rss_2.0Sciendo RSS Feed for Acta Educationis Generalishttps://sciendo.com/journal/ATDhttps://www.sciendo.comhttps://sciendo-parsed.s3.eu-central-1.amazonaws.com/6470be6371e4585e08aa455b/cover-image.jpghttps://sciendo.com/journal/ATD140216https://sciendo.com/article/10.2478/atd-2024-0015<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> The purpose of the study was to identify effective teaching strategies to bridge the gap between theory-based and practical-based approaches to teaching a history curriculum.</p> <p><bold><italic>Methods:</italic></bold> A qualitative exploratory case study was used. Twenty educators who taught history in K-12 classrooms participated in the study. Semi-structured interviews and document analysis served as data sources.</p> <p><bold><italic>Results:</italic></bold> The findings indicated that History is better taught by actively engaging students. Innovative activities integrated with traditional methods to activate engagement and promote historical skills.</p> <p><bold><italic>Discussion:</italic></bold> The key to making history come alive is using multiple teaching strategies. The strategies to bridge theory to practical application include engagement, innovative teaching, and authentic teaching.</p> <p><bold><italic>Limitations: </italic></bold>It was difficult for some participants to commit to the scheduled interview.</p> <p><bold><italic>Conclusions:</italic></bold> The content of the study may be used as a reference for practitioners to reflect on current teaching practices and developed strategies to implement in a history lesson or other content areas.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00152024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0020<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> This research aims to analyze students’ expectations and satisfaction with the quality of online learning in Serbia during the COVID-19 pandemic, while examining its advantages, disadvantages, and future intentions.</p> <p><bold><italic>Methods: </italic></bold>The research included both desk and field research. Data were collected through an online survey and analyzed with IBM SPSS using frequency, descriptive, reliability, and correlation analysis.</p> <p><bold><italic>Results:</italic></bold> The results showed high student satisfaction with online education during the pandemic, which is correlated with their future intentions to use online learning platforms.</p> <p><bold><italic>Discussion:</italic></bold> These results highlight the importance of student satisfaction for online learning quality and the potential of online education during COVID-19.</p> <p><bold><italic>Limitations: </italic></bold>The research is limited by the sample size of 308 students, which may not fully represent the entire student population.</p> <p><bold><italic>Conclusions:</italic></bold> While the results confirm the high quality of online learning organization at Serbian higher education institutions (HEIs), the study also identifies areas for improvement.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00202024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0019<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> The level of professional satisfaction in teachers is an important issue in terms of high work motivation and employee performance. In addition, high professional satisfaction is a factor that contributes to teachers’ more positive approach to the education process.</p> <p><bold><italic>Methods: </italic></bold>This study aims to examine the teaching-learning conceptions and professional satisfaction levels of physical education teachers. A total of 310 physical education teachers, 129 female and 181 male, working in primary and high schools participated in the study. A relational scanning model was used in this research. The Teaching and Learning Conceptions Scale and Minnesota Job Satisfaction Scale were used as data collection tools.</p> <p><bold><italic>Results:</italic></bold> It has been observed that there is a positive relationship between teachers’ understanding of teaching-learning and their level of professional satisfaction.</p> <p><bold><italic>Discussion:</italic></bold> The constructivist understanding levels of the teachers participating in the research regarding the teaching-learning process were high, while their traditional understanding levels were below the medium level.</p> <p><bold><italic>Limitations: </italic></bold>This research was limited to 310 physical education teachers working at different education levels.</p> <p><bold><italic>Conclusions:</italic></bold> It can be said that the teaching-learning understanding of physical education teachers is a determinant of professional satisfaction.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00192024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0022<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> This article aimed at digging deep into distractors used for mathematics multiple-choice items. The quality of distractors may be more important than their number and the stem in a multiple-choice question. Little attention is given to this aspect of item writing especially, mathematics multiple-choice questions. This article provides an engaging but succinct literature review on the development of plausible distractors for mathematics multiple choice items.</p> <p><bold><italic>Methods: </italic></bold>A literature review was conducted on developing effective distractors for mathematics tests. The review explored potential strategies for generating distractors that effectively assess students’ understanding and problem-solving skills in mathematics.</p> <p><bold><italic>Results:</italic></bold> Alternative sources of distractors other than students’ misconceptions are provided to aid the development of plausible distractors for mathematics multiple-choice items.</p> <p><bold><italic>Discussion:</italic></bold> Practical guidelines for judging distractors fit for mathematics questions are provided to help teachers improve their item writing skills based on literature and experience as a mathematics teacher. Common pitfalls in distractor development were identified to enable mathematics teachers to have a clear path for their work.</p> <p><bold><italic>Limitations: </italic></bold>This article focused on the development of plausible distractors specifically for mathematics multiple choice questions.</p> <p><bold><italic>Conclusions:</italic></bold> Test constructors must ensure aligning the distractors with the objectives of each lesson in order to make the distractors relevant to the demands of the item.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00222024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0023<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> The COVID-19 pandemic has accelerated the transition to online learning, with synchronous e-learning becoming a critical modality in higher education institutions (HEIs) worldwide. This shift, while ensuring educational continuity, has unveiled numerous challenges, especially in developing nations where resources and infrastructure may not adequately support such a rapid transition.</p> <p><bold><italic>Purpose: </italic></bold>This study aims to provide a systematic literature review of the challenges encountered by students in developing nations during the implementation of synchronous e-learning amid the COVID-19 pandemic. It focuses on identifying and analysing technological, pedagogical, infrastructural, socioeconomic, and health-related challenges that have impacted the efficacy of online learning.</p> <p><bold><italic>Methods: </italic></bold>Through a systematic literature review of 43 peer-reviewed studies conducted in developing nations, dated between 2020 and 2022 sourced from the SCOPUS database, this article synthesises findings on the multifaceted challenges faced by HEIs students during the COVID-19 pandemic. The study employs a thematic analysis approach to categorise these challenges and discuss their implications for educational equity, student well-being, and the resilience of higher education systems in developing countries.</p> <p><bold><italic>Conclusions:</italic></bold> The study underscores the need for comprehensive strategies to address the identified challenges, emphasising the importance of infrastructural improvements, pedagogical support, socioeconomic interventions, and health-focused measures. It calls for a collaborative effort among educational institutions, governments, and international organisations to enhance the resilience and inclusivity of e-learning environments, ensuring equitable access to quality education in developing nations during and beyond the pandemic.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00232024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0018<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> In recent years, the number of deplatforming attempts has increased at universities. Deplatforming is an attempt to block a person from speaking when certain groups find their content to be objectionable. An institution’s culture of free speech may affect the number of deplatforming incidents.</p> <p><bold><italic>Methods: </italic></bold>This study utilized data from a new database of deplatforming incidents on campus. The data were tested for correlations in relation to an institution’s free speech ranking and its level of DEI (Diversity, Equity, and Inclusion) staffing.</p> <p><bold><italic>Results:</italic></bold> These initial results show a negative relationship between free speech ranking and deplatforming incidents, and a positive relationship between DEI staffing and deplatforming incidents.</p> <p><bold><italic>Discussion:</italic></bold> Institutions face the challenge of balancing an inclusive and equitable environment with the preservation of robust intellectual diversity and academic freedom. Finding this balance requires a thoughtful and deliberate approach that considers the nuances of promoting diversity, equity, and inclusion while safeguarding the principles of free expression and open dialogue.</p> <p><bold><italic>Limitations: </italic></bold>These results were only for Power 5 universities in the United States. A more diverse sample may show different results.</p> <p><bold><italic>Conclusions:</italic></bold> The culture of an institution is related to the number of deplatforming incidents that take place. This culture can be examined via its commitment to free speech and to its DEI staffing levels. Initial results show that these two factors have a relationship with the number of deplatforming incidents.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00182024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0016<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> Integrating digital tools and resources into classroom instruction has become increasingly essential in modern education. As technology advances, teachers face the challenge of effectively integrating digital learning content into dynamic classroom practices. This paper explores the competencies teachers require for this task, aiming to contribute to understanding teacher professional development needs in digital integration.</p> <p><bold><italic>Purpose: </italic></bold>This study aims to investigate the competencies required by teachers for the successful integration of digital tools and resources into classroom practices.</p> <p><bold><italic>Methods:</italic></bold> A comprehensive literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram flow to address this aim. A total of 84 articles published from 2000 to 2024 were systematically reviewed, focusing on publications in English that addressed the professional development of teachers, technology integration into classroom practices, and digital competencies. Articles that did not meet these criteria were excluded from the analysis.</p> <p><bold><italic>Results:</italic></bold> The synthesis of findings from the literature review highlighted the knowledge base of teachers’ professional development needs in digital integration. The review identified critical competencies for successful digital integration, including technological proficiency, pedagogical knowledge, and content expertise. Additionally, theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) and the SAMR model guided the exploration of teachers’ competencies and their implications for instructional practices.</p> <p><bold><italic>Discussion:</italic></bold> The implications of the study’s findings extend to educational policy, teacher training programs, and classroom practices. By identifying critical competencies for successful digital integration, this study provides insights into areas for further research and teacher professional development. Moreover, the discussion delves into how these findings can inform the design of effective teacher training programs and support the development of pedagogical practices that leverage digital tools to enhance student learning outcomes.</p> <p><bold><italic>Limitations: </italic></bold>Despite the thoroughness of the literature review process, it is essential to acknowledge certain limitations. The study focused primarily on articles published in English, potentially excluding relevant research published in other languages. Additionally, while the PRISMA diagram flow facilitated a systematic review, some relevant articles may need to be noticed.</p> <p><bold><italic>Conclusions:</italic></bold> In conclusion, this study contributes to understanding teacher competencies required for effective digital integration of learning contents in dynamic classroom practices. The study identifies critical competencies and highlights areas for further research and teacher professional development by synthesising findings from relevant empirical studies and theoretical contributions. Ultimately, the findings have implications for educational policy, teacher training programs, and instructional practices to enhance student learning outcomes in the digital age.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00162024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0017<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> The integration of digital technologies and virtual co-teaching has become a common practice in education. This was accelerated by the COVID-19 pandemic. These innovations play a key role in addressing global challenges and are a response to digital advances to which primary and secondary schools need to adaptively respond.</p> <p><bold><italic>Methods: </italic></bold>The study used thematic analysis and a scoping review to investigate the effectiveness of virtual co-teaching in primary and secondary schools, with a focus on new digital technologies and artificial intelligence.</p> <p><bold><italic>Results:</italic></bold> The results show that virtual co-teaching supported by the use of artificial intelligence is an effective alternative to traditional teaching methods that increases both the efficiency and flexibility of the learning process. Further research is necessary to show new possibilities and optimize the use of this method in formal education.</p> <p><bold><italic>Discussion:</italic></bold> Pupils should be divided into smaller groups, respecting their individual needs, abilities, and speed of learning. Artificial Intelligence assistants should be involved to support teachers and pupils.</p> <p><bold><italic>Limitations: </italic></bold>Experiments should be implemented in other subjects in primary and secondary schools.</p> <p><bold><italic>Conclusions:</italic></bold> Virtual co-teaching has a strong potential to contribute to future innovations in education, especially when combined with artificial intelligence to enable more personalized learning. It extends the pedagogical space with a virtual component – a virtual teacher or subject matter expert.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00172024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0024<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> This research aims to discover the role of collegiality, as one of the internationally recognized tools for continuous professional development, in the professional growth journey of both novices and experts to give an insight into how effective, forming and maintaining healthy positive relationships, is to novice teachers per se.</p> <p><bold><italic>Methods: </italic></bold>The research used a mixed-method approach to investigate the research questions. It included 18 teachers from the Department of English, Blida2 University; 8 novices, and 10 experts. The research used two questionnaires; one dedicated to novices to discover the role of collegiality in their professional development and the second one to experts to investigate the contribution of collegiality in their journey of professional growth and skill development.</p> <p><bold><italic>Results:</italic></bold> In line with the data gathered, the results indicate that teachers’ collegiality is reasonably favorable by novices and highly recommended by expert teachers.</p> <p><bold><italic>Discussion:</italic></bold> Novices tend to maintain positive relationships in the workplace as they believe they would expand their knowledge and skills repertoire and help them cope with the exhaustive emotional turmoil of stress and discomfort the new profession’s burden unfolds on them. Expert teachers, despite expressing not having benefitted particularly from collegiality in their professional development journey, tend to support and advocate for it for novice teachers today. They also tend to see themselves as responsible for the various pedagogical and psychological help they provide for novices to facilitate the challenging journey they face.</p> <p><bold><italic>Limitations: </italic></bold>Despite its general concern among all teachers from different fields, the research was limited to a convenient sample from the Department of English, Blida2 Lounici Ali University.</p> <p><bold><italic>Conclusions:</italic></bold> The research on collegiality adds to the literature on continuous professional development tools and is informative to teachers of all levels to invest in their collegial relationships for the pedagogical and psychological accompaniment of novice teachers per se.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00242024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0021<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> Academic dishonesty is addressed by various experts in pedagogy and psychology who seek to preserve academic integrity in accordance with the moral and ethical principles of contemporary society.</p> <p><bold><italic>Methods: </italic></bold>The intention of the research was to find out how teachers evaluate different types of cheating by students during class, how they react to different types of academic dishonesty, and how they themselves were dishonest during their time in college. Teachers (N=272, mean age 40.85 years) responded on a 5-point Likert scale the attitudes towards morality, but also whether students cheated or self-reported their academic dishonesty when they were students.</p> <p><bold><italic>Results:</italic></bold> Factor analysis indicated the existence of 4 factors of teachers’ moral beliefs (Trust in implicit morality, Teacher-given morality, Need for explicit rules, and Internalization of moral principles), which were correlated with students’ assessment of academic dishonesty (Use of external resources, Cooperation) and with teachers’ self-reported academic dishonesty (Utilitarianism, Unauthorized advantage, and Helping others).</p> <p><bold><italic>Discussion:</italic></bold> The research findings suggest that teachers should focus more on understanding their pupils’ behaviour rather than condemning or punishing academic dishonesty and seek to develop their moral competence.</p> <p><bold><italic>Limitations: </italic></bold>The research sample size is not representative, also the research method is not standardized.</p> <p><bold><italic>Conclusions:</italic></bold> The role of teachers is to apply teaching strategies that will promote honest and responsible student behaviour.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00212024-11-10T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0013<abstract> <title style='display:none'>Abstract</title> <sec><title style='display:none'>Introduction:</title> <p>When calamity hits humanity in the form of natural disasters, they appear unannounced. The same applies to the recent destructive and disruptive Covid-19 pandemic. During the early days of this pandemic, life activities were halted abruptly. Global education systems were not spared - most institutions were caught napping and forced to close. The educational development of children was adversely affected by the hard lockdown and stringent restrictions that followed the outbreak of the pandemic. The role that parents had to play in the education of their children needed to evolve to meet the new demands.</p> </sec> <sec><title style='display:none'>Methods:</title> <p>The researchers approached this study from a qualitative interpretivist philosophical stance to interview principals, teachers, and parents. In addition, this paper was located within Coleman’s social capital theory.</p> </sec> <sec><title style='display:none'>Results:</title> <p>Amongst the key findings that emerged from the study were serious challenges regarding parents’ cooperation during the Covid-19 pandemic, namely, communication challenges between the school and home, increased learner absenteeism, and failure by learners to do schoolwork. Finally, the study also found that some parents were disinterested and disengaged from the schools. This study is significant because it provides epistemological insights and understanding of the challenges schools experienced during the Covid-19 pandemic.</p> </sec> <sec><title style='display:none'>Discussion:</title> <p>Without exception, all participants felt strongly that the involvement of parents in a child’s education during a pandemic such as Covid-19 is significant. According to Durisic and Bunijevac (2017), the more actively parents are involved in their children's learning, the more benefits are achieved. In contrast, there often seems to be little to no collaboration between the school and the home in ensuring that their common goal of seeing the child succeed is achieved. This is in harmony with the findings of Porumbu and Necsoi (2013) who intimate that, sometimes, parents may feel like they are doing everything to help their children, but due to lack of communication between the parents and the school, the school may feel as though involvement is lacking.</p> </sec> <sec><title style='display:none'>Limitations:</title> <p>The study was limited to only three schools and only nine participants were subjected to semi-structured interviews.</p> </sec> <sec><title style='display:none'>Conclusions:</title> <p>The study provided epistemological insights regarding the cooperation and involvement of parents during the trying circumstances of the Covid-19 pandemic. This study provided the findings which are critical for theory, practice and policy to the education systems regarding future disasters.</p> </sec> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00132024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0011<abstract> <title style='display:none'>Abstract</title> <sec><title style='display:none'>Introduction:</title> <p>This research analyzes the importance of academic writing in Albania and suggests introducing it as a mandatory course in all fields of study. The study aims to identify students' perceptions of academic writing and the importance of clear structure and guidelines in academic writing templates. The research collected data through 253 online questionnaires from students of private and public HEIs (Higher Education Institutions) in Albania, revealing that students lacked adequate skills in primary writing forms and were unaware of the steps required to use resources.</p> </sec> <sec><title style='display:none'>Methods:</title> <p>253 Albanian university students participated in a study on academic writing abilities and methods. The study used a structured questionnaire with 23 closed-ended questions related to statements relevant to the concepts provided by the Literature Review on the issues of writing skills, methodology, and the required steps of academic writing.</p> </sec> <sec><title style='display:none'>Results:</title> <p>The study found that over half of the students surveyed did not study academic writing, which was mainly offered as an elective course for the undergraduate level. Less than half of the students confirmed that their universities offered a template for them to guide themselves through the studying process. The research also found a connection between the lack of academic writing in the curricula and academic integrity.</p> </sec> <sec><title style='display:none'>Discussion:</title> <p>The Ministry of Education and HEIs should provide theoretical and methodological guidelines for designing academic writing courses in Albanian. Academic writing programs in Albanian and English should be offered to faculty members and researchers. Academic Writing should be mandatory for every study program, collaborating with disciplinary professors and linguistics to improve the existing curricula and creating opportunities for students to express their critical thinking through writing skills.</p> </sec> <sec><title style='display:none'>Limitations:</title> <p>Due to the COVID-19 pandemic, this research faced limitations in accessing the syllabi of some faculties and restricted student gatherings. Therefore, the questionnaire was delivered online, and the results presented in the paper refer to the respondents' self-regulation while answering online.</p> </sec> <sec><title style='display:none'>Conclusions:</title> <p>The survey revealed that students from public and non-public higher education institutions lack basic writing skills, prefer internet guidance over professor's assistance, struggle with paraphrasing, summarizing, and referencing, and lack academic integrity. However, students showed a high interest in academic writing as a mandatory course in higher education institutions.</p> </sec> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00112024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0014<abstract> <title style='display:none'>Abstract</title> <sec><title style='display:none'>Introduction:</title> <p>Intellectual giftedness is an important student characteristic that teachers need to take into consideration when designing education programs and providing educational support to these students. Effective nomination and identification are the basis for further education. In nominating gifted students for special educational programs, teachers play an important role by providing information about superior characteristics of students. The purpose of this study is to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs.</p> </sec> <sec><title style='display:none'>Methods:</title> <p>In order to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs, the present study involved three stages: item generation, instrument application and validity-reliability analyses. One hundred sixty-nine teachers participated in the study. To ensure the validity of the scale, its content, construct and criterion-related validity were examined, and to ensure its reliability, its Cronbach alpha value was calculated. For content validity, three experts on gifted education examined the items and the whole scale in terms of successful intelligence theory. After their approval of the content, construct validity was examined by confirmatory factor analysis.</p> </sec> <sec><title style='display:none'>Results:</title> <p>The result of the analysis supported the three-factor structure of the scale having 17 items. According to the results of the research, it has been established that the TRSG is a valid and reliable instrument, and it may be used to nominate gifted children based on the evaluations of the teachers.</p> </sec> <sec><title style='display:none'>Discussion:</title> <p>Sternberg (2018) defined three components. According to the theory of Sternberg (2018), giftedness involves analytical, practical and creative intelligences, and they are associated not only with each other but also with a G factor. In the analysis, each item was classified under a component of successful intelligence theory and the statistical examinations supported the anticipated associations among the items and the factors.</p> </sec> <sec><title style='display:none'>Limitations:</title> <p>The sample size of the teachers was small. The limitations of this study are the use of convenience sampling and the inclusion of only 169 teachers in the sample. Another limitation is rating bias.</p> </sec> <sec><title style='display:none'>Conclusions:</title> <p>The results on the validity and reliability supported the notion that the scale is appropriate to be used for nomination purposes by teachers in gifted education programs. Its limited number of items, quick application, and simple scoring procedures make it advantageous for use in various contexts.</p> </sec> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00142024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0008<abstract> <title style='display:none'>Abstract</title> <sec><title style='display:none'>Introduction:</title> <p>Achievements of students in higher education are influenced by several factors. From the students’ perspective a key factor is the motivation, without which it is extremely difficult to make any progress, and from the teachers’ perspective the conservative methodological culture is primarily responsible for the fact that students are often uninterested, apathetic, and therefore they do not meet the expected requirements at all or only at a low level.</p> </sec> <sec><title style='display:none'>Methods:</title> <p>In a pilot project we gamified the evaluation of a teacher education course at the University of Debrecen. We asked the participating students (26 students) at the beginning and at the end of the semester for their opinion on the evaluation system used. For this purpose, we used a short questionnaire that we compiled, which included both closed and open questions.</p> </sec> <sec><title style='display:none'>Results:</title> <p>At the beginning of the semester, this form of assessment was very new to most students, and the difficulty of the assessment was judged differently by the course participants. In the end, students completed an average of nearly 5 (4.67) of the nine optional tasks. There were some tasks that were rated as both enjoyable and developmental by many, but there were also some that were barely chosen. Overall, the vast majority rated gamification as good or better than traditional assessment based on completion of compulsory tasks.</p> </sec> <sec><title style='display:none'>Discussion:</title> <p>Gamification should be included in teacher education courses because first-hand experience can not only increase the intention to use the method in the future but can also influence the attitude of prospective teachers towards innovative teaching methods in a positive direction.</p> </sec> <sec><title style='display:none'>Limitations:</title> <p>The size of the sample and the content of the optional tasks used do not allow the generalisation of the results to the whole population.</p> </sec> <sec><title style='display:none'>Conclusions:</title> <p>Our results show that gamification can be an effective alternative to traditional education. It can increase student satisfaction, motivation and develop a broader range of competences, but it requires precise conditions and ownership. It would be useful to investigate the results of gamification assessment in other courses and how students' perceptions of the method change in courses where they are no longer unfamiliar with it.</p> </sec> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00082024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0012<abstract> <title style='display:none'>Abstract</title> <sec><title style='display:none'>Introduction:</title> <p>The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking skills.</p> </sec> <sec><title style='display:none'>Methods:</title> <p>The study adopted a mixed methods approach and descriptive survey design. A random sample of 97 grade four English teachers and 56 grade four students were selected. The study utilized various methods to collect data, including a questionnaire, observation, interview, and oral test. The study employed both quantitative and qualitative data analysis methods.</p> </sec> <sec><title style='display:none'>Results:</title> <p>The result showed that there was limited implementation of Competency-Based Language Teaching assessment in speaking skills. The findings also showed that the teachers’ awareness of the purpose of the speaking skills assessment in Competency-Based Language Teaching was below average. The study also found that students scored below satisfactory in speaking skills competencies, indicating that they did not achieve the intended level of mastery.</p> </sec> <sec><title style='display:none'>Discussion:</title> <p>Teachers' awareness of the assessment's aim must be ensured to guarantee the implementation of the Competency-Based Language Teaching assessment. Competency-Based Language Teaching assessment also should ensure the achievement of learners’ speaking competency.</p> </sec> <sec><title style='display:none'>Limitations:</title> <p>The number of schools selected as the sample was only four for the questionnaire and achievement test.</p> </sec> <sec><title style='display:none'>Conclusions:</title> <p>The study recommends that teachers implement Competency-Based Language Teaching assessments practically in spoken language instruction, be aware of the purpose of Competency-Based Language Teaching assessments in speaking skills, and promote learners based on the mastery of competency at each level.</p> </sec> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00122024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0010<abstract> <title style='display:none'>Abstract</title> <sec><title style='display:none'>Introduction:</title> <p>This study aims to reveal the mathematical reasoning process of 8th-grade students and the reasoning indicators they use in this process.</p> </sec> <sec><title style='display:none'>Methods:</title> <p>The study was carried out in line with the data obtained from the Mathematical Reasoning Test (MRT) administered to 292 8th-grade students.</p> </sec> <sec><title style='display:none'>Results:</title> <p>The mathematical reasoning performances of the participants were generally at low and medium levels. Evidence was found that students used reasoning indicators such as “… for/because of…, /therefore/so/thus…”, “if … then…”, “because…”, “should be/should be...” and “equal...” when reasoning.</p> </sec> <sec><title style='display:none'>Discussion:</title> <p>It is important that when evaluating the solutions to questions that require mathematical reasoning, students must be interviewed and confirmed how they reached those solutions.</p> </sec> <sec><title style='display:none'>Limitations:</title> <p>The limitations of the research are, firstly, that it is limited to 8th graders, and secondly, that students will get bored if the number of questions in the MRT is high.</p> </sec> <sec><title style='display:none'>Conclusions:</title> <p>Students must be asked to justify their reasoning while solving problems that require mathematical reasoning.</p> </sec> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00102024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0009<abstract> <title style='display:none'>Abstract</title> <sec><title style='display:none'>Introduction:</title> <p>Extensively researched in the realm of education, the involvement of parents in their offspring’s academic performance has been the subject of increased attention. This article aims to examine the impact of parental contribution on their children’s scholastic accomplishments, concentrating on the statistical correlation between the two.</p> </sec> <sec><title style='display:none'>Methods:</title> <p>This study used qualitative and quantitative methods to examine the association between parents’ involvement and academic results.</p> </sec> <sec><title style='display:none'>Results:</title> <p>Results show that parental involvement boosts academic performance.</p> </sec> <sec><title style='display:none'>Discussion:</title> <p>Understanding the impact of parental education on children’s academic performance is essential for educators, policymakers, and families alike, as it highlights the importance of fostering an educationally rich environment for children to thrive.</p> </sec> <sec><title style='display:none'>Limitations:</title> <p>The data of this study were collected from a survey of 356 parents from different schools in Saudi Arabia in 2023.</p> </sec> <sec><title style='display:none'>Conclusions:</title> <p>The study’s findings show that parental involvement positively impacts students’ academic outcomes by 42.1%.</p> </sec> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00092024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0006<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> The grading process in secondary education is always challenging to navigate since the subjective dimension of the human parameter always seems to interfere dynamically in combination with the variety of the submitted assessment questions grounded on the grading teacher’s style. The central questions asked are: a) what are the applied assessment styles among Greek Religious Education (RE) teachers? b) What are their main assessment criteria? Moreover, c) What kind of evaluation plans are used to benefit the students? The above assessment issue is affected by the culture and mentality of each teacher.</p> <p><bold><italic>Methods:</italic></bold> The method uses a quantitative survey designed by Google Forms to research the grading and topic patterns used by RE teachers and colleagues of humanities during their class assessments, both oral and written.</p> <p><bold><italic>Results:</italic></bold> RE teachers have particular inclinations concerning the students’ assessment issues. They consider their discipline demanding and often prefer to apply written form assessments in class. Moreover, more methods emerged, which belong to the new school perception but are still placed statistically as auxiliary assessment weaponry. Microsoft Excel was also used for data visualization and quantitative analysis.</p> <p><bold><italic>Discussion:</italic> </bold>The assessment point of view might differ in each subject’s nature and, indeed, be planned by the objectives of each teacher. However, RE teachers and affiliated colleagues (literature teachers – affiliated colleagues should prioritise adjusting knowledge to the social realm.</p> <p><bold><italic>Limitations:</italic> </bold>The present research paper aims to stimulate educational interest regarding RE evaluation subjectivity by converting some subjective elements into precise statistical questions. Therefore, the questions used were a few but accurate, while the magnitude of the participants needed to be bigger, hindering the accumulation of more statistical information.</p> <p><bold><italic>Conclusions:</italic></bold> Written-test assessments are prioritized, though oral inquiries are vital to the RE teachers’ methodology because of time scheduling issues explained throughout the text. The whole assessment scenery is grounded on the fact that RE discipline is considered demanding and essential. Some statistical inconsistencies undergird the necessity of applying knowledge in the social praxis to benefit Greek society. The latter lack is a drawback.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00062024-02-08T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0001<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> Teaching and learning are processes that significantly impact one’s future. Active participation in school practises serves as a strong foundation for future educators. This paper aims to present the viewpoints and feedback of university students on chemistry lessons conducted in schools by fellow university students as part of their training. The study explores how these prospective teachers perceive lessons while simultaneously playing the roles of both the teacher and an observer. It also investigates their ability to identify areas in need of support and those that require further development during their subsequent pre-service teacher training courses.</p> <p><bold><italic>Methods: </italic></bold>Quantitative data was collected through formal documents, specifically observation sheets. The study’s participants were university students enrolled in pre-service teacher training programs who conducted chemistry lessons in school settings. These participants assumed the dual roles of instructors and observers during the lessons they taught.</p> <p><bold><italic>Results:</italic></bold> Analysis of the observation sheets revealed that the experience of assuming both teaching and observing roles contributed to the enhancement of the pre-service teachers’ reflective attitudes. This finding suggests the positive impact of this dual role on their professional development.</p> <p><bold><italic>Discussion:</italic></bold> Teaching demands a blend of pedagogical knowledge and the ability to reflect, as evidenced by a study at Jagiellonian University’s Faculty of Chemistry. This research, aimed at understanding the effectiveness of trainee teachers, highlighted the importance of creativity, proper communication, and skills in interpersonal relations for educators. While the research provided valuable insights, there’s a call for more extensive studies to gain deeper understandings and address challenges such as classroom management and student engagement.</p> <p><bold><italic>Limitations: </italic></bold>It is important to acknowledge certain limitations within this study. The scope of the investigation was restricted by the size and composition of the sample of participants. Consequently, the outcomes cannot be generalised to the broader population of pre-service teachers.</p> <p><bold><italic>Conclusions:</italic></bold> The findings of this research highlight the importance of adopting a dual-role methodology in teacher education. By assuming both teaching and observational roles, aspiring teachers acquire a more profound understanding of their pedagogical techniques and recognize potential enhancements. Engaging in such reflective practices promises to enhance their subsequent teaching experiences. This study emphasizes the advantages of weaving hands-on teaching experiences into teacher training, fostering a more introspective and effective teaching methodology.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00012024-02-08T00:00:00.000+00:00https://sciendo.com/article/10.2478/atd-2024-0004<abstract> <title style='display:none'>Abstract</title> <p><bold><italic>Introduction:</italic></bold> This study explored the involvement of community resources in education planning and delivery in Ghana. It focused on how the involvement of community resources have had an impact on educational planning and development in the Ada East District of the Greater Accra Region of Ghana.</p> <p><bold><italic>Methods:</italic></bold> A qualitative method was used, and data collected through structured interview from fifteen participants of parents, teachers, and education officers. The participants were selected by using purposive sampling technique. The data were analysed qualitatively as per the themes that emerged.</p> <p><bold><italic>Results:</italic></bold> The findings indicated that communities contribute to the development of effective educational policies by providing insights and perspectives through various channels, such as community forums, advisory committees, and public hearings. Also, communities celebrate and embrace cultural diversity, fostering inclusivity within educational settings.</p> <p><bold><italic>Discussion:</italic> </bold>To maximize community involvement in education, it is essential to establish collaborative partnerships with community organizations, PTA, SMC, businesses, and institutions. Community organizations, businesses, and institutions can provide a wide range of resources, such as funding, expertise, facilities, and educational materials. These resources can greatly benefit schools and students, improving the quality of education.</p> <p><bold><italic>Limitations:</italic> </bold>With just 15 participants, it may be challenging to generalize the findings to the entire population of Ghana, or even a specific region. The small sample size may not adequately represent the diversity of experiences and perspectives within the country.</p> <p><bold><italic>Conclusions:</italic></bold> It was recommended that there was a need to establish of strong partnerships between schools, parents, community leaders, and local organizations by the Ghana Education Service is crucial to promote collaboration and shared responsibility in education planning and delivery.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/atd-2024-00042024-02-08T00:00:00.000+00:00en-us-1