of Medical Technical Sciences,
Alzaeim Alazhari University,
Department of Midwifery
Khartoum Bahri, Sudan
Introduction
Inter professional education (IPE) is a teaching and learning process that fosters
collaborative work between two or more health care professionals. The IPE can
be implemented when students from different professions learn with, from and
about one another. (Freeth et al 2002) IPE is evoked by the WHO since
1988When different professionals work together during training, it will be easier
for them to practice together to improve the standard of health care. (Freeth et
al, 2002,Jill et al2014 )The WHO defined IPE as a process by which a group of
students (or workers) from the health related occupations with different
educational backgrounds learn together during certain periods of their
education , with interaction as an important goal, to collaborate in providing
promotive, preventive, curative, rehabilitative care and other health related
services (Freeth et al.2005) . The importance of IPE to medical education is that
it offers an opportunity for the different health care students to learn how to
work inter-professionally enabling them to develop the knowledge, skills and
ability to practice collaboratively in the work place to enhance service delivery.
The values of IPE include: improvement in communication, efficiency, cost
effectiveness and patient centeredness of health care team. (Freeth et al 2002)
The relationship between different health professionals during practice shows
some misunderstandings. These misunderstandings affect the quality of patient
care. Many studies revealed that there is communication failure, poor
coordination and collaboration and fragmented care; all these failures will have
serious impact on patient`s care and safety. ( Carpenter 1995, Jain et al
2012, Hammick et al 2007, Barr 1998, 2002, ) As the relationship between the
different health professionals plays an important role for delivering a high
quality health care, an IPE programme is needed to improve communication and
collaboration.
Students of different health professions hold the view that they are experts in
their own fields. This notion would mean that the different health professions do
not overlap. However, in the modern health care systems the professional
boundaries become unclear and blurred. (Barr1998) These blurred boundaries
and the unclear hierarchies and roles may lead to uncertainties and even to
competitions. Early and ongoing IPE programme for health care students,
during the undergraduate period is therefore necessary to improve
Many initiatives and curricula were described and designed for implementing
IPE for undergraduate health care students. A didactic programme, where
students can learn team building skills, knowledge of profession and patient`s
centered care; nurse shadowing; training within simulated environment and
community-based programme are examples.( Jain et al 2012, Barr 1998, Aston et al
2012, Luctkar et al 2010, Alinier et al 2008,Olenick et al 2011 )
Students of different health professions have few opportunities to learn and
practice together. Simulation offers an ideal environment for learning and
practicing together in a safe environment and under controlled supervision. (
Alinier et al 2008, Ker et al 2003 )
Specifically the study aims to:1- provide the students coming from different
professional background with the knowledge and the skills to know their roles
and responsibilities and the roles and responsibilities of other health professions
and practice these roles collaboratively. 2-Break the barriers and misconceptions
that prevent collaborative work of a team composed of different health
professionals. 3- Encourage the different health care students to work in teams to
gain the team-work and leadership skills. 4- Enable the participants from
different undergraduate health care students to deal with difficult situations and
share their skills and knowledge of breaking bad news to patients and 5- to
evaluate the outcome of the IPE initiative.
Methods
This is a descriptive, cross sectional, university based study; conducted at
Alzaiem Alazhari University (AAU) Khartoum Sudan, during Feb 2014June
2014.
Senior students from the medical, nursing, anaesthesia and midwifery were
invited to join the IPEG to learn the communication skills of breaking bad news
within an IPE initiative. Our theme for the IPE course was: Working to learn
together, Learning to work together.
Thirty six multi professional students were selected, and divided in 6 multi-
profession groups. Each group was formed of 2 medical students, 2 nursing
students, one midwifery student and one anaesthesia student. Participants
attended one interactive lecture about the IPE and four sessions discussing the
roles of the nurse, the midwife, the anesthetist and the doctor, as well as two
hours of discussion about breaking bad news within a multi-profession team.
The leaders of the multi-profession student groups were 2 from the medical
college 2 from the nurses and one from each of midwifery and anaesthesia. The
Six different scenarios of breaking bad news were selected by the trained faculty
and students. The students were instructed to learn and practice their scenarios
under supervision of the faculty. Each multi-profession students group selected
a simulator and trained him/her to participate during practice and at
presentation. The scenarios were:
Scenario 1: - A 26- year old female, single, is discovered during examination to
have diabetes mellitus (DM). She has a bad family history of DM, with relatives
having mishaps. The IPE team has to inform the patient.
Scenario 2: - A 35- year old female, married with three children, is discovered on
laboratory tests to be positive for HIV. The IPE team has to inform the patient.
Scenario 3: - A 38 -year old male has to do a surgical operation. Unfortunately he
did not recover from anaesthesia. The IPE team has to inform his wife.
Scenario 4: - A 26- year old primigravida comes to the clinic. On examination is
diagnosed Intra uterine fetal death. The IPE team has to inform the patient.
Scenario 5: - A 30- year old male comes to the clinic. Diagnosis is carcinoma of
the colon. The IPE team has to inform the patient.
Scenario 6: - A 50- year old female comes to the clinic complaining of a breast
lump. Diagnosis was carcinoma of the breast. The IPE team has to inform the
patient.
The scenarios of breaking bad news were presented during 3 sessions. All
faculty and students were present during scenarios presentation. Active
discussions and feedback followed each presentation.
A reflection session was organized at the end of the IPE course where each one
of the students and faculty reflected his/her experience, what was good and
what were the strengths and weaknesses of the educational experience.
The attitude of the multi-profession students to the IPE initiative was assessed
by Arabic translation of the Readiness for Inter Professional Learning Scale
(RIPLS) which was administered pre and post course. Another questionnaire
was also administered at the end of the course to evaluate the learners` attitude
towards the content using a 5-point scale (1=strongly disagree5= strongly
agree), the teaching methods and whether they benefited from the IPE course.
Certificates were distributed to all participants and simulators were offered
financial incentives. Data from the RIPLS and the questionnaire for evaluation of
the course was analysed for the descriptive statistics using SPSS as software.
Results
Out of the 36 multi professional students, 30 responded to the RIPLS (83.3%);
93.3% of them were females. The participants were 10 medical students, 10
nursing students and 5 students from each of anaesthesia and midwifery
departments. The responses of the multi professional students to the first part
(Team work & collaboration) of RIPLS are shown in table 1. Table 2, illustrates
the responses to the second and third parts of RIPLS. There were an increasing
percentage of participants who believe that shared IPE helped them to become
good team workers, and that shared IPE is helpful in clarifying patients`
problems and in understanding owns limitations. A good number of the multi
professional students gained knowledge and more awareness about their roles
and responsibilities and the roles and responsibilities of the other professions.
The participants also became more oriented with their roles and responsibilities
within the multi professional teams. Almost all the participants were aware of
the importance of the teamwork. More students became convinced that
communication skills learned within a multi professional group is acceptable
and useful.
Table 1: The pre and post course participants responses to the first part of
RIPLS (Team work & collaboration)
The evaluation of the IPE communication skills of breaking bad news shows that
there is a strong level of agreement to 80% of the questions except, questions 2
and 3 in which the answers are still above the level of 3(neutral answer)( see
index 1).
Discussion
Health care professionals have few opportunities to practice within multi
professional teams. Inter professional simulation training is not a common
educational opportunity at the undergraduate level especially in the developing
countries. One aim of organizing inter professional simulation sessions for multi
professions students is to give them the opportunity to observe each other and
interact with all members of the multi professions team during practicing the
scenarios.(Alinier et al 2008) The way we organized our simulated sessions
allowed each multi professional student to take a different role during scenarios
practice. He has the opportunity to be the leader of the team or a helper or an
observer when other teams were practicing or presenting the scenario. This way
Our results demonstrated that the multi professions students became aware of
the roles and responsibilities of their profession and the roles and
responsibilities of other professions. They also gained the skills of working
together in collaboration with other professions and the skill of leadership. The
multi professions students gained knowledge and skills because they have
opportunity to work together in a multi professional team and they observed
and helped each other. The results showed that the implemented IPE initiative
had positive effects on the multi professions students` perception and attitude to
inter professional team work.
During the reflection sessions the discussion highlighted that the multi
professional training is important and feasible. However, there were some
challenges: the voluntary participation, timetabling, that force the organizers to
hold session in the afternoons and the commitments of the students. The
difficulties which might be encountered during implementing an IPE initiative
can be avoided by an online IPE course or more realistic and recommended by
Conclusion
Our study explored the individual teamwork competencies as it is perceived by
inter-professional students to contribute to effective teamwork in breaking bad
news. The findings of our study encourage and support the necessity for greater
focus on inter-professional education within the healthcare sector, with special
focusing on teamwork development approach. The breaking bad news teams
competencies suggested that team success is assured when the team members
display a strong interest in implementing the team work by active discussions,
regular presence and effective interpersonal and teamwork relationships. The
findings of this study will encourage faculty to initiate focused teamwork
training initiatives for undergraduate multi professions students.
Acknowledgement
References
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training to final year undergraduate health students. University of Hertford
shire Aug
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http://dxdoi.org/10.3402/meov18i0.21885
Introduction
Outdoor teaching and learning as part of the school curriculum have long been of
interest for teachers as well as researchers in many countries (Bentsen, 2010; Jordet,
2007; Nundy, 2001). The educational values ascribed to outdoor learning by its
proponents are based upon beliefs about the potential for outdoor environments to
reinforce learning, since the meeting with nature becomes more holistic and involve
In the review by Rickinson et al. (2004) benefits and impacts of outdoor learning was
investigated. The authors made a distinction between four learning domains;
cognitive, affective, interpersonal /social and physical/ behavioural, and their meta-
analysis indicated that well-taught fieldwork can lead to reinforcement between the
cognitive and the affective domain with each influencing the other and providing a bridge to
higher order learning (Rickinson et al., 2004, p 24). The four domains were used as an
analytical framework. In an evaluation study of an out-of-school programme
involving schools from London, UK, with data from 2700 students reported that
students gained self-confidence, a greater sense of independence, and improved
relationships both between students and students as well as students and teachers
(Amos & Reiss, 2012). A positive impact in the affective and social domains seems to
be a prerequisite to gains in the cognitive domain. Learning objectives within the
cognitive, affective, social and physical domains also became apparent through an
analysis of teachers intentions with outdoor teaching in Sweden (Wilhelmsson et al.,
2012).
Teachers have expressed a range of reasons for using outdoor as an alternative arena
for learning including reinforcement of theoretical knowledge through experience-
based learning, to explore real objects using multiple senses, to stimulate positive
feelings towards nature and to promote collaboration (Wilhelmsson et al. , 2012;
Braund & Reiss, 2006; Jordet, 2007). The results correspond with previous
international research concerning students' benefitting from positive influences in the
affective and social domain in order to succeed in acquiring knowledge (Amos &
Reiss, 2012) and confirm the importance of interaction between classroom-based and
outdoor experiences to achieve deeper understanding and renewed motivation
towards learning (Braund & Reiss, 2006; Fryland 2010). Specifically inquir-based
learning, which is believed to increase interest in science (EU, 2007), can be pursued in
outdoor contexts. Outdoor activities can take the forms of inquiry, i.e., as a systematic
and principled process of pursuing and refining explanations for phenomena in the
natural or material world (Linn, Davis and Bell, 2004) Many of the mentioned
advantages with outdoor learning are similar to the advantages linked to non-formal
or informal learning e.g., to nurture curiosity and engage in socially interactive
settings for learning through experience (Eshach, 2007). Outdoor teaching and
learning within a school context is somewhat comparable to non-formal learning. This
type of learning is described as 5structured and guided, or teacher -led, but more
flexible than formal learning (Eshach, 2007). Flexible learning afforded by the outdoor
arena seems to suggest important opportunities to many teachers, yet often its
potential is not fully utilized, according to Eshach (2007). From an educational
perspective, there is a strong case for the need for further research from different
perspectives including pedagogical outcomes, effective teaching approaches and
initiatives that improve as well as provide evidence of effective practice (Rickinson et
al., 2004). Initiatives in the outdoor arena with young people as creators and active
participants may promote scientific literacy and increase motivation to learn (Braund
& Reiss, 2006). These actions do not have to form a major part of the teaching and
learning, but in order to be effective they have to be carefully and purposefully
organized (Wilhelmsson et al, 2012; Fryland, 2010; Magntorn, 2007; Rickinson et al.,
2004). This includes the importance of being accurate in instructions in order to
promote students' understanding of, for example, making connections between
theoretical concepts and practical context. According to sterlind and Halldn (2007)
students construe different meanings for instructions in practical contexts with respect
to theoretical concepts, which means that teachers should pay close attention to given
instructions and explanations, in order to actually facilitate students' learning process
outdoors.
Teachers have expressed a range of reasons for using outdoor as an alternative arena
for learning including reinforcement of theoretical knowledge through experience-
based learning, to explore real objects using multiple senses, to stimulate positive
feelings towards nature and to promote collaboration (Wilhelmsson et al., 2012;
Braund & Reiss, 2006; Jordet, 2007). The results correspond with previous
international research concerning students' benefitting from positive influences in the
affective and social domain in order to succeed in acquiring knowledge (Amos &
Reiss, 2012) and confirm the importance of interaction between classroom-based and
outdoor experiences to achieve deeper understanding and renewed motivation
towards learning (Braund & Reiss, 2006; Fryland 2010). Specifically inquiry based
learning, which is believed to increase interest in science (EU, 2007), can be pursued in
outdoor contexts. Outdoor activities can take the forms of inquiry, i.e., as a systematic
and principled process of pursuing and refining explanations for phenomena in the
natural or material world (Linn et al., 2004). Inquiry in outdoor activities can be used
as a dynamic approach to learning that involves exploring the world, asking
questions, making discoveries, rigorously testing those discoveries in the search for
new understanding, communicating findings, and considering solutions in terms of
their societal impacts.
Many of the mentioned advantages with outdoor learning are similar to the
advantages linked to non-formal or informal learning e.g., to nurture curiosity and
engage in socially interactive settings for learning through experience (Eshach, 2007).
Outdoor teaching and learning within a school context is somewhat comparable to
non-formal learning. This type of learning is described as structured and guided, or
teacher-led, but more flexible than formal learning (Eshach, 2007). Flexible learning
afforded by the outdoor arena seems to suggest important opportunities to many
teachers, yet often its potential is not fully utilized, according to Eshach (2007). From
an educational perspective, there is a strong case for the need for further research from
different perspectives including pedagogical outcomes, effective teaching approaches
and initiatives that improve as well as provide evidence of effective practice
(Rickinson et al., 2004).
Initiatives in the outdoor arena with young people as creators and active participants
may promote scientific literacy and increase motivation to learn (Braund & Reiss,
2006). These actions do not have to form a major part of the teaching and learning, but
in order to be effective they have to be carefully and purposefully organized
(Wilhelmsson et al., 2012; Fryland, 2010; Magntorn, 2007; Rickinson et al., 2004). This
includes the importance of being accurate in instructions in order to promote students'
understanding of, for example, making connections between theoretical concepts and
practical context. According to sterlind and Halldn (2007) students construe
different meanings for instructions in practical contexts with respect to theoretical
concepts, which means that teachers should pay close attention to given instructions
and explanations, in order to actually facilitate students' learning process outdoors.
Poorly organized outdoor activities can lead to reduced learning (Openshaw
&Whittle, 1993) and there are studies showing that objectives for outdoor learning are
not always translated into practice, indicating gaps between intention and reality in
this orientation of teaching (Bentsen, 2010). In a similar way, Jordet (2007, p. 16)
emphasizes that progressive ideas seem more like intentions than realities in today's schools
(our translation from Norwegian). Furthermore, teachers may set differing
educational objectives even when they often perform similar activities outdoors
(Wilhelmsson et al., 2012). This inconsistency raises questions about how clear such
intended educational objectives are for students and, in reality, about the exact nature
of learning outcomes in the different domains. Thus, teachers educational objectives
and the knowledge teachers require their students to develop by undertaking
activities outdoors merits closer examination.
In order to inform practice, this paper will also discuss how the alignment between
teachers predefined objectives and the kinds of knowledge and cognitive processes
reflected in students actual performance can be improved. We aim to provide teachers
who work outdoors with insight into the importance of careful consideration of how
to use the outdoor environment to align objectives and activities to make use of the
full potential of the outdoor arena.
Methods
Participants
Teachers with extensive outdoor teaching practice were identified through a database
of Forest in school (www.skogeniskolan.se) and recommendations of directors of
educational offices in three Swedish municipalities. Nine of those teachers volunteered
to participate in the project meaning that nine semi-structured interviews were
conducted and twenty-six different outdoor sessions were observed (Table 1).
All teachers but one (Ina) have a teacher certificate. The reason for including Ina in the
study, with a certificate from a leisure-time center training, was because of her many
years of experience in teaching outdoors and her responsibility for implementing
outdoor activities in school year 3 (children aged 9). Alice, Ina, Anna, Annie and
Margareta come from the same school whereas the others from different schools. All
the schools are situated in small cities and have about 200 pupils (in school years 1-6,
children aged 7-12). The study pays strict attention to the Swedish ethical principals in
research (Vetenskapsrdet, 2006).
Data collection
This paper builds upon a previous research study in which results from the interviews
with four of the nine teachers are presented (Wilhelmsson et al., 2012). The study
design is presented in Figure 1 and a description of how the data collection relates to
the research questions is shown in Table 2. In spring and early autumn 2010, data were
gathered by semi-structured interviews with the nine teachers. The interview schedule
used in all interviews consisted of three parts: 1) a general discussion about why and
@2015 The authors and IJLTER.ORG. All rights reserved.
214
Alice, Ina and Anna conducted outdoor activities at the same location due to safety
reasons and so did Annie and Margareta. Therefore, two, and sometimes three,
teachers were observed at the same time. In these cases, one of the teachers was
carefully observed for continuous intervals of ten minutes each, at a short distance,
while the other teacher/s was observed every four minutes in order to note, e.g., mode
of acting, dialogue with students. Ina and Anna wore microphones with grades 3 and
4, as did Annie and Margareta with grades 5 and 6. The audio recorder helped to
capture the conversations between teacher and students which were often not possible
to follow at a distance. After the observation, a discussion followed with each teacher
to elicit and summarize the activities and their intended objectives. The total number
of observed activities amounted to twenty-six (twelve with Roger, seven with Ina,
Alice and Anna and sevenwith Margareta and Annie). In this paper a selection of
examples is described to illustrate typical results. All interviews and observations
were recorded and transcribed verbatim. All interviews and observations were carried
out in Swedish and the citations presented are translated from Swedish to English.
Figure 1. Study design used to obtain information on reasons for outdoor teaching, the kinds
of knowledge and cognitive processes teachers intend to develop and the knowledge and
cognitive processes focused in outdoor teaching and the alignment.
Table 2. Description of research design used to obtain information on reasons for outdoor
teaching, identification of objectives and knowledge focused in outdoor teaching within the
interviews and in the observations.
Data Analysis
The interview transcripts were first analysed by intentional analysis theory (Halldn,
2001; von Wright, 1971, 1979), using a modified version of Lager-Nyqvists model
(2003) to identify explicit and implicit reasons/intentions to locate learning outdoors
(Figure 2). The internal determinants enable or limit what the teachers consider a
possible performance action, while external determinants determine the teachers
interpretation of all the potential actions likely to be performed in the defined situation
(Halldn, 2001; Lager-Nyqvist, 2003). An individuals intentions can be explicitly
stated to a greater or lesser extent, and implicit intentions might be interpreted by the
researcher from what is stated by the individual. Hence, each transcript from the
teacher interviews was read through several times and all statements of intention
noted. Interpretations of the teachers implicit and explicit responses to all questions in
the interview were used to understand teachers intentions for outdoor teaching. The
interpretation of the intentions is not validated by the individual interviewed but by
the degree of rationality, found by the researcher, within the analysis of the different
parts of the interviews (cf. Halldn, 2001).
Figure 2. The model for intentional analysis used to identify teachers intentions to locate
teaching outdoors (modified from Lager-Nyqvist, 2003) which shows the examined teachers'
internal and external determinants.
The interview transcripts regarding the teachers objectives for outdoor learning in the
cognitive domain were further analysed by Blooms revised taxonomy, a framework
for categorizing educational objectives (Anderson & Krathwohl, 2001) to interpret
which knowledge perspectives and cognitive processes the teachers were striving for
(Wilhelmsson et al., 2012). The knowledge dimension and the cognitive process
dimension represent a coherent continuum from basic elements to more abstract and
complex categories of knowledge or cognitive processes. The knowledge dimension in
the taxonomy (Anderson & Krathwohl, 2001) proceeds from detailed, factual
knowledge, to more complicated conceptual knowledge about categories, principles,
@2015 The authors and IJLTER.ORG. All rights reserved.
217
theories and structures. Further dimensions are procedural knowledge based on how
to do something, and finally the meta-cognitive knowledge which is more abstract and
strategic. In the cognitive process dimension, to remember is considered to be the
lowest level of underlying cognitive complexity and to create, the most complex
level. The aim of analyzing the objectives within the framework is to describe which
skills and knowledge the teachers intend to develop through activities outdoors.
Concerning the analysis of the observations of the teaching activities, Bloom's revised
taxonomy was also used (Anderson & Krathwohl, 2001). First, the objectives of the
proposed activities in the cognitive domain, as expressed by the teacher in the
conversation before the lesson, were analysed, coded with capital letters (A) and
placed in a particular cell in the taxonomy table (table 6). Second, the activities
promoted during the actual lesson were analysed, coded with lower-case letters (a)
and placed into the taxonomy table. Third, the consistency between objectives and
activities was analysed. If (A) and (a) were placed in the same cell, there is an
alignment and the teacher has provided opportunities for the students to acquire the
intended knowledge and cognitive processes as exemplified in Table 6. The
interpretations have been validated through a process by which each author
interpreted the statements independently and then compared the analysis such that
agreement was reached by the research team.
By cross examining, i.e. comparing the similarities and differences between the
different analyses of teachers intentions, learning goals in different domains and the
analysis of teaching objectives in the cognitive domain, we were able to define four
different teaching orientations: to inspire, to do, to reinforce and to inquire. The
characterization of the different teaching orientations is described in table 3 and
examples of different activities within the orientation is described in the results.
Table 3. Characteristics of the teaching orientations found among the nine teachers, based
on interviews of teachers intentions and learning goals for outdoor teaching and
categorization of educational objectives of observed activities.
Teaching orientation Description of characteristics within the orientation
To inspire Emphasizes objectives in affective, social and physical
domains, and factual knowledge within the cognitive
domain
To do is to learn Emphasizes objectives in affective and social domains,
and procedural knowledge in cognitive domain
To reinforce Emphasizes cognitive objectives to understand and
apply conceptual knowledge
To inquiry Emphasizes cognitive objectives mainly conceptual
and procedural knowledge. Uses an approach to
learning that involves exploring the world, asking
questions, making discoveries.
Results
For all teachers, the main intention for arranging outdoor learning was to create an
alternative learning arena, as an important complement to classroom learning,
contributing value to students learning processes. It gives students the chance to
experience with all the senses and combines academic skills with experience-based
learning. The teachers stress that outdoor learning draws on the actual world but their
objectives within these authentic activities are diverse. The intentional analysis reveals
similarities in the teachers intentions for outdoor learning, primarily in the external
determinants but also in the internal determinant: in the abilities category (Figure 2).
The differences between the teachers are mainly apparent in the internal determinant:
in the wants and objectives category. The objectives were described in cognitive,
affective, social and physical domains. Some teachers included objectives in all
domains but the different teachers put more or less emphasis on each domain (Table
4). The similarities and differences revealed provide the basis for four different
teaching orientations: to inspire, to do, to reinforce and to inquire. Within each
teaching orientation there is concurrence between teachers intentions, objectives and
ways of using the outdoor arena to achieve educational objectives. To illustrate this
further, each teaching orientation is presented separately. First, the objectives favoured
by each teaching orientation are given, followed by the kinds of knowledge and
cognitive processes they want to promote by learning outdoors. A summary of the
teachers main reasons for staging outdoor learning is presented in Table 4.
Furthermore, a summary of the knowledge and cognitive processes the different
teaching orientations aim to promote, analyzed using Blooms revised taxonomy, is
presented in Table 5.
In the second part, results from the observations of the six teachers outdoor activities,
the kinds of knowledge they focused on, and how the teachers made use of the
outdoor environment, are presented. Descriptions are included in order to discuss the
alignment between teachers' intended cognitive objectives and the knowledge focus in
the performed activities outdoors.
Table 4. Distribution of the teachers expressed objectives into cognitive, affective, social
and physical domain sorted into four different teaching orientations. Numbers refer to how
many different types of objectives in each domain. The distribution within the domains and
the main reasons for locating learning outdoors is a result of the intentional analysis.
Table 5. The teaching orientations with identification of knowledge and cognitive processes
they want to promote through learning outdoors, analysed by Blooms revised taxonomy.
Reasons for outdoor learning and the knowledge teachers want to promote
The four defined different teaching orientations highlight the following main reasons
for outdoor learning: to inspire, to do, to reinforce and to inquire.
The kind of knowledge gain promoted in learning outdoors and the alignment between teachers
intended objectives and actual activity outcomes
This section reveals six teachers' objectives from interviews and descriptions of
selected sequences from observations of outdoor learning episodes, exemplifying the
kinds of knowledge and cognitive processes the teachers aim for and promote in
enacted activities. Capital letters are used to code for expressed objectives before the
activity and lower-case letters for performed activities, as shown in the taxonomy
framework. This is to illustrate the alignment between teacher's predefined intended
objectives and the knowledge focused on during activity implementation.
A follow-up continued where Ina and the students discussed each question and the
correct answers were shared. Focus was on students understanding of factual
knowledge (a). This case shows alignment and consistency between Ina's intentions (to
understand factual knowledge) and the objectives promoted and achieved in the
outdoor activities.
Table 6. Blooms revised taxonomy, the framework used for categorizing the teachers
intended objectives with actions outdoors in the cognitive domain (Anderson & Krathwohl,
2001), showing an alignment between Inas expressed objective before activities (A), and the
promoted outcomes during activities (a). Annas predefined cognitive objectives to achieve
actions B, C, D, E in alignment with the outcomes achieved in outdoor activities (b, c, d, e).
Factual A
Knowledge a
Conceptual
Knowledge
Procedural B,C,D,E
Knowledge b,c,d,e
Meta-
Cognitive
Knowledge
Students were asked to bring scarves and ropes to use in outdoor activities but no
further preparation had been done. Anna told a story combining various different
challenging situations for the students to handle and solve, in predetermined groups.
Each group selected a suitable site in the forest and began their role play. Meanwhile
@2015 The authors and IJLTER.ORG. All rights reserved.
223
Anna circulated, supported ideas and drew attention to techniques for handling a
broken leg (b) and how to lift and carry ergonomically (c). She encouraged the
students to use their scarves as a compression bandage (d) and pointed out the
importance of holding the wounded body part high to reduce bleeding (table 6). To
promote feelings of achievement, she praised successful solutions.
Outdoors, students were required to take part in an investigation applying what they
had understood about biodegradation. They were asked to first discuss, agree and set
up a hypothesis (A), then, based on their agreed hypothesis, to collect objects from
nature to illustrate both rapid and slow biodegradation processes (B, C). They were
then to explain their hypothesis (D) and devise a role-play using the collected objects
to show rapid and slow biodegradation (E, F) (table 7). Students were divided into
groups and, before the investigation began, Margareta asked them to explain
biodegradation, and to give examples of objects in nature representing rapid and slow
biodegradation. The students actually gave short, ambiguous answers, which revealed
an inadequate understanding of the concepts and processes. Consequently, Margareta
gave a brief summary about biodegradation (a) and made links to the work done in
the classroom. She also posed questions to assess students' understanding. Despite
incomplete responses, indicating a vague understanding, she pursued the tasks.
Table 7. Predefined intended cognitive objectives (A-F) and actual outcomes enacted in
outdoor activities (a-f), Margareta.
The students worked with differing commitment and soon some of them lost interest
in the work. Margareta encouraged them to discuss, reflect and perform a role play.
Finally, all groups presented their work. Collected objects and descriptions of the
processes of biodegradation were explained briefly in terms of factual knowledge but
most students had difficulty in explaining the processes involved. In addition, none of
the groups produced a hypothesis or a role play. The first group presented a leaf and a
piece of glass as examples of rapid and slow biodegradation:
Student: Grass ... fast biodegradation, it takes about ... six months... to break down.
Margareta: ...What happened to the grass?
Student: It starts to wither
Margareta: What is it like in the spring then? Is it visible?
Student: No...
Margareta: But what has happened?
Student: It grows again
Margareta: NoIt decays and becomes ... soil
The second group showed water for rapid and a plastic bag for slow degradation,
while the third group chose grass leaves, then branches and trunks of trees, as
examples of rapid and slow cycles. Margareta tried to maintain students attention by
asking questions of the reporting group but received fragmentary and often inaccurate
responses during which both everyday language and scientific concepts were used,
indicating perhaps unclear comprehension. Afterwards Margareta was unhappy with
students work and stressed that additional tasks were now needed to achieve the
objectives.
The data from the observation show misalignment between predefined intended
objectives and the actual outcomes achieved during activities resulting in a less
complex cognitive process than the intended (table 7). Due to students' lack of secure
prior understanding of photosynthesis, the water cycle and biodegradation, the tasks
concerning explanations of conceptual knowledge and role play were too challenging.
Inadequate instruction by the teacher also made it difficult for the students to
understand what to do. Hence, the students focused on describing factual knowledge.
Questions were posed by the teacher, but students remained silent, perhaps so as to
@2015 The authors and IJLTER.ORG. All rights reserved.
225
not reveal their own misconceptions or lack of knowledge. The word hypothesis is
used by the teacher, expecting students to make a prediction and show its relevance
by using objects in nature. These tasks were neither performed by the students nor
followed up by the teacher.
At Roger's school, a yearly event known as "Maths Masters" occurs, where older
students work with younger ones on mathematical problems. The aim is to encourage
students of different ages to solve various mathematical problems outdoors. The
pedagogical idea is to apply mathematical concepts in concrete situations. The older
students are expected to be group leaders and teachers for younger students and the
challenge lies in choosing the right strategy for specific situations, to promote the
development of meta-cognitive knowledge (A) (table 8). To prepare the older students,
Roger provided opportunities to take on leadership roles with the aim of achieving
procedural knowledge. In the forest, the students were divided into groups and in
hands-on activities they practiced different techniques (B). Each student conducted an
exercise while the others supported and gave feedback (a, b). Roger observed and
gave hints when needed. Occasionally, Roger challenged the students with questions
to encourage them to reflect upon their own views, in order to appraise solutions (C).
During the follow-up, Roger was keen to evaluate how activities were implemented
and whether the students felt confident to convey instructions to the younger
students. Each student reflected upon their own work and got feedback from other
group members (c). According to Roger, this type of exercise strengthens self-reliance,
thus constructing a frame of reference to relate to in continued work in the classroom.
This description shows that there was an alignment between the planned objectives
and actual outcomes achieved during the outdoor activities. The same holds for Annie
concerning alignment between intended objectives and enacted activities.
Knowledge
Conceptual
Knowledge
Procedural B C
Knowledge b c
Meta- A
Cognitive a
Knowledge
The study shows a range of expressed intentions for organizing outdoor teaching
among our teaching orientations. The main ones are to achieve knowledge gain
through experience-based learning, to explore real objects with multiple senses, to
stimulate positive feelings towards nature and to promote collaboration. Thus, the
outdoor arena was chosen as a result of its potential contribution to improving
students cognitive, affective, social and physical development both by the teachers in
this study and in Wilhelmsson et al. (2012), and in a review of research on outdoor
learning (Rickinson et al., 2004). Essential for gains in the affective domain are
objectives about creating positive feelings for both nature, students' achievement and
to improve self-confidence, in common with earlier research (Amos & Reiss, 2012;
Eshach, 2007; Nundy, 2001). Further, group work promoting collaboration is common
in development within the social and cognitive domain.
However, teachers focus on, and promotion of, diverse objectives are both due to
teachers' varying degrees of awareness of the range of possible outcomes and their
personal values concerning them. These form the basis for the choice of outdoor
activities. Based on teachers intentions, an objective is chosen and enacted by means
of an activity that can use different ways of working or with diverse pedagogical tools.
This includes recognizing personal teaching ability, pedagogical content knowledge,
knowledge about students prior understanding, educational methods, time for
planning, accurate implementation and follow-up (Fryland, 2010; Magntorn, 2007;
Rickinson et al., 2004; Wilhelmsson et al., 2012). When the teachers' intended objectives
are consistent with the ability to choose appropriate tools/modes of working, those
objectives can be achieved through outdoor activities. In these cases, there is alignment
between objectives and activity outcomes. On the other hand shortcomings in
recognizing which tools/modes of working to use, may lead to misalignment.
For the teaching orientation, to inspire, the affective and social objectives are highly
valued and considered as a prerequisite to achieve cognitive development (cf. Amos &
Reiss, 2012). The teachers adopting this orientation are aware of the potential range of
objectives, but choose those mentioned above as a result of students' prior knowledge
and selected objectives in the curriculum. For example, developing knowledge of what
promotes healthy living means understanding factual knowledge is promoted in all
exercises, evidently in alignment with intended objectives. The same holds true for the
orientation, to do, where activities intended to gain procedural knowledge in order to
promote students feelings of contentment connected with something they managed to
create are stressed. For this teaching orientation, the visible learning outcome is a
measure of a successful student. Thus, the application of practical tasks is strongly
emphasized during all outdoor activities, in alignment with predefined intended
objectives.
unsuitable level for the students resulted in misalignment between the intended
objectives and activity outcomes.
In this study we have used Blooms revised taxonomy to examine the degree of
alignment between intended objectives, awareness of personal teaching ability in the
outdoor arena and activity outcomes. We find higher alignment among teachers who
primarily promoted affective and social goals, or meta-cognitive and analytical
understanding than the teachers who mainly promoted confirmation of conceptual
knowledge. To reinforce understanding of different theoretical concepts or processes
by using objects from nature seems to be significantly more difficult than previously
thought (cf. sterlind & Halldn, 2007). The strong belief about the outdoor arena
reinforcing positive impacts on learning intended objectives seems to override a well-
considered choice of instruction and modes of work to achieve the intended
knowledge. Thus, the potential for learning outdoors is not fully utilized, indicating a
need to improve teachers' skills in using the necessary tools (Eshach, 2007). We
suggest, as do others (for example, Bentsen, 2010), that this may be a common
problem. It should also be noted that the teachers in our study reflect surprisingly
little on the correlation between the modes of work and kinds of knowledge possible
to achieve.
On this basis, one may wonder whether it is possible to perform outdoor activities
which are potentially able to achieve objectives addressing every aspect of Blooms
revised taxonomy, and also if that is actually desirable? It would be interesting to
investigate whether the pursuit of more complex cognitive processes or knowledge
dimensions results in a loss of affective and social goals, which would not be desirable
especially for our defined teaching orientations "to inspire" and "to do".
In this study, the typologies have been useful in illuminating different teaching
orientations with diverse intentions and achieved results, which are likely to be found
amongst teachers in general. Teachers need to reflect more upon how diverse
pedagogical tools can be suited to attaining different goals in the outdoor arena. This
might be something to stress more in teacher education and during in-service teacher
education.
This study has highlighted the educational intentions and objectives of nine Swedish
teachers for outdoor learning. Nevertheless it is a contribution to greater insights
generally into teachers objectives and their awareness of the educational tools needed
in order to achieve alignment between objectives and activity outcomes.
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