Journal of Philology and Educational Sciences

Teachers’ Perceived Work Autonomy in Iranian Public Schools

2024-04-12T04:28:05-06:00

The purpose of this study is to investigate the concept of teachers' work autonomy of a sample of Iranian teachers and examine the level of this perceived autonomy based on some demographic variables. The design was a quantitative–descriptive survey, whose population was all teachers in Sanandaj, a city in Iran. The sample was taken based on cluster sampling according to Krejcie Morgan table. The data collection tool, the Teachers’ Appropriate Work Autonomy Questionnaire, was adapted from Friedman (1999) which assesses the extent to which teachers' routine activities should be performed autonomously by the teachers themselves. In order to test the content validity of the teachers' work autonomy questionnaire, a confirmatory factor analysis was run. To test the hypotheses, one-sample t-test, independent sample t-test, and one-way analysis of variance (ANOVA) tests were run. Findings showed that teachers rated their levels of work autonomy lower than the mean level of the relevant scales. Teachers had rated their autonomy below the mean in establishing school identity and praxis, parental involvement, staff development, and extracurricular subjects. Furthermore, their self-assessment for the degree of autonomy in teaching and achievement evaluation was close to the mean, while for curriculum change and development, it was above the mean. Regarding demographic variables, there were significant differences between the degree of teachers' work autonomy in academic degrees, teaching level, and academic degree. However, there was no significant difference between the mean scores of teachers’ self-assessments regarding their level of work autonomy in terms of gender and teaching experience.

Enhancing Students' Self-Efficacy and Mathematical Analysis Skills: Applying the Guided Discovery Learning Model Supported by YouTube

2024-04-29T13:07:20-06:00

This study aims to investigate the impact of utilizing the Guided Discovery Learning (GDL) model supported by YouTube on enhancing self-efficacy and mathematical analysis abilities among junior high school students. Adopting a quantitative approach, this research was structured as a quasi-experimental design with a post-test only control group arrangement. Data was collected through subjective questionnaires, descriptive questions, and documentation. Data analysis was conducted using MANOVA with the aid of SPSS version 25. The findings indicate a significant difference in self-efficacy and mathematical analysis skills between students who participated in learning using the GDL model supported by YouTube compared to those who engaged in GDL without YouTube and expository learning methods. MANOVA testing, following the tests for data normality and homogeneity, affirmed the effectiveness of the YouTube-assisted GDL model in enhancing both variables. This study confirms that the application of the Guided Discovery Learning model with YouTube support significantly improves self-efficacy and mathematical analysis skills in junior high school students compared to other learning methods. This highlights the potential of integrating online resources like YouTube into teaching methods to facilitate more interactive learning experiences and improve student learning outcomes.

Optimizing Mathematical Representation Skills: Unveiling the Synergy between Quantum Teaching and Self-Esteem

2024-05-01T13:32:22-06:00

The ability in mathematical representation, encompassing visual, verbal, and symbolic aspects serves as a critical foundation in mathematics education. This study examines the impact of the quantum learning model and self-esteem enhancement on the advancement of these abilities in students. The primary aim of this research is to optimize students' mathematical representation abilities through the implementation of the quantum learning model and self-esteem enhancement approaches. This quantitative study involved all eighth-grade students at a junior high school as the population, with a sample consisting of 34 students in class VIII B participating in the quantum learning model and 34 students in class VIII C following the discovery learning model. Samples were obtained through cluster random sampling techniques. A quasi-experimental design was utilized as the research method, with data collection through a self-esteem questionnaire containing 18 statement items and a mathematical representation ability test comprising 5 statistical material questions. Data analysis was conducted using one-way ANCOVA (analysis of covariance). The findings indicate that the quantum learning model combined with self-esteem enhancement significantly influences the improvement of students' mathematical representation abilities, compared to the discovery learning model. The application of the quantum learning model along with self-esteem enhancement strategies has proven effective in optimizing students' mathematical representation abilities. This underscores the importance of integrating innovative teaching methods and psychological approaches in mathematics education to facilitate deeper conceptual understanding and improve student learning achievements.

Reconsidering Teaching Construction in Architectural Education

2024-03-01T01:28:35-07:00

This paper critically examines the weakening connection between design and construction in architectural education, highlighting the underrepresentation of construction courses in comparison to their design counterparts. By analyzing contemporary pedagogical methods, it aims to uncover a more effective teaching approach that simultaneously nurtures students’ enthusiasm for construction and design, emphasizing the synergy between technical proficiency and creative vision. Proposing a hands-on, problem-solving methodology integrated within design studios, this study suggests a paradigm shift towards an ontological observational approach. It argues for a transformative change in perception among educators and students alike, advocating for a unified educational framework that fosters technical and theoretical coherence, ultimately contributing to sustainable architectural practices.

Blended Project-Based Learning Model on 21st Century Skills: A Qualitative Content Analysis

2024-04-17T03:14:05-06:00

The 21st century has revolutionized education with technology, but challenges such as teachers’ resistance, students’ comprehension issues, effective implementation, and teacher training persist. This study employs a qualitative content analysis to document and analyze data from 18 research studies on blended project-based learning models. It aims to identify the stages, research methods, subject areas, and educational levels that most frequently implement this model. Data was col-lected from Google Scholar, Scopus, and ERIC databases over the past five years (2019-2023). Findings reveal that 7 out of 18 journals discuss blended project-based learning models with sim-ilar syntax. Key findings include: (i) the combination of face-to-face and online learning enhances effectiveness; (ii) quasi-experimental methods are prevalent, particularly in biology and higher education; and (iii) blended project-based learning effectively improves 21st century skills, in-cluding critical thinking (mean effect size 1.65), creativity (mean effect size 1.19), and prob-lem-solving (mean effect size 1.44), resulting in an overall mean effect size of 1.42.