Journal of Philology and Educational Sciences

Investigating the Impact of Providing Supplementary Resources in Optimizing Teaching Grammar Tenses

Muhammed Rafiq Ali, Atta Abdalwahid Ahmed, Aida Ariannejad — Wed, 25 Dec 2024 00:00:00 -0700

The concept of grammar tenses is a fundamental element of English language teaching, and in spite of various views on the topic, grammar instruction is still implemented in many educational institutions worldwide. The present study aims to examine the effectiveness of additional resources in optimizing teaching grammar tenses to Kurdish EFL secondary school learners. The current study follows a quantitative approach using a quasi-experimental design for pre-test and post-test groups to analyze the data. The sample of the study comprised 45 participants from one of the private secondary schools in Sulaymaniyah, Kurdistan, Iraq. The data was analyzed using the Statistical Packages for Social Sciences (SPSS). The Independent Sample T-test was conducted to investigate the differences between the pre-test and post-test. Moreover, the Paired Samples Test was utilized to assess the statistical differences between the control group and experimental group. The findings of the study illustrated that there is no significant variation between the pre-test and post-test of the control group. On the other hand, the difference between control and experimental groups was statistically significant, indicating that the participants from the experimental group gained more benefit from the supplementary materials than the control group members. It has been demonstrated that learners in the experimental group derived greater benefit from the supplementary materials compared to those in the control group. The outcome of this study could be beneficial to raise the awareness of the teachers, educators, and policymakers to implement more additional materials to those learners who have struggles in grammar tenses and aspects during the language learning process.

Experimental Science Skills of 9th-Grade Students Through Inquiry-Based Learning

Wed, 25 Dec 2024 00:00:00 -0700

The research aimed to enhance the experimental science skills of 9th grade students by implementing inquiry-based learning management. Specifically, the goal is for students to achieve a passing score of at least 70% of the total points on assessments. The study involved 20 of 9^th grade students from Anukulnaree School, located in Kalasin province, Thailand. The action research focused on the development of students' skills in experimental science, particularly through an inquiry-based approach to learning about the separation of substances. An inquiry-based learning management strategy effectively improved the students' experimental science skills. The research instruments were inquiry-based lesson plan, and experimental science skills test. Each cycle was measured by post-test design. Descriptive statistics were employed for data analysis. The results revealed that 75% of the students met the established criterion of achieving a passing score of 70%. This suggests that the inquiry-based approach was effective in helping students meet the established educational standards.

Using Peer Interaction to Improve Listening and Speaking Skills in Secondary EFL Context

Sana Fatah Saeid — Wed, 25 Dec 2024 00:00:00 -0700

Peer interaction, a collaborative process where students engage in activities such as debates, discussions, feedback, and reflection, plays a pivotal role in language learning. This study aims to examine the impact of peer interaction on enhancing the listening and speaking skills of Kurdish EFL learners in secondary schools. Employing a quantitative methodology with a descriptive approach, the study investigated gender and academic-level differences through statistical analyses. An independent sample t-test revealed no significant differences between male and female participants (p > 0.05), while a one-way ANOVA indicated no statistically significant variations among different academic levels (p > 0.05). Despite these findings, the results underscore the overall effectiveness of peer interaction as a pedagogical strategy for developing communication skills. The study provides valuable insights for teachers and educators, emphasizing the potential of peer interaction to foster active engagement and collaborative learning among learners, irrespective of demographic differences.

The Impact of Teacher and Parental Involvement on Students' Academic Performance: A Statistical Analysis in the Kurdistan Region of Iraq

Wed, 25 Dec 2024 00:00:00 -0700

This study examines how collaboration between teachers and parents affects students' academic performance in the Kurdistan Region of Iraq. Data were gathered through questionnaires using simple random sampling. The analysis included descriptive statistics for demographic details and statistical tests like Chi-square, one-way ANOVA, and t-tests to explore relationships between variables. The results showed a strong positive impact of teacher-parent collaboration on students' grades, behavior, motivation, and attitudes toward learning. These findings suggest that fostering partnerships between educators and families can significantly enhance student success, with implications that may apply globally.

Effectiveness of Meaningful Instructional Design in Improving Students' Mathematical Skills

Wed, 25 Dec 2024 00:00:00 -0700

This study aims to examine the impact of the Meaningful Instructional Design (MID) model on students' mathematical analytical skills, addressing a gap in previous research, which has yet to explore this critical cognitive domain. A quantitative approach was used with a quasi-experimental method involving two groups: an experimental group that applied the MID model and a control group that used conventional teaching methods. Measurements were conducted through a posttest to assess students' analytical skills in both groups. The results show a significant difference in mathematical analytical abilities between students who used the MID model and those who followed conventional methods, with the MID group achieving higher average scores. In conclusion, the MID learning model proved to be more effective in enhancing students' mathematical analytical skills compared to conventional teaching methods. These findings suggest that meaningful and contextual learning has great potential for optimizing students' analytical skills in mathematics.

The Cinematic Representation of Gaze in Kieślowski's A Short Film About Love: A Lacanian Analysis

Shajwan N. Fatah , Arsalan A. Fatah — Wed, 25 Dec 2024 00:00:00 -0700

Krzysztof Kieślowski’s 1988 Polish production, A Short Film About Love, has inspired diverse interpretations related to the themes of human isolation, relationships, and social contexts. This paper examines the film through Lacanian lens, focusing particularly on the concept of the gaze as it unravels the complex interactions between the male protagonist, Tomek, and his female counterpart, Magda. Furthermore, the study decodes the mise-en-scène and other visual elements to explore philosophical issues of desire, drawing on the works of Alain Badiou and Slavoj Žižek. By analyzing Kieślowski's cinematography, this paper aims to uncover the connections between the act of gazing and its integration into Lacanian psychoanalytic registers: the Imaginary, Symbolic, and Real.

Fostering Pre-Service Teachers’ AI Literacy through School Implications

Prasart Nuangchalerm, Veena Prachagool, Antomi Saregar, Yusnita Md Yunus — Wed, 25 Dec 2024 00:00:00 -0700

As technology advances, AI in schooling becomes more commonly used in learning assistance and academic purposes. This review study examines improving pre-service teachers' AI literacy in the modern classroom. The study starts with an overview of AI literacy in the way of pre-service teacher development. It then explores AI tailored learning based on individual differences and interests, instant feedback, and interactive interaction. Key results imply that its implications may help pre-service teachers' AI literacy by improving their understandings and necessary skills of AI principles, problem-solving abilities, and attitude toward technology integration in education. The study also addresses ethical concerns, technical limitations, and the necessity for ongoing professional development. This paper helps teachers, curriculum developers, and policymakers effectively integrate data-driven interventions into pre-service teacher preparation. The Pre-service teachers must learn AI literacy to manipulate the changing learning environment as well as pedagogical practices for effective classroom. The need for continued research and collaboration to improve AI inclusion in pre-service teacher preparation for AI literacy are now should be continuing.