Volume 04 - Issue 04

October 2016

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A Scale Development Study for the Teachers on Out of School Learning Environments

Fatime Balkan Kıyıcı Melike Yavuz Topaloglu
Pages: 1-13

When teachers organize planned and systematical out-of-school learning activities, students can understand the abstract and complex terms and topics better and therefore meaningful and deeper learning can occur. Within this context this study aims to develop a valid and reliable scale to determine the attitudes, behaviors, efficiency and competence of the teachers while teaching science on using the out-of-school learning environments supporting the in-class educational activities. The scale was administered to 520 teachers to evaluate the validity and reliability. An expert opinion was asked for the face and content validity of the scale and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were made for the construct validity. The results of the EFA displayed that the scale includes 24 items under 4 different factors. After the EFA, CFA was made to verify the structures of the scale. The fit indexes obtained from CFA were acceptable. Therefore, it was inferred that the items of the scale were in accordance with the related models. Besides, the Cronbach’s Alpha coefficient was calculated as .89. The analyses and obtained values revealed that the scale is valid and reliable.

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An Exploration of the Relationship between Students’ Preferences for Formative Feedback and Self-Regulated Learning Skills

Recep Çakır Özgen Korkmaz Ahmet Bacanak Ömer Arslan
Pages: 14-30

The purpose of this study is to explore students’ preferences for formative feedback and its relationship with their self-regulated learning skills. The study used a mixed methods approach in which quantitative data collection and analysis was followed by qualitative data collection and analysis. ‘Preferences toward Formative Feedback’ and ‘Self-Regulated Learning Skills’ instruments were utilized to gather the quantitative data and a semi-structured interview was carried out to gather the qualitative data. The quantitative data were collected from 330 students, and a semi-structured interview was carried out with 10 students. Among the various findings, one is considered critical: although students from different self-regulation capabilities; either low, average or high, frequently preferred formative feedback that are listed in the students’ preferences toward formative feedback instrument, those having high self-regulated learning skills depend infrequently on formative feedback than students who have lower self-regulated learning skills. An exploration of the relationships between students’ preferences for formative feedback and self-regulated learning skills may give educators better understanding to overcome the challenge of providing appropriate formative feedback in accordance with students’ self-regulated learning skills. Moreover, such an understanding and awareness enable educators to enhance students’ self-regulated learning skills that is an essential quality in a life-long learning era.

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Effects Of Video-Based Cooperative, Competitive And Individualized Instructional Strategies On The Performance Of Senior Secondary Schools Students In Geometry

Amosa Isiaka GAMBARI Ahmed Tajudeen SHITTU Florence Olutunu DARAMOLA Moses JAMES
Pages: 31-47

This study examined the effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools’ students in geometry in Nigeria. It also examined the influence of gender on students’ achievement. Pretest, posttest, experimental control group design was adopted for this study. Purposive sampling technique was used to select four secondary schools based on some criteria. 120 second year mathematics students were randomized from four co-educational schools in Minna, Nigeria. The students were assigned into cooperative, competitive, individualized, and conventional groups. Video-based instructional package on Geometry concept in Mathematics was used as treatment instrument, while Geometry Achievement Test (GAT) was employed as test instrument. Analysis of Variance, Scheffe post hoc test, and t-test statistics were used for data analysis. Findings revealed that there was significant difference in the performance of the groups in favour of cooperative group. In addition, students’ gender had no influence on students’ performance in cooperative and individualized groups. However, male performed better than female in competitive instructional strategy. Based on the findings, it was recommended that mathematics teachers should employ video-based cooperative instructional strategy for improving students’ performance in the subject..

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Investigating the Practice of Providing Written Corrective Feedback Types by ESL Teachers at the Upper Secondary Level in High Performance Schools

Norasyikin MAHMUD
Pages: 48-60

The past few decades has seen the rapid development of WCF (written corrective feedback) study. The present study examined the practice of providing WCF by teachers. The aim of this study was to determine the types of WCF used by English teachers. The study is an explanatory sequential mixed-methods design using open-ended and close-ended survey questionnaire, interviews, and content analysis of students’ essays. It involved 54 English teachers of high performance schools in a state in West Malaysia to answer the questionnaire, 8 teachers were interviewed and 48 students’ essay scripts were analysed. WCF types studied were by Ellis (2008), namely; Direct, Indirect, Metalinguistic, Focused, Unfocused, Electronic and Reformulation, with two additional types, Personal comment and No feedback. Direct and Metalinguistic comment were the perceived WCF types from the questionnaire findings; however, both teacher interviews and sample essays analysis indicated teachers practised Unfocused and Indirect types the most. The two salient findings to emerge from the data comparison are the teachers were unaware of the available WCF types to provide in the teaching of ESL writing; and teachers’ marking is very much influenced by the LPM (Lembaga Peperiksaan Malaysia) types or marking symbols, which appears to be the only reference teachers have in providing WCF. These findings suggest that teachers need to be given sufficient exposure to all the available WCF types so that more effective WCF practices will take place.

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The Effect of BBC Word clips with and without Subtitles on Iranian Intermediate EFL Learners' Vocabulary Development

Effat Heidari Sirmandi Sedigheh Abbasnasab Sardareh
Pages: 61-69

This study was conducted to investigate the effect of bimodal subtitled films on vocabulary learning among Iranian EFL learners. To achieve this purpose, 60 male and female intermediate learners who were studying English as a foreign language (EFL) in Pardis Memar Institiute in Bandar Abbas, Iran, participated in this study. A standard proficiency test was run to ensure the homogeneity of the learners. Then they were randomly assigned to three groups, namely: experimental group with English subtitle (N=20), experimental group without English subtitle (N=20) and control group (N=20). The experimental groups watched 10 video clips (with and without subtitles) with the duration of 2-3 minutes. Then the pretest including 50 vocabularies was administered to the groups. During 10 sessions two experimental groups watched the clips with different modes: Bimodal subtitle, and no subtitle. All groups received the same pre-test containing new words drawn from the movie. After 10 treatment sessions, the post-test, which was the parallel form of the pretest was administered. To achieve any difference between the three different groups, the researcher conducted a one-way ANOVA. The findings of the study showed that the participants in the bimodal subtitling group performed significantly different and learned more new vocabulary items. The performance of the participants in no subtitle group, revealed to be less effective than bimodal subtitling, and participants in control group, were the least effective than the others.

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The Effect Of Planetarium Trip On Pre-Service Science Teachers’ Metaphorical Perceptions About Planetariums

Aykut Emre Bozdoğan
Pages: 70-84

The study aimed at examining the effect of the planetarium trip on metaphors developed by the pre-service science teachers about the concept of planetarium. Within this context of the study, a trip was organized to Ondokuz Mayıs University (OMU) Planetarium. Pretest-posttest control group design, one of the experimental designs, was used in the study. Total 64 fourth year pre-service science teachers, 42 females and 22 males, participated in the study. As a result of the study, it was observed that the pre-service teachers in experimental group participated in the planetarium trip and developed metaphors related to the concept of planetarium in a six week process and all of these metaphors changed completely except for one participant. There was no change with the metaphorical perceptions of nearly fifth quarters of the pre-service teachers’ in control group in the same time interval. It was determined that the pre-service teachers in experimental and control groups mostly grouped planetariums in the research centre’s category during the pre-interviews.

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Malaysian Online Journal of Educational Sciences (MOJES) strives to provide a national and international academic forum to meet the professional interests of individuals in various educational disciplines. It is a professional refereed journal in the interdisciplinary fields sponsored by the Faculty of Education, University of Malaya.  This journal serves as a platform for presenting and discussing a wide range of topics in Educational Sciences. It is committed to providing access to quality researches ranging from original research, theoretical articles and concept papers in educational sciences.

In order to produce a high quality journal, extensive effort has been put into selecting valuable researches that contributed to the journal. I would like to take this opportunity to express my appreciation to the editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.


Professor Datuk Dr. Sufean Hussin, University of Malaya, Malaysia

October 2016

Editor in chief