Editor(s)
Dr. Atila Yildirim,
Associate Professor, Department of Educational Sciences, Necmettin Erbakan University, Konya, Turkey.

ISBN 978-93-5547-464-3 (Print)
ISBN 978-93-5547-472-8 (eBook)
DOI: 10.9734/bpi/crlle/v7

This book covers key areas of Language, Literature and Education. The contributions by the authors include Science curriculum development, dissatisfaction with school programme, contemporary school system, Higher order thinking skills, critical thinking, modular instruction, chemistry teaching,  free education, Speed reading, loud reading, reading comprehension, Multiple intelligence, excellent teachers, teaching approaches, Language skills, EFL learners, learners’ fluency, ESL, reading ability, 3D motion capture, musical expression , early childhood, ANOVA, machine learning, classifier, eye tracking, blended/hybrid e-teaching, e-learning, higher education, learning attitude, mathematics achievement motivation, Continuous improvement program, school-based management, assessment tool, evidence-based assessment, best practices, Visual impairment, conceptual fields, Self-efficacy, science education, and  teacher education. This book contains various materials suitable for students, researchers and academicians in the field of Language, Literature and Education.

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Chapters


Determination of Students’ Interest in Basic Science and Technology: A Case Study in Nasarawa State,-Nigeria

Sambo M. A. Hudu, Sabo Saleh Muhammad

Current Research in Language, Literature and Education Vol. 7, 1 July 2022, Page 1-14
https://doi.org/10.9734/bpi/crlle/v7/16029D

The purpose of this paper was to analyse student’s interest on Basic science and Technology curriculum in Nasarawa state. The study has a sampled population of 2,105 students in Nasarawa state of Nigeria made up of 1,277 lower middle Basic Science, (primary 1-6) and 828 junior secondary school students. In general, students were dissatisfied with what they were taught in school, as the school program failed to address subjects that they were interested in while in school. When asked what they wanted to learn in school, the majority of these students in both primary and junior secondary schools mentioned a variety of activities that are not taught in school by teachers-activities that have a direct link with their natural instinct and or inclination, based on a feeling of liking or disliking a given subject area. The most pressing concern is the impact of vocation on a student's career choice and the challenges they experienced in making that decision as they approached the conclusion of primary and junior secondary school. Because schooling determines a student's profession and future life, and because of the general discontent with school programs found in this study, it is vital to examine completely new fundamental science curriculum content for the best interests of our children in Nasarawa state.

This study aimed to identify the effects of Higher Order Thinking Skills (HOTS) through modular instruction on students’ critical thinking towards Chemistry among students in Mindanao State University (MSU) Balindong Community High School. A quasi- experimental design was used to investigate, and the students’ performance was measured through pre-test and post-test. A total of 87 students participated in the study. The experimental group underwent treatment using the HOTS modular approach while the control group were not exposed to any treatment, instead the traditional teaching approach was used (TTA). At the start and end of the study, the respondent's performance on HOTS questions, learning style, motivation style, creativity, and curiosity were all assessed. Using a combined quantitative and qualitative analysis, general findings revealed that the performance of the experimental group exposed on modular instructions using HOTS techniques involving multimodal strategies significantly improve as compared to the control group. The HOTS approaches and modular instructions were preferred by the majority of them, and they found it difficult but interesting, demanding, and enjoyable. It is then recommended that HOTS techniques be used in all subject areas in teaching.

Provision of Free Education for All Citizens in Nigeria

Ige Akindele

Current Research in Language, Literature and Education Vol. 7, 1 July 2022, Page 30-48
https://doi.org/10.9734/bpi/crlle/v7/6195F

The idea of free education provision for the citizens of a nation has been a global phenomenon and contentious. Many individuals argue that education should be provided free to all citizens because it is a social service that is supposed to eradicate illiteracy and assure residents' comfort as well as the country's growth. Many people also believe that education should not be free for all residents, claiming that everything that is free is of poor quality. This paper examines the issue of free education provision, particularly as it concerns Nigeria. Specifically, it discusses the arguments in favour of this, such as the need for equity and egalitarianism, as well as the looming poverty in the society, limited access to education, low manpower/literacy level; as well as those against it, such as the parlous state of the country’s economy, perceived falling standard of education, unsatisfied admission demand for tertiary education, looming unemployment, and inadequate human, material, financial resources in educational institutions. To relieve the burden of education provision on the government and improve the status of education in Nigeria, recommendations are made, including the provision of scholarships and bursaries for pupils/students, the emergence of minimal fees in educational institutions as a way to share the cost of  education with the government, and reaching out to international charity organizations.

This chapter investigated the impact of manipulating electronic reader programs for developing EFL senior learners' reading speed and loud reading skills. The study's sample consisted of 20 EFL senior participants from King Marriott Academy in Alexandria, Egypt. Reading speed and loud reading skills were improved as a result of the treatment. Students who took the post-reading test increased their regular reading speed by 45 words per minute (WPM) and their loud reading skills by 20%. There is no statistically significant link between rapid reading and reading comprehension, according to the study.

Inculcation of Higher Order Thinking Skills in History Subject Using Multiple Intelligence Theory

Sivapakkiam A. P. Ramasamy, Fadzilah Abd. Rahman, Umi Kalthom Abdul Manaf, Rozita Radhiah Said

Current Research in Language, Literature and Education Vol. 7, 1 July 2022, Page 62-71
https://doi.org/10.9734/bpi/crlle/v7/6666F

Higher-order thinking skills (HOTS) have become the focus of daily teaching and learning processes in response to the needs of current educational policies. Since 2013, history has been considered a mandatory subject for the Malaysia Certificate of Education (SPM). Therefore, the Ministry of Education of Malaysia (MoE) highly recommends History teachers to apply various teaching strategies that could attract students’ interest towards learning the subject. One of these is Howard Gardner's Multiple Intelligence Theory, which he proposed in 1983.Multiple Intelligence Theory is important due to its close relationship with the field of education. This study was meant to identify types of multiple intelligence applied by the History teachers to stimulate HOTS and to elaborate the teaching approaches that were simultaneously implemented with multiple intelligence to stimulate HOTS among students. During the instillation of HOTS in the History subject, a qualitative study was conducted to discover the sorts of multiple intelligences used and the teaching styles that complement the detected intelligence. Three Excellent History Teachers served as the test subjects. The information was gathered through a triangulation technique that included observation of the teaching and learning process, interviews, and document analysis. The ATLAS.ti 7.0 software was used to analyze and triangulate the data. The findings revealed that during the process of instilling HOTS in History, all informants mostly used verbal-linguistic, interpersonal, and visual-spatial intelligence. Excellent history teachers were also discovered complimenting other teaching methods such as conversation, questioning, and graphical presentation with the proper multiple intelligence in instilling HOTS in students.

Improving Saudi EFL Reading Skills with an English Novel

Hammad Ali Alshammari, Elsayed Abdallah Ahmed

Current Research in Language, Literature and Education Vol. 7, 1 July 2022, Page 72-81
https://doi.org/10.9734/bpi/crlle/v7/6974F

This mixed-methods study looked at how 10 Saudi EFL university students perceived the use of authentic literary materials during a three-week intensive reading intervention based on Charles Dickens' novel Great Expectations. Saudi university EFL reading classes tend to follow traditional methods of teaching, where most lessons are based on a teacher-centered approach, with students given an inactive role in the learning process. An experimental group and a control group were randomly assigned to the participants. The study included a pre-test and post-test to measure reading improvement, as well as semi-structured interviews to gather qualitative information. Participants had positive feelings about employing interactive instruction with actual literary materials, such as novels, in the Saudi EFL reading classroom, according to the findings. Despite this positive attitude, participants encountered several difficulties during their first encounter with the experiment, primarily due to a lack of vocabulary and unfamiliarity with reading such a long text.

The purpose of this study is to extract the developmental characteristics of musical expression in early childhood from a viewpoint of change of elements of body movement and to generate an evaluation model based on those feature quantities.

In this paper, the author inspected new feature quantities for classification and discrimination by machine learning of the developmental degree of musical expression in early childhood. Firstly, the author presented a verification regarding results of statistical analysis of elements of movement in musical expression in early childhood using 3D motion capture and evaluation of musical development degrees through machine learning. First, ANOVA was attempted on full-body movements in this investigation. The motion capture data of 3-year-old, 4-year-old, and 5-year-old children in child facilities (n=178) was quantitatively analyzed using a three-way non-repeated ANOVA. As a result, there was a statistically significant difference in body part movement. A significant difference was found in right hand movement, such as moving distance and moving average acceleration. Second, with simultaneously recorded children's video and associated motion capture data, machine learning (decision trees, Sequential Minimum Optimization algorithm (SMO), Support Vector Machine (SVM), and neural network (multi-layer perceptron) were used to build classification models for evaluation of degree of musical development classified by educators. Among the many trained classification models, the multi-layer perceptron produced the best confusion matrix findings and demonstrated reasonable classifying precision and usefulness to assist educators in evaluating children's musical development levels. The movement of the pelvis has a substantial association with musical growth degree as a result of multilayered perceptron machine learning. Its classification accuracy was shown to be consistent, indicating that the model might be used to help educators assess children's capacity to express themselves musically.

Thereafter, as a recent study, based on the results of classification and discrimination by machine learning of the developmental degree of musical expression, the author also presented some results of eye tracking on musical expression in order to find out other feature quantities. Eye-tracking is now widely used to study human physical response regarding cognitive and emotional aspects. The author believes eye-tracking data depicts useful information to understand musical expression from data of gazepath, fixations and saccades. 3-year-old, 4-year-old, and 5-year-old children in child facilities (n=118) participated in eye tracking during singing a song using an eye tracker (Tobii3). Quantitative analysis using ANOVA was conducted on the calculated data. As a result, the increase in data such as number of saccade occurrences and size, and the moving average velocity of saccade showed that saccades during musical expression in early childhood tended to be larger in major key than in minor key. The result verified that effective feature quantities for machine learning could be extracted from the calculated data of eye movement during musical expression.

Evaluating Synchronous, Asynchronous, and Hybrid e-teaching and e-learning Tools amidst COVID 19 Pandemic

Anabelie V. Valdez, Jeffrey P. Villaver, Analyn P. Guro

Current Research in Language, Literature and Education Vol. 7, 1 July 2022, Page 110-141
https://doi.org/10.9734/bpi/crlle/v7/6703F

This study evaluates synchronous, asynchronous and hybrid e-teaching and e-learning tools in online classes of Mindanao State University (MSU) and JH Cerilles State College (CSC). A combined quantitative and qualitative designed using online survey questionnaires in Likert and in open-ended questions were used. Findings showed that majority of the students are 19-21 and 22-24 years old for JH-CSC and MSU respectively, and both schools offered courses in agriculture. Students from JH-CSC common technological gadgets used in online classes is cellphone while MSU students commonly used cellphone and laptops. Students preferred Goggle Classroom, Gmail, Zoom, Video, PowerPoint, and Microsoft Word. Students’ discernments an opinion in synchronous (virtual), asynchronous (pre-recorded video lessons and modules), and blended/hybrid mode of e-teaching and e-learning are generally similar except for some cases on it benefits. Common issues and challenges they encountered is the financial capability and internet connectivity. Students’ discernment and opinion on synchronous, asynchronous, or blended revealed that it should be timed-bound, coupled with helpful activities, considering the strength and weakness of each mode and students’ preferences. They believed that e-teaching and e-learning bring different benefits and offer new learning platform to them despite their struggles due to lack of technology, technological skills, money, and poor internet connectivity. However, many believed that blended/hybrid e-teaching and e-learning mode is more effective to learning. As such, the study concludes that the effectiveness of these e-teaching and e-learning mode varies in accordance with the learning environment of the learners, technological skills, technology availability, internet accessibility, and financial capacity.

The Effect on Critical Thinking and Learning Attitude against Students' Mathematics Achievement Motivation

. Firdausi, Wardani Rahayu, Burhanudin Tolla, Muhamad Syukur

Current Research in Language, Literature and Education Vol. 7, 1 July 2022, Page 142-153
https://doi.org/10.9734/bpi/crlle/v7/2934A

The purpose of this study was to determine: (1) whether there is a direct influence of critical thinking about students' learning attitudes (2) whether there is a direct influence of critical thinking on students' mathematics achievement motivation, and (3) whether there is a direct influence of learning attitudes on students' mathematics achievement motivation. The method used in this research is a survey method with a path analysis model to see whether there is a causal relationship between variables. The results showed that: (1) there was a direct positive effect of critical thinking on mathematics learning attitudes seen from the path coefficient value of p21 equal to 0.398 with a significant value equal to 0.000 <0.05; (2) there is no direct positive effect of critical thinking on students' mathematics achievement motivation, which is known from the path coefficient value py1 equal to 0.029, the significance value equal to 0.569 > 0.05; 3) there is a direct positive effect of learning attitudes on students' mathematics achievement motivation which is known from the path coefficient value py2 equal to 0.824 with a significant value equal to 0.000 > 0.05. The effective contribution of exogenous variables of critical thinking and learning attitudes together to endogenous variables of students' mathematics achievement motivation is 69.14%.

The study developed and validated an assessment tool for the Continuous Improvement (CI) Program of the Department of Education (DepEd) in SOX Region, Philippines. CI is a practice focusing on the continuing improvement of an identified school process or service delivery related to access, quality, or governance, with the goal of enhancing learning outcomes. Participants included 6 CI Masters and 30 program implementers from the select School-based Management accredited Level 3 schools. Self-survey questionnaires and an evidence-based assessment tool were utilized in data collection. The research was undertaken through mixed-methods that largely merged both quantitative and qualitative data. Results showed that the developed assessment tool had high validity indicative of its fitness and accuracy. The CI teams perceived their programs as very well implemented in dimensions like strategic management, operational management, change adoption, stakeholder analysis, and CI sustainability. Utilizing the evidence-based tool, however, the researchers' evaluation indicated that schools have notable program implementation. This finding was evident from the well-presented, organized, and functional documents in all dimensions. The statistical test proved that the researchers' assessment is relatively higher than the CI team's perceptions. The direct knowledge and observation of the researchers on the actual evidence are more independent, accurate, and objective than mere observations of the implementers themselves. The best practices of SBM schools were  distinctly articulated and identified in promoting these continuous improvement efforts.

Development of Concepts and Meanings in Mathematics and Chemistry in Students with Visual Impairment

Paulo Jose Menegasso, André Luiz Santos Menezes

Current Research in Language, Literature and Education Vol. 7, 1 July 2022, Page 171-178
https://doi.org/10.9734/bpi/crlle/v7/3247B

We highlight the example of the visually impaired in the teaching and learning process, specifically how visual impairment affects the development of concepts and meanings in Mathematics and Chemistry, prior to their inclusion in Brazilian public schools. Based on the Theory of Semantic Fields, we studied a group of visually impaired pupils and their meaning construction in experimental classes and through modeling. Participants were students with special needs, with total loss of vision, and students with partial loss of vision; both groups were in the first year of integration. The work enables us to state that learning in chemistry and mathematics can be enabled through different teaching strategies.

By surveying 168 Kenyan and 189 US pre-service teachers through a cross-sectional survey research design, this study analysed and compared science teacher efficacy beliefs of elementary pre-service teachers in Kenya and the United States. This study was guided by two main questions: 1. How will science teacher self-efficacy beliefs differ between Kenyan and US pre-service elementary teachers? 2. Do self-efficacy beliefs vary with gender? Data were collected using STEBI-B scale, an inventory developed by by Enochs and Riggs [1], with a reported Cronbach’s Alpha coefficients as 0.90 and 0.76 for Personal Science Teacher Efficacy (PSTE) and Science Teacher Outcome Expectancy (STOE), respectively. A 2 x 2 factorial MANOVA was used to analyse the data both descriptively (means and standard deviations) and inferentially (means and standard deviations). PSTE and STOE scores were the dependent variables. The independent variables were participant gender and country of origin. Results indicate a significant interaction between gender and country. The main effect for country was considerable, but not for gender. Following a significant MANOVA, univariate ANOVA tests revealed a statistically significant difference in the PSTE, with the United States scoring higher on average, and a statistically significant difference in the STOE score, with Kenya scoring higher. There is a discussion of the implications for teacher education programmes.