Abstract: In this study a game-based learning approach was introduced among students and teachers. Several chemistry games and a survey method were used as a tool to obtain insight into students’ knowledge about ionic bonding, to learn about the students’ and teachers’ perceptions related to this teaching method and to get insights into the misunderstanding and misconceptions that students might have. Students were tested on the ionic bonding test and both students and teachers anonymously filled in a questionnaire to express their perceptions about the game-based learning approach. Students achievements on the test were satisfactory; the mean score was 11.31 out of 15 (or 75.33 %). Most comments regarding the lesson itself were positive, stating that the lesson was well planned, interesting and very helpful. The usage of games in chemistry classroom was proven to be an excellent way to motivate students, to provide active engagement and discussion among students and to develop skills to solve problems.
Issue – 2
Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics
Abstract: The purpose of this study was to examine whether practicing self-regulation strategies involved setting goals, self-evaluation and self-correction on formative tests improved students’ positive attitudes toward learning mathematics. The students’ attitudes toward mathematics were measured of the factors in their perceived confidence, motivation, usefulness of the subject, and perception about teacher’s attitude toward their learning. The study also aimed at exploring self-regulation characteristics of different performing groups of mathematics achievement so that appropriate instructional design can be introduced and imposed within the mathematics classroom. The study utilized a one-group pretest-posttest design for exploratory purposes. The self-regulation strategies were introduced to 46 tenth-grade secondary students. Their perceived motivation, confidence, anxiety, usefulness of the subject, and perception about teacher’s attitude were measured as the pretest measures before they were trained with setting goals, self-evaluation, and self-correction strategy training. These measures of the factors were compared at the end of the academic year. The study found that students’ perceived confidence, motivation, usefulness of the subject, and perception about teacher’s attitude toward student learning were significantly different after they underwent the training. The high-performing group of students was more confident, motivated, less anxious, and highly engaged in self-reflection as compared to their counterparts, low-performing group of students. In addition, students’ confidence, motivation, anxiety, and engagement in self-reflection were found significantly correlated with mathematics performance.
Abstract: Conceptual understanding of properties of operations is an important element of algebraic thinking in primary school. Mathematical processes should be focused rather than mathematical products starting from primary school. The purpose of this study was to examine the Year Five pupils’ understanding of relationship between addition and subtraction. Researchers utilized quantitative approach to investigate Year Five pupils’ conceptual understanding of addition and subtraction. Pencil and paper-based assessment consisting of three items was employed to collect the data. The three items comprised direction of change and relationship between addition and subtraction items. The three items also consist of reasoning sections. This article reports the analysis of the responses of 720 Year Five pupils from a district of Malacca. The findings showed the majority of the sample were unable to perform well for the items testing relationship between addition and subtraction. They could not work with addition and subtraction properties. The majority of them were also unable to provide conceptual reasoning for their answer. Only about half of the sample were aware about the inverse relationship of addition and subtraction.
Abstract: Computational Thinking (CT) is an increasingly interesting educational trend, since it is currently thought that the next generation will need to master this skill in order to succeed in modern life. At the same time, research indicates that motivation is a key element that affects the effectiveness of educational processes. Consequently, educators should take into account this fact when designing teaching sequences. In this paper, we present a robotics-based instruction for third-grade students aimed at introducing computational thinking ideas. The experience was carried out with 63 students. An assessment of different indicators concerning learning outcomes, such as mental rotation or computation thinking gains, was performed. In particular, from a motivational perspective, a test developed by Keller (1983; 1987; 2010) was employed in order to assess four dimensions: attention, relevance, confidence and satisfaction. Results show the participants’ high motivation after working with robot computational ideas. These results may eventually support the use of educational robotics in order to promote students’ development of computational thinking in primary schools.
The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction
Abstract: The literature and research results suggest that teachers’ behavior in the classroom is under the strong influence of teachers’ beliefs about their own role in the educational process. The aim of this study was to examine the perception of teacher’s professional roles and teacher’s beliefs about teaching, and their correlation with the quality of teacher interaction. The study was conducted on a sample of 99 primary school teachers. The perception of the role of teachers and pupils was examined by the metaphor technique, and the Approaches to Teaching Inventory and Questionnaire on Teacher Interaction were applied. The results show that teacher beliefs differ depending on the research approach. The qualitative approach shows a dominant protective – traditional orientation in understanding the role of a teacher, and a typical traditional orientation in understanding the role of pupils, while the quantitative approach based on teacher self-assessments points to the dominance of the constructivist approach focused on the pupil. There was also a weak correlation between teacher beliefs and teacher interpersonal behavior, which is considered in the context of data collection technique, teacher self-assessments.