MOJES: Malaysian Online Journal of Educational Sciences

FAMILY FEATURES AND ACADEMIC AND SOCIAL-EMOTIONAL DEVELOPMENT OF LEFT-BEHIND CHILDREN IN HUBEI, CHINA

2024-11-18T15:44:12+08:00

Nearly half of children in China were affected by migration, and more than one-third of rural children had been left at home, classified as rural left-behind children (LBC). Despite numerous studies on migration and LBC, little research has investigated the issues of LBC by connecting their development with family features. This study aimed to identify associations between family features and children's academic performance and social-emotional development, focusing on differences between LBC and non-LBC. A quantitative method was applied, covering 548 primary school children in Shennongjia District, Hubei Province, China. Disparities between LBC and non-LBC were found in their social and emotional development, which disappeared among one-child families. Surprisingly, no significant differences were found in their academic performance, behavioral development, or certain demographic features, including gender, age, and family economic status. Furthermore, family features associated with children's development were found to be family structure, maternal factors such as maternal migration status and mothers' education, fathers' migration status, and the role of caregivers. Indeed, maternal migration status was identified as a vitally influential predictor of children's social-emotional development, while fathers' migration status was another influential predictor of children's emotional development. Drawing from ecological systems theory, this study underscored the importance of family in children's development and highlighted the compensatory function of schools and governments for disadvantaged contexts such as migration through educational policies and practices. Concurrently, it emphasized the imperative for heightened attention to the social and emotional well-being of LBC and comprehensive intervention support for stakeholders.

EFFECT OF ANALOGY AND METAPHOR-ORIENTED PEDAGOGICAL METHODS ON THE ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN GENETICS IN ILORIN, NIGERIA

2024-11-18T15:49:26+08:00

This research explored the impact of analogies and metaphors on the academic performance of senior school students in genetics within Ilorin, Nigeria. Three research questions and corresponding hypotheses were formulated and tested at a significance level of .05. A quasi-experimental design was used, involving 117 senior secondary school students. Data collection was facilitated through the Genetic Achievement Test (GAT), and the results were analyzed utilizing t-tests and analysis of covariance. The study's results indicated a significant difference in student performance, with those taught through analogy outperforming those exposed to metaphor-based teaching methods. No notable difference was found between male and female students using either instructional approach. It was concluded that both strategies can effectively foster conceptual understanding and improve student outcomes. Consequently, it is recommended that educators implement both techniques in teaching genetics and other challenging biological topics.

A PHENOMENOLOGICAL STUDY OF STUDENTS’ EXPERIENCES USING GOOGLE DOCS FOR COLLABORATIVE ONLINE VIRTUAL TEAM WRITING INSTRUCTION

2024-11-18T15:53:29+08:00

Online collaborative learning for developing English writing skills has been widely recognised for decades as a key approach to enhancing students’ learning achievement and experiences through technology. However, it is generally one-way learning. Therefore, the virtual team concept has recently been applied to online learning and teaching to raise the level of two-way interaction between a teacher and students. This research explored the experiences of a group of second-year English majors collaborating online as a virtual team during writing instruction. Google Docs was the synchronous online platform deployed in this study. Data from six participants in semi-structured interviews were studied qualitatively using a phenomenological analysis method. The findings revealed the students’ perceptions of opportunities in the online environment, the collaborative learning environment, knowledge construction, preference for group activities, collaborative activities, teacher feedback, and accessibility (including pressure and communication). Difficulties with grouping, monopolisation, time arrangement, free-rider effects, familiarisation and communication, emerged from the interviews. Factors related to social interaction, usability, prior experience with computer-mediated communication, technology, and support for learners were found in this study. We conclude with the disagreement of the students’ voices regarding their experience and learning with the Google Docs application, suggesting the need for further development.

AI LITERACY, SELF-EFFICACY, AND SELF-COMPETENCE AMONG COLLEGE STUDENTS: VARIANCES AND INTERRELATIONSHIPS AMONG VARIABLES

2024-11-18T15:59:44+08:00

Understanding and securely using AI systems and tools requires AI literacy. In contrast, AI self-efficacy is a person's confidence in completing an AI task. Also, AI self-competence is the ability to explain how AI technologies are used at work and how they affect society. This study examines college students' AI literacy, self-efficacy, and self-competence. Using a descriptive-correlational approach, the proponent assessed respondents' AI literacy, self-efficacy, and self-competence. The study also examined variations and connections between factors. The study participants were 1000 college students selected by purposive sampling. Before data collection, the proponent employed a modified instrument that was validated. Data was descriptively and inferentially analyzed using SPSS 23. Results suggest most pupils were "somewhat literate" in AI. They regarded themselves as "somewhat self-efficient" but "self-competent" in AI. The inferential analysis showed substantial differences in AI literacy by college, year level, and birth sex. Self-efficacy varied by college, year, age, and birth sex. The study found college and year-level differences in self-competence. Demographic traits and study variables were associated to some extent. According to the study's findings, the proponent recommended AI training programs, skill development for students and teachers, and institution-wide policy development and implementation to maximize AI's use in learning.

EXPLORING ESL STUDENTS’ USE OF MULTIMEDIA IN AN ENGLISH-SPEAKING CLASSROOM

2024-11-18T16:01:50+08:00

This study delves into the utilization of multimedia in English-speaking classrooms among lower secondary students in Malaysia, specifically focusing on form one students, exploring its efficacy and potential constraints. Amidst a global context where English proficiency is increasingly indispensable, traditional teaching methodologies have shown limitations, particularly in non-native English-speaking regions like Malaysia. The investigation adopts a qualitative approach, incorporating semi-structured interviews and classroom observations to offer a comprehensive insight into the interactions between students, teachers, and multimedia tools in learning English speaking skills. The findings reveal that multimedia platforms such as podcasts, speech recognition software, and Prezi significantly enhance student engagement and speaking proficiency. These tools, when used as both teaching and learning aids in speaking lessons, facilitate active group discussions, spontaneous speaking, and independent responses, thereby fostering a more dynamic and interactive learning environment. Students reported increased confidence and fluency in English, attributing these improvements to the diverse and immersive experiences afforded by multimedia learning. However, the study also highlights several challenges associated with integrating multimedia in educational settings, including access, technical limitations, and the digital divide. These obstacles underscore the need for targeted strategies to ensure equitable access to multimedia resources and enhance digital literacy among educators and learners. Conclusively, multimedia represents a potent tool for enhancing English-speaking skills among Malaysian lower secondary students, offering pathways to more engaging and effective language learning experiences. Nevertheless, realizing its full potential necessitates a concerted effort to overcome existing barriers, calling for policy interventions, infrastructure development, and pedagogical innovation to support multimedia integration in language education. This study contributes to the broader discourse on educational technology, advocating for a nuanced approach that leverages the benefits of multimedia while addressing the challenges of digital integration in learning environments.