Canadian Journal of Educational and Social Studies

Intervention in Textual Comprehension of Mathematical Word Problems: A Case Study

2024-02-22T15:39:59+00:00

Word Mathematical Problem solving involves a phase of Comprehension or construction of a Situational Model. This paper presents an intervention with a high school student who presented difficulties in the construction of situational models in Word Mathematical Problem Solving. A qualitative research with an instrumental case study design was developed to obtain a profile of the type of difficulties and to intervene by means of semi-structured interviews. The role of situation drawing and the use of concrete materials during the interviews as a strategy to encourage the construction of situation models is also reported.

Emotions of Elementary School Students Supported by Their Parents in Math Tasks: An Exploratory Study

2024-02-26T19:20:15+00:00

In this article, we explore the creation of math homework through the experiences of ten third-grade students. They shared their emotions related to the assistance received during assignments. The qualitative and exploratory research involved students selecting emotionally significant tasks for data collection. Semi-structured interviews gathered emotional information, and task functions were analyzed using theoretical frameworks. The Cognitive Structure of Emotions Theory (OCC Theory) identified emotional load, classifying results based on emotion characteristics. Findings indicate that students often express emotions tied to events, with outcomes influenced by family support, particularly from mothers and older siblings. Despite family assistance, emotions aren't solely linked to support but also to personal pride or self-reproach. Family presence during tasks acts as intrinsic motivation, fostering positive feelings. Conversely, parental absence due to time constraints emotionally impacts students negatively. The study highlights the complex interplay of emotions, family support, and academic engagement in elementary students.

Teacher Instructional Scaffolding Improves Psychological Capital of Learners and Boosts their Self-Regulated Learning Capacities

2024-02-14T18:17:11+00:00

The present paper investigated psychological capital as an intervening variable that explains how teacher instructional scaffolding accounts for self-regulated learning of senior high school students in a cross-sectional survey. Data were obtained with adapted standardised scales from a sample of 455 (192 males and 263 females) senior high students from 15 public schools and analysed with partial least squares structural equation modelling. The results indicated that instructional scaffolding positively predicted both psychological capital and self-regulated learning of the students. Psychological also positively predicted self-regulated learning, and partially mediated the relationship between instructional scaffolding and self-regulated learning. We therefore concluded that instructional scaffolding and psychological capital are critical for the development of self-regulated learning capabilities of students in senior high schools. In light of this, we recommend, among others, that senior high school teachers should be trained and empowered in the use of scaffolding strategies in their interaction with students to enhance their psychological capital and self-regulate in their learning.

Effects of Artificial Intelligence on the Future of Journalism

2024-02-21T19:35:25+00:00

For several years, the media have successfully integrated AI tools into their activities. According to the Higher Institute of Journalism Training, artificial intelligence technologies take care of 8 to 12% of journalists' daily tasks. This time saving is reallocated and contributes to increasing the quality and added value of the content offered by reporters and media. The arrival of artificial intelligence in the media has therefore necessarily triggered changes, whether in practices, in the very structure of these media, or even in the legal and ethical framework of the profession. As a result, this article analyzes the effects of artificial intelligence on the future of journalism. The hypothesis of the research is adapting and knowing the limits of these programs will also be an important step to ensure the proper development of these new technologies. In addition to the obvious legal and practical changes, it is from the training of future journalists that it will be necessary to act with the learning of new knowledge. By knowing the tool, it is logically easier to master it and avoid the unexpected. The current research was carried out with a descriptive and analytical method, and information was collected in the form of library and document studies, including books, specialized articles, and the Internet.

Semi-logical Reflections and Concrete Devices of Application in Multi-Modal Media Literacy

2024-02-21T19:42:32+00:00

The term "multimodal media literacy" (MLM) describes the ability to interact with, analyze, evaluate, and produce information while operating within a variety of different contextual frameworks. The incorporation of several modes, codes, and languages (such as iconic, verbal, gestural, aural, and kinetic) into a single setting is what is meant by the term "multimodality," which refers to the presence of such elements. The development of skills that go beyond simple reading, writing, and speaking competency is the focus of this area of study. Specifically, this area of study is concerned with the cultivation of capacities. Literacy in multimodal media successfully includes the standard English abilities together with other skills that are uniquely relevant to the qualities and channels utilised in the process. In addition to this, it is required to have a proficient level of technology as well as skill in the manipulation and development of a literacy that is immersed in digital and collaborative spaces. As a result, the multimodal text, often known as "multi text," is produced as a result of the purposeful combination or orchestration of a great number of modes, codes, languages, and technologies. The purpose of this research is to investigate the extent to which MML is used in academic settings where English is spoken and to do so across a variety of subject areas. In addition to this, it intends to investigate the history of the MML industry, locate abilities that are transferable to other contexts, and investigate the unique talents that are linked with MML. In addition, the research will make use of two research projects that were carried out at the Bakeri school in Tabriz, both of which focused on secondary school students, in order to show the application of MML grids and evaluate the level of competency of the students who participated in the study in these abilities. The conclusions that may be drawn from these investigations will shed light on the degree to which pupils have mastered MML abilities.

School Factors as Determinant of Reading Achievement of Senior Secondary School Students in Ogun State, Nigeria

2024-03-08T18:07:59+00:00

The study explored the difference between school factors and achievement in reading comprehension. Two major instruments - questionnaire and achievement test in comprehension were used to elicit response from respondents. Data on the relevant variables are collected from 600 SSII students in Ijebu Ode Local Government, Ijebu Northeast Local Government and Ijebu East Local Government Areas, Ogun State, Nigeria to test two hypotheses. Data analysis involved using multiple regression analysis to test these hypotheses. The result shows that the combinations of school factors do not predict achievement in reading comprehension. The relative influence of each of the factors is also very low as only two out of the ten factors predict achievement in reading comprehension. This finding has implications for all stakeholders involved in secondary school education to help in salvaging the ugly trend of underachievement in reading comprehension among senior secondary school students in Nigeria in general.

Improving Teaching and Learning in Large Classes in Kenyan Primary: Creating Interaction Opportunities for Learners – An Action Research

2024-03-07T09:30:22+00:00

The introduction of Free Primary Education in Kenya in 2003 resulted in large class of about 50- 100 learners. Teachers were not prepared, nor were they supported o effectively teach and handle these classes. Teaching and learning in these classes is generally teacher centred, associated with whole class instruction, lecturing and other expository methods with minimal learner interaction, resulting in rote learning. This study sought to improve teaching and learning in large classes by creating opportunities for learner interaction. Collaborative action research with four teachers in two schools in Nairobi was adapted. This paper is based on the action research process of which pair work and group work was improved upon to create interaction opportunities for learners. Findings indicate that unlike the reconnaissance stage, which was dominated by Teacher Led Recitation (TLR) with minimal learners’ interaction engagement, there were more activities of pair work, teacher elicitation and seat work. Moreover, teachers were able to diversify the type of questions asked to cater for creation of interaction opportunities among learners.

Using Creative Drama to Teach a Foundation French Business Course

2024-03-22T04:57:10+00:00

The French and English foreign language teacher-researcher of this study has been interested in conducting a novel research that focused on the integration of drama in a foundation French for business class. He aimed to help students to reduce the negative effects of shyness and fear that block the learning process (Zahid & Rohi, 2019, p. 1382). To conduct this investigation, a class of absolute beginners in “French for Business Purposes” has been selected as the participants for this study. The students, a class of college students from Ling Tung University, located in Taichung, participated in this investigation during the academic year of 2023. This study included a questionnaire, interviews, and field notes that were conducted by the teacher-researcher. While the participants answered questions about their perceptions on joining drama learning activities in class, the teacher-researcher wrote memos to reflect the teacher-researcher’s thought process in connecting and interpreting data recorded in the questionnaire, interviews, and field notes. The findings of this study indicate that although students are shy to speak foreign languages, they have a sense of curiosity that inspires them to explore new horizons. Most of the students think that learning French with drama activities is more enjoyable as they reflect a student-centered learning approach in which students can reproduce a preplanned script. The role of the teacher-researcher as a facilitator gives students more time to practice short dialogues and to prepare an audio file. That way, students gain more confidence in their speaking abilities and develop their willingness to communicate in French as a foreign language.