Author: The Editors
Year of publication: 2021
Source: Show
Pages: 3-5
DOI Address: -
PDF: tner/202103/tner65toc.pdf

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Author: Stanisław Juszczyk
Institution: University of Silesia in Katowice
Year of publication: 2021
Source: Show
Pages: 11-13
DOI Address: -
PDF: tner/202103/tner6500.pdf

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PREFACE

Author: Mohammad Bagher Khatibi
Institution: Farhangian University
Author: Alireza Badeleh
Institution: Farhangian University
Author: Rouhollah Khodabandelou
Institution: Sultan Qaboos University
Year of publication: 2021
Source: Show
Pages: 17-28
DOI Address: https://doi.org/10.15804/tner.21.65.3.01
PDF: tner/202103/tner6501.pdf

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Research on gamification shows that it has positive impacts on learning, performance, motivation, and engagement. To have a big picture on gamification research in higher education, a combination of bibliometric and thematic analysis was conducted. For this study, a total of 432 documents from 2010 to 2020 which have been indexed in Web of Science database are investigated. Additionally, the researchers analyzed a group of 10 articles to review how much contribution they had to the body of research. General tendencies in the way gamification has been changing or developing in academic literature were scrutinized from the perspective of a variety of different factors including the time the works were published; the areas of the research field; and the authors, organizations, countries, and co-authorship publishing the most number of works in the issue. The possible future applications and results for educational organizations and academicians, top academic decision-makers, and educationists are discussed.

higher education gamification research trends bibliometric

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Author: Miljana S. Pavicevic
Institution: University of Pristina
Author: Tijana Lj. Zivkovic
Institution: University of Pristina
Year of publication: 2021
Source: Show
Pages: 29-39
DOI Address: https://doi.org/10.15804/tner.21.65.3.02
PDF: tner/202103/tner6502.pdf

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The aim of the research was to determine the predictive power of parenting styles in predicting subjective well-being and self-efficacy as aspects of adolescent mental health. The sample consisted of 270 students from four high schools in Serbia, aged 16 and 17. The research was conducted during March and April 2021, and research methods that were used are descriptive statistics, correlation analysis and regression analysis. The authoritative parental educational style contributes to the development of adolescents’ experience of self-efficacy and subjective well-being. Authoritative parents - through high warmth and control - provide the child with an optimal environment for development.

parenting styles adolescents mental health

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Author: Larysa Kolesnyk
Institution: University of South-Eastern Norway
Author: Tetiana Matusevych
Institution: National Pedagogical Dragomanov University
Year of publication: 2021
Source: Show
Pages: 40-50
DOI Address: https://doi.org/10.15804/tner.21.65.3.03
PDF: tner/202103/tner6503.pdf

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This article is devoted to the presentation and analysis of the „Democracy in Education” all-Ukrainian study results aimed at highlighting the challenges arising in Ukrainian teacher education on the way to its democratic transformation. The analysis revealed the following challenges: The ambivalence of the definitions of democracy and its reduction to a „thin” understanding, the presence of rudiments of the Soviet system, distinguishing between active citizenship and political participation, lack of knowledge of the methods of integrative learning and cross-cutting skills among teacher educators. The research findings are significant for educational policy-making at the institutional and state levels.

teacher education educational reform Citizenship democracy

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Author: Hyoung-Jin Moon
Institution: DongDuk Women’s University
Author: Jong-Ho Nam
Institution: University of Foreign Studies, Yongin
Year of publication: 2021
Source: Show
Pages: 51-61
DOI Address: https://doi.org/10.15804/tner.21.65.3.04
PDF: tner/202103/tner6504.pdf

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This study examines the life of Chinese students studying in the Hankuk University of Foreign Studies (HUFS) during the COVID-19 pandemic and identifies students’ most preferred educational method during the pandemic and the most effective educational method post pandemic. A month-long quantitative survey was conducted, supplemented by a qualitative survey. Online educational method (OEM) was the most preferred. While students hoped for the face-to-face educational method (FEM) post pandemic, they also wanted OEM to expand because of their improved awareness about it and having experienced its advantages. Thus, OEM could potentially be the most effective educational method for Chinese students.

pandemic Chinese students studying in Korea Online educational method Faceto-face educational method

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Author: Elizabeth O. Uyanne
Institution: University of Ilorin
Year of publication: 2021
Source: Show
Pages: 62-75
DOI Address: https://doi.org/10.15804/tner.21.65.3.05
PDF: tner/202103/tner6505.pdf

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Gender-based violence (GBV) is a global menace that has taken worrisome dimension in the Nigerian society especially among in-school adolescents. It is one of the challenges militating against total development of school aged children in Nigeria; hence, the purpose of the study was to investigate the form, causes and consequences of gender based violence among in-school adolescents in Ilorin metropolis in Nigeria. The study adopted a descriptive research of the survey type. There are 18 secondary school in Ilorin. Simple random sampling technique was used to select 10 schools from the available schools in Ilorin metropolis while random sampling technique was used to select 20 representatives from each selected secondary schools. A total of 200 representatives were used for the study. The result revealed a significant difference in the violence against male and female in-school adolescents. Females were shown to be more physically and sexually harassed as well as marginalized when compared to their male counterparts. The result would enable education stakeholders in Nigeria, especially classroom teachers, to be aware and alert on potential gender based violence against female students.

Gender-Based Violence GBV violence In-School adolescence gender

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Author: Jalal Deen Careemdeen
Institution: The National University of Malaysia
Author: Mohd Mahzan Awang
Author: Abdul Razaq Ahmad
Institution: The National University of Malaysia
Year of publication: 2021
Source: Show
Pages: 76-86
DOI Address: https://doi.org/10.15804/tner.21.65.3.06
PDF: tner/202103/tner6506.pdf

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This research was aimed at determining students’ educational well-being, mainly taking into account social pedagogy among secondary schoolchildren in Sri Lanka. The study used a survey research design and a questionnaire instrument for data collection. A stratified random sampling technique was used to select 1350 secondary school students. To analyse the data, the research used descriptive analyses such as mean, standard deviation and multiple regression analysis. The results demonstrate that the social pedagogy and the students’ educational well-being were at moderate levels. Multiple regression analysis, using the stepwise method, showed that the social pedagogy correlated significantly with the students’ educational well-being. However, the study found no significant relationship between the teachers’ academic support and the students’ well-being. The implications of the study indicate that teachers need to have a good relationship with students and implement student-centred teaching methods. Various activities and mechanisms need to be organized to enhance student’s educational well-being related to social pedagogy, incorporating teachers, parents and community members.

social pedagogy Socio-Environmental Support Educational Well-Being

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Author: Ivanna Shubina
Institution: American University of the Middle East
Author: Piotr Kwiatek
Institution: Kozminski University
Author: Atik Kulakli
Institution: American University of the Middle East
Year of publication: 2021
Source: Show
Pages: 87-98
DOI Address: https://doi.org/10.15804/tner.21.65.3.07
PDF: tner/202103/tner6507.pdf

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Critical and creative thinking skills share a considerable scholarly discussion; little is known about the gender-based differences in students’ critical thinking and creativity, along with their impact on academic performance in the Arabian Gulf context. Data for the study were collected through standardized measurements from 220 students and matched with students’ performan ce in various assignments. The data were analyzed through group comparisons and classification algorithms. The results demonstrated gender differences in academic success and relationships between critical thinking and creativity. The current study may assist researchers and practitioners in the educational field who enhance creativity and critical thinking development among students considering gender and academic success. This will allow to improve teaching-learning experiences and prepare youth for their further professional success.

gender critical thinking creative self-efficacy creative potential academic success

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Author: Eunika Baron-Polańczyk
Institution: University of Zielona Góra
Year of publication: 2021
Source: Show
Pages: 99-109
DOI Address: https://doi.org/10.15804/tner.21.65.3.08
PDF: tner/202103/tner6508.pdf

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The article presents a fragment of diagnostic-correlational studies of a quantitative-qualitative nature, establishing pupils’ information competence in the use of ICT in the context of technological trends and accompanying civilisational changes. The research seeks answers to the question why children and teenagers use ICT tools in everyday practice. A diagnostic survey method (questionnaire and interview) and statistical methods were used. 2510 pupils were surveyed, and it was established that: 1) pupils’ numerous indications, obtained through open-ended questions, allowed for distinguishing eight important categories - reasons for using new technologies; 2) main reasons for using ICT lie in activities oriented at handling information (18.5%) and activities involving communication, also through social media (16.7%); 3) calculations of differentiating factors revealed statistical differences in three cases, namely between the opinion on reasons for using ICT by children and teenagers and: gender, stage of education, place of education. The treatment of children and teenagers as important stakeholders of the educational process helps improve it through selection of methods and tools adequate to pupils’ needs, expectations and cognitive preferences.

media pedagogy reasons for the use of ICT methods and tools diagnostic-correlative studies differentiating factors

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