Journal on Efficiency and Responsibility in Education and Science

Results of Mathematics Examinations Before, During, and After the Covid-19 Related Restrictions

Eva Ulrychová — 2024-09-30

The article deals with the results of mathematics examinations at the University of Finance and Administration in Prague before, during, and immediately after the Covid-19 pandemic-related restrictions. The first objective is to evaluate whether the non-standard forms of testing (correspondence and online), used on an emergency basis during the pandemic, were adequate compared to the standard form (face-to-face) applied before the pandemic. The second objective is to assess whether and to what extent the results of the examinations have changed after the return of teaching and testing methods to normal. It turns out that the use of non-standard forms, although more challenging for teachers to control, did not lead to better results – the results in the correspondence form were similar to the standard form and even worse in the online form. The results of examinations administered in the standard form after the return to normal teaching were significantly better than in any of the periods studied, including the standard form of examination before the pandemic. Possible reasons for the results are analysed in the paper.

Factor Analysis on the Motivation for Extensive Reading Questionnaire

Helta Anggia — 2024-09-30

This study examined the factors adapted from the Motivation for Reading Questionnaire. We considered eight dimensions (Self-Efficacy, Reading Challenge, Reading Curiosity, Reading Involvement, Importance of Reading, Recognition for Reading, Reading for Grades, and Social Reasons for Reading). In addition, we included some items based on the extensive reading, principles, and technology acceptance model. The study recruited 558 undergraduate students of English as a foreign language in Indonesia via Google Forms. The structure of the questionnaire was validated using exploratory and confirmatory factor analyses. To determine the dependability of the instrument, internal consistency reliabilities of the instrument as a whole and per factor were calculated. We computed the average variance extracted and the Heterotrait-Monotrait Ratio of Correlation to determine convergent and discriminant validities. The results led to the omission of six items with loading values < 0.50. The omissions included one item for Reading Involvement (0.42) and five items for Social Reasons for Reading (0.47; 0.43; n/s.; n/s.; and n/s.). Lastly, the study presented the significance of the results and directions for future studies.

Self-Reported Zoom Exhaustion and Fatigue Levels among Physical Education Teacher Education Students in a State University in the Philippines

Julius Ceazar Tolentino — 2024-09-30

The study determined the self-reported Zoom exhaustion and fatigue (ZEF) levels of physical education teacher education (PETE) students in the Philippines who are attending a flexible learning setup (i.e., synchronous and asynchronous learning) offered by their university as a solution to continue classes during the coronavirus disease (COVID)-19 pandemic. Utilizing a cross-sectional comparative research design, the study indicates that PETE students were very tired and exhausted both in general and visually after a series of video conferencing within a semester. Furthermore, they were socially-, motivationally-, and emotionally- moderately tired and exhausted. It was observed that students in the PETE program experienced moderate to very tired and exhausted levels of fatigue whenever they participated in synchronous online classes, such as attendance at a video teleconferencing platform. Exploration of how specific mental aspects relate to their general health with regard to their culture and habits is worth exploring, either for students, teachers, or professionals in general.

The Impact of the Learning Environment on Self-efficacy and Achievement Goals of Israeli Pre-service Teachers

Marcel Amasha — 2024-09-30

Advancing public education by improving the skills and knowledge of its teachers is a major challenge. The teacher-training phase shapes not only skills and abilities but also perceptions of pre-service teachers regarding their educational and teaching goals. We examined a hypothetical theoretical model that explains how pre-service teachers’ perceptions of their own learning environment affects belief in their self-efficacy in teaching, and how this shape their achievement goals in teaching as future educators. The study included 278 pre-service teachers studying at all five colleges in our country that offer teacher training programs. Existing questionnaires were adapted to the study population and underwent structure validation. The hypothesized structural model was deemed a good fit for the data and was able to explain 35% of variance in the mastery goals of pre-service teachers, 24% of variance in performance-approach goals, and 65% of variance in performance-avoidance goals. The structural model shows that perception of the learning environment has a strong and significant impact on teaching ability and the achievement goals of pre-service teachers. Fostering a constructivist learning environment in teacher training colleges may increase belief in self-efficacy in teaching and enable pre-service teachers to adopt teaching control goals.

Gender Differences in School Achievement and Attitudes towards Motivation in Secondary Economic Education

Jaromír Novák — 2024-09-30

Abstract: This study examined the school achievement and attitudes of Czech and Slovak secondary school students (n = 572; age: 17-19) towards motivation in economic subjects. The aim was to analyse the factors of students’ motivation, their relations with selected teacher’s competences, and students’ school achievement with regard to their gender. The data were obtained by using a questionnaire and analyzed by Mann-Whitney U-test, Pearson, and Spearman correlation coefficients. Girls performed better than boys in all the subjects analysed. At the same time, for all factors of motivation with significant gender differences, their motivation was stronger compared to boys. School achievement and attitudes towards selected motivation factors are correlated. Some factors motivating boys with better achievement motivate girls with worse achievement.

Motivation and Behavioral Engagement: The Mediating Role of Mathematics Self-Efficacy in Primary Education

Achmad Hidayatullah — 2024-09-30

The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Additionally, self-efficacy was found to be linked with students’ behavioral engagement. Furthermore, self-efficacy was identified as a mediator in the relationship between motivation toward mathematics and behavioral engagement during mathematics learning. The study provides valuable insights into these variables in the Indonesian context, particularly in elementary schools for mathematics learning. The research also discusses the implications of the study for teaching practices.

Navigating the College Students' Adversities: The Role of Academic Buoyancy and Motivation on Learning Achievement

Mohamad Arief Rafsanjani — 2024-09-30

Understanding the predictor of learning achievement among college students is crucial to adopting the appropriate learning strategy. Academic buoyancy is one of the predictors of learning achievement, playing a vital role in helping students navigate academic setbacks and adversities. However, the previous studies failed to reveal a robust link between the two variables. Therefore, this study aims to explain the nexus between academic buoyancy and students’ learning achievement more clearly by introducing the mediating variable, motivational constructs, which include self-efficacy, persistence, and anxiety. This study involved 493 college students in Indonesia. Structural equation modeling (SEM) was utilized to examine the research hypotheses. The results show that academic buoyancy directly affects learning achievement. Furthermore, motivational constructs (self-efficacy, persistence, and anxiety) significantly mediate the relationship between academic buoyancy and learning achievement. This study contributes to the literature by explaining how academic buoyancy affects learning achievement through motivational constructs as a mediating variable. Furthermore, the university must promote students’ academic buoyancy and motivational constructs by providing counseling services and encouraging students to recognize and address the adversities during lecture activities.

Effect of 2-PL and 3-PL Models on the Ability Estimate in Mathematics Binary Items

Rukayat Oyebola Iwintolu — 2024-09-30

The investigation delves into examining the influence of 2-parameter logistic (PL) and 3-parameter logistic models on the ability estimates of students in mathematical binary items. It ascertained the parameters of the items in the 2-PL and 3-PL models. We employed Item Response Theory (IRT) in the design of this research survey, with a sample comprising 1015 senior secondary (SS) students in SS III classes who were analyzed using both models in the investigation. The Mathematics Achievement Test instrument was adapted from the General Mathematics Paper 1 of the Senior School Certificate Examination administered by the West Africa Examinations Council (WAEC). Results indicated that the 2-PL model shows lower difficulty levels but higher discriminatory indices. Statistical analysis revealed a significant (F = 19.52, p < 0.05 and F = 18.52, p < 0.05) effect of both models, respectively, on ability estimates in mathematics binary items among Nigerian secondary school students. We established that item parameters in the 2-PL and 3-PL models significantly affected the ability estimate of Nigeria secondary school students in binary mathematics items, while the 3-PL model provided a better ability estimate than the 2-PL model.