Online ISSN: 1989-9572

Volume 10, Issue 1

Volume 10, Issue 1, Autumn 2019


The role of problem-based Mathematics teaching according to the Kirkpatrick's Model on problem-solving performance of mathematics teachers

Somayeh Karimi; Ahmad Shahvarani; Majid Haghverdi

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The process of evaluation is essentially the process of determining the realization of the educational goals in real terms through curriculum and education and represents the changes that occur in human behavior. Therefore, it is necessary that at the end of each training course (such as training classes, workshops, and training seminars), the teacher or evaluators, evaluate the implemented training program. In the curriculum approaches, learning the problem-solving ability is the ultimate goal of mathematics education. This skill requires empowering teachers with problem solving skills as one of the optimal ways to use capacities and to achieve educational goals. Therefore, the main goal of this study was to examine the problem-based mathematics teaching according to the Krikpatrick's model on problem-solving performance of mathematics teachers. The research design was of a pretest-posttest type with a control group. Using simple random sampling method, 100 male and female mathematics teachers, teaching mathematics at the middle school, were selected from Rabat Karim city, Tehran province. In pre-test and post-test of the traditional teaching and problem-solving based teaching in mathematics, data were collected through mathematical problem-solving performance test and Kirkpatrick's four-level questionnaire. Using SPSS software and R software, the results showed a significant difference between the scores of problem-solving performances between the two groups of control and experiment after the training, and through the equations, we showed that each level of the Kirkpatrick's model has a positive effect on the post-test scores of mathematics teachers

Mathematics examination anxiety of middle school seniors

Kevser Dulkadir

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The concept of Mathematics Examination Anxiety needs to be highlighted because of being important for academic success and future plans of students. However, this research�"s scope is middle school seniors. This paper struggles to present the data with anxious students about mathematics examinations while they are on transition step to high-school. The participants of this study were 375 seniors from 14 different middle schools, in Malatya. In the research, Mathematics Examination Anxiety Scale (�~an, 2014) was adapted for 8th grade students and applied to determine the level of the mathematics examination anxiety. Also, the relations between the followings were examined: Mathematics Examination Anxiety Level, Academic Success both in general and mathematics in fall semester, the raw score of both High-School Entrance Exam in mathematics and the overall tests, gender, parents education level, gender of students�" mathematics teachers. Middle school seniors show mathematics examination anxiety symptoms �Sfrequently⬝. The frequency level significantly differentiated according to gender and parents�" educational status. The level is also found to be correlated with academic success. Middle school senior students show higher mathematics examination anxiety levels than regular students. This emotional-state is limited to evaluative academic tasks but could be extended too many educational situations as participation and homework tasks. It is suggested that assessment process should include the affective measurements for middle school students

Analysis of management leadership styles and their correlation with the synthetic index of educational quality

Otoniel Gómez Quevedo

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

This article shows the results of a research whose objective is to identify and analyze the leadership styles from the experiences in the educational practicum and their relationship in the development and improvement of the educational quality in the public schools of Villavicencio, Colombia. According to the objectives, this research has a qualitative approach with a descriptive - correlational type, For that reason, it was made a descriptive analysis of the Teaching and Learning International Survey (TALIS) from the OCDE (2013), which was developed within the second international study about Teaching and Learning and it was applied to 34 directive people of some educational institutions of Villavicencio, - Meta - Colombia, it searched to demonstrate the relations between the questions that asses the directives' leadership aspects with the results of the Synthetic Index of Education Quality (ISCE) taking advantage of the sample size which is not far from the population size that is used by the factorial analysis techniques, it found links between the work experience and the leadership training as very important aspects in the ISCE scores. As the most relevant conclusions, it is found that the directive leadership is not one-sided, but there are also other members of the community who contributes to it. Likewise, it is shown the lack of budget and resources by the government for the teachers�" training and the support to get educational resources for the teaching practice.

The role of worked examples to teach concept mapping

Paulo R. M. Correia; Joana G. Aguiar

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The growing interest in concept mapping has expanded the use of this graphical organizer as a way to represent and share declarative knowledge. However, training beginners to elaborate concept maps (Cmaps) has not received the deserved attention. Students must to think intensely about how to select and organise the content into coherent structures, using an unfamiliar graphic organiser. These concurrent tasks can exceed the students�" working memory capacity (overload situation), impairing meaningful learning. The aim of this paper was to explore the worked example approach to teach students how to construct good Cmaps in real classroom settings. Graduate students were divided into control (n = 32, did not study WE) and experimental groups (n = 34, studied WE). They were asked to perform five transfer tests involving Cmap elaboration. The WE approach helped the students to (1) develop high-quality propositions, (2) apply a conceptual hierarchy to guarantee general-to-specific organisation, and (3) evaluate the propositional network integrity. However, there was no WE effect on learning how to state a proper focus question for the Cmap. The use of WE is valuable to set up reliable training activities about concept mapping, and the presented materials (WE) can be applied in any educational setting with some adaptations. Future studies should combine the use of WE with other instructional approaches to teach how to state a proper focus question

Analysing EFL learners written corpus for a better teaching and learning of gerund and to-infinitive structures

Hanane Benali Taouis; Sidoni López Pérez

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

This investigation analyzes the use of gerund and to-infinitive verbs by Spanish learners of English using AntConc, a free concordance software program that scrutinizes the corpus for frequency, concordance, clusters and collocates. We analyzed these verb forms because there are few studies that focus on this aspect of English grammar (Mair 2000; Gries 2010) and also because the Spanish language has infinitive use but does not employ the gerund form after verbs (Niño-Murcia 1995). Our genuine corpus includes 155 participants and 247 writing samples by students in the Bachelor�"sDegree in Early Childhood Education in the subject, ICT tools applied to the learning of English language, from the academic year 2013-2014 to 2015-2016. The aim of this research is to analyze the errors of Spanish learners of English for frequency and collocates to find out whether the errors are a result of frequency, L1 interference (Ellis 1994; Gass and Selinker 2001) and/or a mere aftereffect of a poor teaching method. The results of the corpus analysis thereof demonstrated that in most cases the errors have shown themselves to be a manifestation of interlanguage output. The implications of this study are useful to both teachers and learners.

The effectiveness of teaching based on educational neuroscience strategies on mathematical performance of working children

Parvaneh Amiripour; Rouhollah Khodabandelou

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

Previous studies have shown that working children are at risk of financial, cultural, and educational damages due to the street-working and street-living conditions. In Iran, the issue of educating the working children has always been a concern for the community officials. Due to the conditions that working children have in Iran, they suffer from academic failure, especially in subjects such as mathematics. Therefore, the aim of this study was to investigate the effectiveness of teaching based on educational neuroscience strategies on the mathematical performance of working children. Therefore, through Pre⬐test⬐Post⬐test control group design, the ten steps of educational neuroscience strategies were implemented for 23 male and female Afghan children in two basic mathematical topics of the third-grade elementary school. In contrast, in the control group, 20 male and female Afghan children were assigned into the same grade and undergone the traditional instruction of the same topics in the two educational centers of working children in Molavi and Naser Khosrow districts in Tehran. The ANCOVA test results obtained from the researcher-made mathematical test showed that the instruction based on educational neuroscience strategies were effective on the mathematical performance of working children .It is suggested that teachers pay more attention to the individual-learning differences of the working children in using the steps of neuroscience-based instruction, in order to prevent their academic failure, and constantly take the right steps in teaching based on educational neuroscience strategies, all of the other courses like in mathematics

Validation process a of school climate questionnaire for Elementary students

Macarena Bondía Salas; Isabel Martínez Sánchez; Miguel Melendro Estefanía; Jorge Mora Rojo

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The objective of this article is to describe the process of construction and validation of a useful and transferable tool for the assessment of the school climate, from the perspective of the students, in 2nd and 3rd cycle of Primary Education. The construction of the instrument involved the elaboration of a theoretical framework for the two main considered variables: Climate of general coexistence and Satisfaction and fulfillment of expectations. Based on this, a search and analysis of existing instruments was carried out, selecting the questionnaires of the Mexican INEE among the more than ten analyzed models and proceeding to their adaptation and evaluation to the Spanish context. Interjudge validation is done based on the frequency analysis of the assessment of Clarity and Coherence of each judge and each item and the Kendall W test. The results offer a positive evaluation of the judges in Clarity, as well as a lower presence of the maximum assessment in the Coherence aspect, in which a great homogeneity of the judges is detected. Thus, as the W of Kendall points out, it can be said that there is agreement in the valuation of the questionnaire items. It is concluded that the validated tool can offer significant results to evaluate the school climate and detect which variables are influencing it. All this will serve to build interventions that can improve it, being used in analogous contexts to the one used in its design and thus achieving a positive impact on learning outcomes

Significance of students´ activities for the learning process, qualitative analysis in primary education in Republic of Macedonia

Milena Pejchinovska; Violeta Janusheva; Bisera Kostadinovska-Stojchevska

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The activities that students accomplish in the learning process are indicators of the developmental changes and the progress achieved by the students themselves in the educational process; hence they are essential for the educational process. In order for the learning process to be effective, the basic principle stands that the students' activities have to derive from the educational goals and contents. Recognizing this, the aim of this paper is to indicate that good-quality, well-planned and structured students�" activities, that derive from the educational objectives and the principles of active learning can lead to effectuation of the students�" learning process in the natural science field in primary school. The research of a problem of such kind is empirical with a descriptive character. The qualitative methods used to approach the problem are: analysis of pedagogical documentation and daily operational plans and preparations; a non-direct interview with teachers that will examine their attitudes towards lesson-planning; and participative (descriptive and focused) observation of the overall planning and realization of the students�" activities in the educational practice in primary school

Information and teaching digital literacy: influence of the training branch

Antonio José Moreno Guerrero; Mª Aránzazu Fernández Mora; Antonio Luís Godino Fernández

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The digital competence has a great importance and boom in the European framework, given the recommendations given by this agency for lifelong learning. This fact requires some teachers with a consolidated base in said competence, so that they can transmit it to the students, and with it, comply with the recommendations marked from Europe. The purpose of this research is to describe and relate the branch of training of the students of the Master's Degree in Compulsory Secondary Education, Baccalaureate, Vocational Training and Language Teaching in the Campus of Ceuta with the area of digital competence of information and information literacy. The method applied in the study is quantitative, with descriptive and correlative scope, by non-experimental design, and longitudinal paradigm. The sample is 153 students. The instrument used is a questionnaire developed from the rubric created by the Common Framework of Digital Teaching Competence in 2017. The results show that the students' competence level is between A2 and B1 in the area of information and digital literacy. It is concluded that the training branch of future teachers is not an influential element in the competence level in the area named above

Preparatory school students attitudes toward social media in learning English

Murat Tezer

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The aim of this study is to analyse the attitude of preparatory school students towards social media in learning English in terms of different variables. In this study, the survey method, which is one of the types of qualitative research, was used. The study group comprised 220 beginner and intermediate-level students studying at the Preparatory School of Near East University. An attitude scale for the attitudes towards social media in learning English, which was devised by the researchers used to collect data for the research. Consequent to the study, it was observed that the students who took part in the study used social media sites frequently in order to improve their foreign language by watching TV programmes, series and videos in English language as well as to find about English words which they are not familiar with. It was also stated that the social media application used most frequently by the students was �SFacebook⬝. It was finally found out that the attitude of the students towards social media in learning English was positive and it is independent of gender, having a social media account and web page, the frequency of using social media environments and the time spent online

Conception of mothers and teachers about parental participation in an Ecuadorian rural children´s center

Mirian Gissela Simbaña; Marta Bertran Tarrés; Jordi Pàmies Rovira

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

In recent years, the Early Childhood Education and Care (ECEC) has increased in rural areas of Ecuador as a result of the new educational policy that seeks to change the relationships between families and schools. The aim of this research is to analyze the conceptions that mothers and teachers have about parental participation in an Ecuadorian rural early childhood center. This is an ethnographic study. The ethnographic study was carried out for 10 months in the children's center, combining participant observation and interviews with different agents. Data on how teachers and mothers have specific and differentiated expectations about participation in a school are presented. The discourse is distorted by the different groups and processes, producing contradictions between the objectives established by law and the educational practices that are developed in the early childhood center

Educational Multimedia for the learning of local archeology in the career degree in History at the University of Holguin

Yanet Fernández Batista; Ronald Pérez Roche; Matilde Irene Riverón Hernández; Benjamín Bosto Pérez González

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The objective of this research is to introduce an Educational Multimedia Software named "Arqueología en Holguín", whose purpose is to favor the teaching-learning process of topics related to archaeological research in students enrolled in the degree in History at the University of Holguin. Due to its social and patrimonial importance, the domain of this subject constitutes a necessity in the integral formation of the graduates of this specialty. With the use of methods at the theoretical and empirical levels, the teaching - learning process of this discipline was characterized and some of its main deficiencies were identified. Information and Communication Technologies offer a set of advantages and opportunities to introduce, socialize and learn about the scientific work in this profile and increase the archaeological culture, taking advantage of them as an element that motivates young people to a large extent. The main result of this research is the development and implementation of Educational Multimedia Software "Arqueología en Holguín", which was conceived for informative, educational and training purposes, constituting an updated bibliographic material. Some of the main features and functionalities of the proposed software are described and some methodological recommendations are offered to teachers who choose to use this resource. With the application of statistical methods and hypothesis testing, an initial assessment is made of the effectiveness of the resulting software

AHM Model on learning algebraic expressions with respect to knowledge components

Shiva Mafakheri; Ahmad Shahvarani Semnani; Mohammad Hassan Behzadi; Ali Barahmand

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

The purpose of this study is to apply the Attribute Hierarchy Method (AHM) in the cognitive domains of algebraic expressions to find cognitive inferences about students�" mathematical problem-solving skills. Initially, cognitive content techniques were developed to determine the knowledge and skills needed to solve mathematical assignments. Then, items were written specifically to assess skills in cognitive models. Finally, confirmatory psychometric analyses were used to evaluate students' response information by estimating the proportionality of the data model, attribute probabilities to report the diagnostic score and attribute validity. The first domain is concerned with the cognition and diagnosis of general polynomials and algebraic expressions and encompasses other areas. Therefore, the focus is on the precise definition of the basic concepts of the recognition of polynomials such as the polynomials and the number of very important terms and similar monomials and incorrect learning of algebra. Nevertheless, in the second domain, which focuses on simplification and related concepts, less emphasis has been placed on the seventh to ninth grades. The defect in the expression and practice of this field leads to weakness in solving and analyzing relevant mathematical problems. The third domain is related to the second domain and directly to the first domain. Factorization and distributive properties are often used without considering the rules of simplification by students. The weakness associated with the second domain causes the students not to be able to easily analyze and solve the problem in difficult polynomials in which the rules do not apply easily.

Decolonial pedagogies, narrative research and the epistemological whereabouts of teacher education in a global south

María Marta Yedaide; Luis Gabriel Porta Vázquez

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

This article delves into the potential of decolonial pedagogies�specifically interpreted here as simultaneously engaged in the domains of narrative research and teacher education�for the (re) construction of epistemological and methodological practices with high performative force, i.e. productive in the redefinition of social meanings and the redistribution of discursive legitimacy (Yedaide, 2017). It discusses the concurrence of several perspectives which have stemmed from a particular context of teaching and researching and seem to contribute to civic (re) empowerment as well as to enabling conditions of greater hospitality for social life. Such viewpoints, which make complete sense only in the blended and highly impure territory of our Global South, attempt to methodically escape from absolutes (great or master narratives) and to appeal to emotions, feelings and aesthetics as a necessary means to approaching any human experience. We thus commit to the discussion of a few premises�tentative, local and contingent narratives�which have provided heuristic depth to our social and pedagogical concerns. Hopefully, such intent will portray a willingness to move away from servile respect to modern/colonial structures and plunge into the undefined, unstable and ever changing scenario of life experiences.

The training of teachers of electrical installation technology. A look through his speeches

Félix Díaz-Pompa; Rolando Rodríguez-Torres; Alberto Utria-Cáceres; Nadia Vianney Hernández-Carreón

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages -

Currently in the business world a fundamental element is the management of human talent in organizations, it is sought that workers have key skills for companies to be competitive. The different educational models of several countries implement the concept of competency-based training, with the aim of training people with certain job skills, which enable better adaptation and integration into the world of work. The present work have as objective to know and analyze the training and professional development of teachers of Electrical Installation Technology to contribute to the improvement of the management of the educational process in the formation of labor competencies in students of skilled worker in Electrical Installations. Using a qualitative methodology a descriptive study; the questionnaire facilitated the collection of data. It was found the dissatisfaction of teachers in terms of the training received. Similarly, it was found that the continuing education activities contribute to the improvement of the management of the educational process and professional development of teachers, however, there are factors that limit the work in collaboration, as well as, the needs of teachers for the improvement of the management of the educational process in the formation of labor competencies in students of technical and vocational education 

Modeling the relationship between knowledge components and students’ skills in learning high school algebraic-expression using the AHM

Shiva Mafakheri, Ahmad Shahvarani Semnani, Mohammad Hassan Behzadi, Ali Barahmand

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 1, Pages 202-216

The purpose of this study is to apply the Attribute Hierarchy Method (AHM) in the cognitive domains of algebraic expressions to find cognitive inferences about students’ mathematical problem-solving skills. Initially, cognitive content techniques were developed to determine the knowledge and skills needed to solve mathematical assignments. Then, items were written specifically to assess skills in cognitive models. Finally, confirmatory psychometric analyses were used to evaluate students' response information by estimating the proportionality of the data model, attribute probabilities to report the diagnostic score and attribute validity. The first domain is concerned with the cognition and diagnosis of general polynomials and algebraic expressions and encompasses other areas. Therefore, the focus is on the precise definition of the basic concepts of the recognition of polynomials such as the polynomials and the number of very important terms and similar monomials and incorrect learning of algebra. Nevertheless, in the second domain, which focuses on simplification and related concepts, less emphasis has been placed on the seventh to ninth grades. The defect in the expression and practice of this field leads to weakness in solving and analyzing relevant mathematical problems. The third domain is related to the second domain and directly to the first domain. Factorization and distributive properties are often used without considering the rules of simplification by students. The weakness associated with the second domain causes the students not to be able to easily analyze and solve the problem in difficult polynomials in which the rules do not apply easily