COVID-19 pandemic has forced the implementation of a new normal for all businesses leading to an increase in stress levels for many including educators and students. Ethics in education was ...questioned by professional bodies due to online exams. The objective of this study is to determine the antecedents of student online learning effectiveness and its impact on educational ethics. The study compares Malaysia and India since some Indian educational institutions had been implementing online teaching prior to the pandemic. Data was collected through a survey method. 571 questionnaires from students across Malaysia and India were analyzed using SPSS and PLS-SEM. It was found that physical, psychological, intellectual, and emotional attributes were significant in predicting learning effectiveness which in turn had an impact on educational ethics. Intellectual attributes were the most important predictor of learning effectiveness. The emotional and psychological attributes had a small impact on learning effectiveness. Furthermore, physical attributes had trivial effects on the learning effectiveness. A T test comparing mean differences between the two countries revealed that there were no significant differences in learning effectiveness between students of both countries while educational ethics was more evident among Indian students as compared to Malaysian students. The key implication is the need for educational institutions and educators to develop pedagogies to stimulate students’ intellectual abilities during online teaching to preserve educational ethics. HEIs must support the students psychologically, emotionally and encourage themselves to keep physically active during the phase of online classes. Institutions must take ample steps to ensure that educational ethics is not affected as a result of the new normal failing which could prove detrimental in the long run for students and institutions. This will help to curb unethical practices during online examinations and mitigate academic dishonesty. Our findings regarding various attributes of online learning effectiveness add profoundly to literature and help to understand antecedents contributing to successful learning effectiveness which leads to positive educational ethics in both the countries.
The principal's transformational leadership model at SD Negeri 126 Borong, Bulukumba Regency, will be tested for practicality and efficacy. This study examined SD Negeri 126 Borong, Bulukumba Regency ...principals and teachers. Research and development follows the ADDIE model, which has five steps: analysis, design, development, implementation, and evaluation (evaluation). Data was collected through observation, questionnaires, interviews, and documentation. A model development observation sheet, research instrument sheet, questionnaire on school principals and teachers' practicality and effectiveness, and documents on school principals' transformational leadership model implementation at SD Negeri 126 Borong, Bulukmba Regency are used in the research instrument. Data analysis is done using qualitative and quantitative methods. This research shows that the principal at SD Negeri 126 Borong, Bulukumba Regency can implement the transformational leadership model to mobilize all stakeholders to achieve school goals, such as improving the teaching and learning process, establishing a positive school learning direction and climate, and improving excellent service to achieve high academic achievement (learning outcomes). Based on observations of school principals implementing transformational leadership and questionnaire responses from principals and teachers, this model passed the practicality test. The effectiveness test results show that this model is effective in moving all stakeholders to achieve school goals, including improving teaching and learning, establishing a positive school learning direction and climate, and improving excellent service to achieve high student academic achievement (learning outcomes).
•Global school closures have deprived millions of children from learning.•School dropout within the last year is associated with lower reading and numeracy.•Most countries are implementing some ...remote learning responses.•These responses are often inadequate to reach all children and keep them learning.•Education actors need to work towards effective/inclusive responses
This article investigates to what extent disrupted schooling and dropout affects children’s acquisition of foundational skills prior to and during the COVID-19 pandemic. Using household survey data from thirteen low- and lower-middle-income countries, we find that missing or dropping out of school is associated with lower reading and numeracy outcomes. Drawing on global surveys conducted during the pandemic, we find that countries’ remote learning responses are often inadequate to keep all children learning, avoid dropout, and mitigate the learning losses our findings predict, particularly for marginalized children and those at the pre-primary level.
Meta-analysis comprises a powerful tool for synthesizing prior research and empirically validating theoretical frameworks. Using this tool and the dynamic model of educational effectiveness as a ...guiding framework, in this paper we present a meta-analysis of 167 studies investigating the impact of teaching factors on student achievement. The factors of the dynamic model were found to be moderately associated with student achievement; in contrast, factors not included in the model were weakly associated with student learning, with the exception of two factors associated with constructivism. In discussing the study findings, we consider their theoretical, methodological, and practical implications.
•A meta-analysis was used to examine teaching factors related to student outcomes.•The dynamic model of educational effectiveness was used as a guiding framework.•An integrated approach of effective teaching is empirically supported.•The need for conducting more experimental and longitudinal studies is highlighted.•The study findings suggest teaching practices that can be used in teacher education.
Purpose – This study aims to explore the effect of Problem-Based Learning Model (PBL) on the learning outcomes of students in grade XI of SMAN 4 Medan in writing an explanatory text in Indonesian ...language subject. By focusing on the effectiveness of PBL in improving students' writing skills, this study provides theoretical contributions to the development of learning theories as well as practical benefits for teachers and schools in improving the quality of learning. Method – The study used a quasi-experimental design with an experimental group and a control group. The approach was Problem Based Learning (PBL) Model. The research was conducted at SMAN 4 Medan involving students of grade XI. Data were collected through an explanatory text writing test conducted before (pretest) and after (posttest) the application of PBL. The analysis was conducted by comparing the posttest results between the experimental group using PBL and the control group using conventional learning methods. The results were analyzed to assess the effectiveness of PBL in improving students' writing ability. Findings – The results showed that the Problem-Based Learning Model (PBL) significantly improved students' learning outcomes in writing explanatory texts. Proven by the average value of posttest in the experimental group which is higher than the control group, which proves the effectiveness of PBL in the context of Indonesian language learning in class XI SMAN 4 Medan. Research Implications – The Problem-Based Learning (PBL) model enhances students' writing skills in explanatory texts at the senior high school level. This study, limited to one school, does not reflect broader educational variations in Indonesia. It focused solely on PBL's impact on writing skills without a thorough exploration of other influencing factors. Future research should expand the sample size and include diverse contextual elements to more robustly verify these results.
This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher ...practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
•Cognitive activation is positively related to mathematics performance.•A positive disciplinary climate favours cognitive activation.•Teacher directed instruction is positively related to mathematics ...performance.•But high levels of directed instruction are negative for student performance.
Modern educational theories emphasise effectiveness enhancing factors at the classroom level and differential effectiveness for sub-groups of students and across different learning contexts. Theoretical developments, however, are generally based on national evidence and have been criticised for lacking cross-cultural perspectives. This study used PISA 2012 data to examine how subject-specific teaching strategies related to mathematics performance of students across education systems whilst considering curvilinear associations and interactions with the socio-economic and instructional context. The results provide consistent evidence of a positive curvilinear relationship between cognitive activation strategies and mathematics performance. The association tends to be stronger in schools with a positive disciplinary climate and for students from advantaged socio-economic backgrounds, but not in every education system. Teacher-directed strategies are positively related to mathematics performance, but the association tends to become negative for high levels of teacher-directed instruction. Associations of student-oriented strategies with mathematics performance are inconsistent. The cross-national evidence contributes to the knowledge base of educational theory.
•Three generic frameworks of effective teaching are presented.•Similarities and differences among the generic frameworks of teaching are identified.•Research on developing a comprehensive framework ...of effective teaching is proposed.
Empirical studies and meta-analyses conducted during the past 35 years led to the development of a number of theoretical frameworks of teacher effectiveness. In this paper, we aim to summarize the main characteristics of three dominant frameworks within the field of educational effectiveness and discuss both their conceptual differences and their similarities, as well as, the different observational instruments used by each one to capture instructional quality. Specifically, the three frameworks are: a) the dynamic model of educational effectiveness; b) the International System for Teacher Observation and Feedback (ISTOF); and c) the Three Basic Dimensions of Teaching Quality (TBD). These frameworks were also used to analyze three videolessons for comparing the quality of teaching through the lens of each respective framework. Based on the results of the three lesson analyses, possibilities for combining different generic frameworks of effective teaching to provide a more complete view of teaching quality are discussed.
In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in ...International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.
In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual ...and cognitive achievements, and the assessment formats. Research on learning from animation focuses on assessing conceptual at the neglect of kinematic mental models. This is in contrast to an important rationale for making use of animations: that it needs to be learned what animations can specifically display, namely, how change in space and time occurs. This might explain why meta‐analyses which compared the effectiveness of animations and static pictures found merely small overall effect sizes in favour of animations. To confirm this hypothesis, one meta‐analysis was re‐analysed with a new moderator. It encodes whether the features of the displayed changes were relevant to learning. Learning from animations was significantly more successful than learning from static pictures, if the features of the displayed changes had to be learned.
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