Subjective Negative Feeling and Students’ Learning
pp. 213-221 | Published Online: December 2019 | DOI: 10.22521/edupij.2019.84.1
Full text PDF | Abstract | 2593 | 2461
This study examined the relationship between the subjective negative feeling states that undergraduate students felt about a research methods course and of their course performance. A total of 106 undergraduates were surveyed about their subjective feeling states at both the beginning and the end of the term. These feeling variables were correlated with their course performance variables (exam scores, research paper scores, and final course grades). The results found that the more reduction in subjective negative feelings students had, the better they performed in the course. This study also examined what aspects of the research methods course that students felt negative about. This research contributes to the scholarship of teaching and learning by highlighting the importance of students’ feeling state and how it might influence students’ learning in college-level courses. This research also expands the current knowledge in this relationship by examining what aspects students felt negative about a particular course, which might guide us on how to teach it in the future.
Keywords: Emotion, learning, subjective feeling, course performances, research methods.
Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation
pp. 222-232 | Published Online: December 2019 | DOI: 10.22521/edupij.2019.84.2
Reuben Sitonik Olkishoo, Francis Maina Gichuru, Christopher Khayeka-Wandabwa, Methody Florian Owaki, Stephen Wamalwa, Pamela A. Marinda, and Tianxi Xu
Full text PDF | Abstract | 2783 | 2397
With Kenya having rolled out the Competence-Based Curriculum effective as from 2019, anchoring in it preschool education as an integral component, there is still a level of indistinctness as to the role of the preschool teacher in the core domains of curriculum development and reform. The perspective brings to light insights of preschool teacher engagement and interlinkage in effecting the much-desired curriculum development and reform through learner growth, creating an enabling environment, the need for preschool teacher involvement in curriculum evaluations, reforms and adaptability to transformation. The perspective examination integrates documentary analysis as well as discourse analysis. Evidently, progressive implementation of the Competence-Based Curriculum in preschool education alongside any desired adaptations in a timely, expertise and pragmatic manner driven by classroom realities is considered core in ensuring seamless successive transition of learners. It is not only the basis for foundational skills of literacy and numeracy, but also life skills grounding for learners. The findings examination posits for well-anchored and dynamic policy transition considerations at the governmental level on preschool teacher capacity development. As informed by the core domains of curriculum development, it is recommended that reform thought processes and ideologies ignited by preschool teachers from the grass-root levels should encourage a bottom-top channel of curriculum adjustment recommendations rather than a top-down, unilateral and bureaucratic system.
Keywords: Preschool, teachers, curriculum, kenya, learners, education.
Effect of Group Learning with Primary Education Students
pp. 233-247 | Published Online: December 2019 | DOI: 10.22521/edupij.2019.84.3
Full text PDF | Abstract | 3096 | 2471
The purpose of this research is to examine group learning and its impact on achieving knowledge for primary school students. In this quasi-experimental study, data were collected from 221 students, with 111 students in an experimental group (who were influenced to learn through cooperative learning strategies) and 110 students in a control group (who learned under normal conditions). The total number of teachers was 50 from both groups. SPSS statistical package was used in this research with the following parameters: median, standard deviation, t-test, and correlation. Students achievement tests were conducted in both groups both prior to and following the experimental process in order to see the effects on students’ achievements. The results of the analysis have shown that cooperative learning strategies have a significant effect on student achievement in learning. This has been proven through differences seen in the final success of students in the control and experimental groups, which showed significant statistical value in favor of the experimental group. This research also provides information on the effects of the implementation of group work in teaching, which resulted in higher student achievement based on engagement, and the educational and professional background of teachers as a potential factor in attracting students to active cooperative learning. Based on these results, implications point to the insufficient dedication of teachers during the group learning process.
Keywords: Collaboration, group learning strategies, students, teachers.
Supporting Science Teachers’ Learner-Centered Technology Integration through Situated Mentoring
pp. 248-263 | Published Online: December 2019 | DOI: 10.22521/edupij.2019.84.4
Marian G. Rosenberg and Yunjo An
Full text PDF | Abstract | 2597 | 2262
Learner-centered technology integration is a challenging task for many teachers. In an attempt to support science teachers’ learner-centered technology integration efforts, this study developed a situated mentoring program and examined its impact on teachers’ attitudes, technology integration practices, and perceived barriers. Further, the study explored ways to improve the situated mentoring program. Qualitative data were collected from pre-mentoring interviews, observations, and post-mentoring interviews. The results revealed that most participants were teacher-centered and somewhat skeptical about the value of technology for learning prior to the mentoring program. The situated mentoring program had a positive effect on the participants’ attitudes toward learner-centered technology integration. However, in terms of changes in technology integration practices, the results were mixed and varied from teacher to teacher. The personalized professional development and support appeared to be one of the major strengths of the situated mentoring program. Findings from the participants’ program evaluation data provide useful insights into professional development for learner-centered technology integration.
Keywords: Learner-centered instruction, student-centered learning, technology integration, learner-centered technology integration, situated learning, situated professional development, science teachers, mentoring.