International Journal of Innovative Research in Education

Turkish language teachers’ creative drama competence and opinions

Eylem Ezgi Ahıskalı — Sun, 31 Dec 2023 00:00:00 +0300

Teachers need to have a positive opinion and competence for the thought or knowledge they plan to convey in any acquisition. It is important to determine the opinions and competencies of the teachers about the creative drama method in order to successfully complete the creative drama processes, which is an effective practice in Turkish education, and for teachers to apply creative drama as a method in their professional lives. Therefore, in this study, it is aimed to determine the competencies of Turkish teachers about creative drama method and their views on creative drama. The study group of the research consisted of 60 teachers who were active Turkish teachers in the province of Balikesir in the 2022-2023 academic year. A two-question structured interview form developed by the researcher was used as a data collection tool in the study, in which the basic interpretive qualitative research design, one of the qualitative research methods, was used. The obtained data were analyzed using descriptive analysis technique. According to the results obtained from the research, Turkish teachers do not see themselves in a good position in terms of proficiency in applying creative drama as a method. However, they expressed a positive opinion on their contribution to the Turkish lesson and students regarding the application of creative drama as a method. In addition, they said that they could benefit from creative drama practices in Turkish lessons such as expressing themselves in groups, developing communication skills, helping each other, developing positive relationships, cooperating, accepting each other as they are, and creating sincere environments.

Keywords: creative drama, Turkish education, teacher competencies and opinions.

Mathematical process skills and cooperation character of elementary school students on simple flat building materials

Sun, 31 Dec 2023 00:00:00 +0300

This research was conducted to look at differences in mathematical process skills and the cooperative character of students and the influence between process skills and the character of cooperation. This research was conducted using mixed methods. The instruments in this study were interview sheets and questionnaires to determine process skills and the character of cooperation. Quantitative data was analyzed using the statistical analysis software application and qualitative data using Miles and Huberman. The sample used was 40 students with 20 students in each class. From the results obtained, there is no significant difference between students' mathematical processing skills. It was also found that there was an influence between the nature of collaboration and students' processing abilities. It can be concluded that there is an influence of process skills on the character of student cooperation.

Keywords: Building; building material; mathematics; process skills; simple flat

Lived experiences among high school students in playing 4 pics 1-word mobile game

Cristie Ann Jaca, Bernardo M. Tumulak III, Verner B. Boaquin — Sun, 31 Dec 2023 00:00:00 +0300

This qualitative study unraveled the lived experiences among Grade-10 students of Tuyan National High School in playing the mobile word game 4 Pics 1 Word. The study made use of the descriptive phenomenological research method that looked into their experiences playing the word game. The data were gathered through one-on-one interviews using researcher-made questionnaires and analyzed using the Braun and Clarke six-phase framework for doing thematic analysis employing semantic and latent approaches. Based on the findings of the study, the themes that emerged from the students' responses were: challenged, engaged, enhanced critical thinking skills, and increased vocabulary skills, which reflect that the 4 Pics 1 Word mobile application is conducive and lucrative for students in learning vocabulary. Moreover, the study found that the students’ experiences in playing 4 Pics 1 Word helped them develop an interest in learning new words and increased their self-confidence in expressing themselves and their ideas.

Keywords: Gamification, mobile games, vocabulary learning, words.

Practices, validity, and challenges of online formative assessment in Algerian higher education

Zeraoulia Assia, Arar Samira — Sun, 31 Dec 2023 00:00:00 +0300

Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid.

Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.

Teacher professional development and inquiry-based instruction: literature review

Eftima Khalil, Nuket Gunduz — Sun, 31 Dec 2023 00:00:00 +0300

Innovative strategies can revolutionise student learning if implemented properly. Nonetheless, teachers need sufficient training to do this. Therefore, teacher professional development programmes should be reviewed to see if they provide sufficient training for teachers to effectively implement inquiry-based instruction, since it is considered one of these innovative methods. This paper synthesises the existing literature on teacher professional development for inquiry-based instruction from the fields of education and social science between 2001 and 2022. The EBSCO host library, Scopus, Science Direct, ProQuest Dissertations & Theses, Linked Papers, and Taylor & Francis data bases were used for this review. The titles, abstracts, keywords, and publication dates of the selected records were converted into Microsoft Excel, where they were then reviewed to identify the publications that were in line with the scope of the study. A total of 135 studies, including articles and dissertations, were reviewed for this study. The findings of this study provide insight into the gaps in the existing literature on inquiry-based instruction and teacher professional development, as well as suggestions for potential areas for further research.

Keywords: education field; innovative methods; inquiry-based instruction; social studies; teacher development

Differential impact of risk prevention training for work at height by traditional training and experiential learning methods

Sun, 31 Dec 2023 00:00:00 +0300

The central purpose of this article focuses on the analysis of the differential impact of training in accident risk prevention and safety promotion with people exposed to work at heights with traditional training and experiential learning methods. Methodologically, a quasi-experimental study was designed with two experimental and control groups. Procedurally, the workers in the two groups were previously assigned, highlighting that they received the same thematic training units for work at height, specifically with the procedure for work on telescopic ladders, based on the ANSI Z359.1 protocol against the Fall Protection System (SPCC); with the only difference corresponding to the training method (Traditional vs. Experiential Learning). The results allow us to identify significant differences in the level of learning and the performance of the workers, with the performance of the experimental group exposed to the experiential learning method being higher. From the quantitative and qualitative analysis of the findings derived from the study, the need and opportunity to enrich the training processes with the pedagogical component of experiential learning is evident, since it generates a higher level of involvement in the approach to the contents and the specialized training activities that have a higher level of interactivity and simulation of real conditions, positively influencing the development of risk prevention skills and promotion of safety in the working conditions of workers dedicated to one of the most frequently used modalities. accident risk.

Keywords: Work at height, risk of accident, occupational safety, fall protection system, experiential learning