Asian Journal of Assessment in Teaching and Learning

On the Dimension of Care in Kindergarten: A Phenomenological Research

Claire B. Goda — 2024-11-12

Kindergarten teachers' narratives regarding the provision of care in early childhood education serve to enlighten and engender empathy towards their experiential realities. This study aims to articulate personal care encounters but may lack comparative analysis or exploration of cultural, institutional, or socioeconomic factors, limiting broader relevance. Hence, this study examined the firsthand caring experiences of kindergarten teachers in Tomas Oppus District, Southern Leyte. It aimed to articulate their personal care encounters and identify emerging themes. Utilizing a qualitative phenomenological research design, the study was conducted in five DepEd-managed elementary schools within the district: Tomas Oppus Central School, San Isidro Elementary School, San Antonio Elementary School, Cambite Elementary School, and Hinapo Elementary School. The research employed purposive sampling techniques with specific inclusion criteria, utilizing interpretative phenomenological analysis as the data analysis procedure. Data were collected through semi-structured guide questions, employing data triangulation by sequentially conducting interviews and discussions with each group. The findings highlighted the personal care experiences of kindergarten teachers, categorized into grounded dare, nurturing care, pedagogical care, and enduring care. The conclusion emphasized the need for teachers to embrace responsibility, adopt multifaceted roles, and devote themselves to tailored caring activities to enhance the well-being of learners. It was strongly believed that through this study, kindergarten teachers' experiences enrich their understanding of early childhood education, emphasizing commitment to nurturing relationships and student well-being. Recommendations include organizing seminars or workshops to disseminate findings and provide continuous in-service training for teachers, aiming to strengthen competencies in various dimensions of care, including pedagogical care.

The Assessing the Effectiveness of Constructivist Teaching Approaches in Physics Education: Insights from Free Fall Motion Topics

Nor Adilah Zailani — 2024-11-12

Physics subjects encompass all aspects of nature on both the macroscopic and submicroscopic levels. It was reported that upper secondary school students in Malaysia have difficulties in some topics in Physics which lead to poor performance of students and a lack of interest in the Science, Technology, Engineering and Mathematics subjects. This research assessed the level of students' knowledge of Free Fall Motion, explored the difficulties faced by the students with Free Fall Motion’s topics, measured the effectiveness of the constructivist teaching approach for students in learning Free Fall Motion, and collecting students' perception towards the constructivist teaching approach. This study used a pretest-posttest research design. The population was upper secondary school students from public secondary schools in Malaysia and 30 students were selected as a research sample in this study Using descriptive analysis and paired sample t-tests, it was revealed that majority of students preferred constructivist teaching approach in learning this topic as significant difference in effectiveness of two constructivist coping techniques, visual learning and contextual learning were observed while, assisting students in managing difficulties in learning Free Fall Motion. In conclusion, the constructivist teaching approach improved student`s understanding of the Free Fall Motion concept, however, because of different perspectives and having to adapt to various methods of learning, not all of the students were interested in applying it in their classroom.

Effect of the Flipped Classroom Model with Loop Game on Learning Outcomes in Economics Threshold Concepts

Akinola Saliu Jimoh — 2024-11-12

This study investigated the influence of implementing a Flipped Classroom model integrated with Loop Game activities on students’ learning outcomes in Economics Threshold Concepts. The study employs a quasi-experimental design with a one-group pre-test and post-test format. A systematic sampling technique was used to select a sample of 12 schools from the four zones in Lagos State Education District V, using three schools from each zone. Intact classes of year two senior secondary school students were used in each sampled school. The study raised two research questions and tested one hypothesis at a 0.05 level of significance. Results indicated that the application of the Flipped Classroom model combined with Loop Game activities significantly improves learning outcomes in Economics Threshold Concepts. The pre-test average score was observed to be 5.22, which increased to 7.42 in the post-test, amounting to over 40% increase. This descriptive comparison illustrated a substantial enhancement in students’ understanding of the material following the implementation of this learning model. A paired sample t-test analysis confirmed a significant increase in learning outcomes (r = 0.81, p < 0.05). These findings demonstrated that the use of the Flipped Classroom model with Loop Game activities effectively enhances learning outcomes in Economics Threshold Concepts. It was recommended, therefore, that senior secondary schools should make efforts to integrate the Flipped Classroom model with Loop Game activities in teaching Economics Threshold Concepts as it has been found to create more effective and interactive learning experiences for senior secondary school students.

From Classroom to Society: Exploring the Role of Economic Literacy on Public Pedagogy

Nurudeen B. Bamiro — 2024-11-28

This study delves into the powerful role of economic literacy in sparking public pedagogy and fostering civic engagement. It examines how formal education, innovative teaching strategies, and active public discourse can work together to enhance individuals' economic understanding and participation in society. The study is guided by the PRISMA protocol. The study identified 31 high-quality studies that meet the criteria of relevance, methodological rigor, and recent publication. The study focuses on exploring the role of economic literacy in promoting public pedagogy by addressing three key areas: identifying effective teaching strategies that foster economic literacy, examining classroom environments that extend economic literacy into public pedagogy, and investigating how classroom-based economic literacy programs influence students' engagement in public economic discourse. The review reveals that economic literacy enhances public engagement and drives greater participation in economic matters. Additionally, this research offers a conceptual framework for educators and policymakers, aimed at optimizing the integration of economic literacy into both formal education systems and public pedagogy. These findings shed light on the significant influence of economic education in cultivating informed, engaged, and economically active citizens.

Systematic Review of Reading Proficiency among Preschool Pupils Using PRISMA

Mariam Oluwatoyin Idris — 2024-11-28

The mastery of reading and writing plays a pivotal role in an individual's personal growth and is intrinsically linked to the acquisition of listening, speaking, reading, and writing skills—a critical facet of a child's language development. This study conducts a systematic review of reading strategies utilized in promoting reading proficiency among preschoolers. The study meticulously explores reputable databases, including Google Scholar, Web of Science, and Scopus for reliable research papers. The review followed PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. This search yielded a total of 63 relevant articles published between 2008 and 2022. Following an in-depth assessment, 22 articles were identified and selected as most pertinent to the study's objectives. The findings of this systematic review indicate that various reading strategy approaches, including Montessori, pedagogical, e-book, and child-centered methods, wield a positive impact on children's reading skills. Notably, these approaches contribute significantly to decoding, fluency, and comprehension abilities among preschool learners. The implications of these findings underscore the potential for educators to employ these strategies effectively in preschool environments, fostering the development of young children's reading skills.

Designing Unifying Instructional, Assessment and Learning through Mathematical Modeling

Bambang Riyanto — 2024-11-28

Linking summative and formative assessments to improve the learning process remains an important issue, as there is very few research to address on this topic. The research aims to produce a valid mathematical modeling process student worksheet to integrate instruction, assessment, and learning. This research employed a development research approach, consisting of four stages of the modified ADDIE model: analysis, design, development, and implementation. The analysis step involved analyzing real-world situations, instruction, assessment, learning and the characteristics and principles of applied mathematical modeling problems. The analysis step focused on creating the design and product, while the development stage included an expert review. The implementation step utilized a formative evaluation approach consisting of self-evaluation, one-on-one interview, and field testing. However, the small-group evaluation and final evaluation stages of the ADDIE model were not yet conducted. This research developed valid student worksheet for mathematical modeling process, integrating assessment, instruction, and learning. Experts affirm that mathematical modeling instruction can unify these elements. While students can enhance their mathematical skills informally and find enjoyment in learning mathematics through mathematical modeling, they may still find the approach challenging due to its inherent complexity, uncertainty, and open-ended nature. This study highlights the importance of designing and implementing mathematical modeling learning and research. Further research should focus on developing assessment questions, student responses, feedback from teachers and peers, student actions towards feedback, self-assessment, followed by additional feedback with a formative assessment cycle to improve student competency. This iterative process aims to enhance student competencies, culminating in a summative assessment of their complete work. Further efforts should also extend the development of student worksheets for the mathematical modeling process to other contexts and larger participant groups.. Additionally, creating instructional videos and integrating technology to support assessment, instruction, and learning in mathematics and other disciplines can further contribute to delivering quality education.

Assessing the Extent of Utilization and Availability of Artificial Intelligence in Teaching and Assessment of Students by Lecturers in University

Margaret Ose Asika — 2024-12-09

This study assessed the extent of utilization and availability of Artificial Intelligence (AI) in teaching and assessment at Ambrose Alli University. As educational paradigms shift towards digitalization. This study employed survey research design. A snowball sampling method was used to select 103 lecturers who provide the relevant data or information regarding the extent of availability and utilization of AI in teaching and assessment of students. The instrument for data collection was a self-developed semi structured questionnaire, entitled Availability and Utilization of AI in Teaching and Assessment of Students by Lecturers in Ambrose Alli University (AUAITASLAAU). The Statistical Package for Social Sciences version 23.0 was used to analyze the data collected. The study found that a positive reception of AI-enhanced teaching and assessment tools among both Lecturers and Students, highlighting increased engagement, personalized learning experiences, and efficient assessment mechanisms. However, concerns related to data privacy, accessibility, and technological proficiency remain significant barriers to widespread AI adoption. The author logically concluded that the adoption of AI for teaching and assessment of students by lecturers within the university setting will measurably improve the teaching and unbiased assessment of students. The author recommended, among others, that before implementing AI, the management of Ambrose Alli University should endeavour to improve on the quality of electricity power supply.