Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

Moalosi, Smitta Waitshega Tefo

doi:10.19030/jier.v9i4.8266

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…Teachers at the age of 48-60 years could experience a decrease in enthusiasm for work due to boredom. It is consistent with several studies that have been conducted, which disclosed that a long working period (more than 24 years) tended to result in a decrease in learning motivation because teachers tended to experience boredom [38], [39]. Teacher enthusiasm will decline with advancing age, which may be due to the boredom of teaching the same content for several years [32].…”

Section: Biology Teachers' Understanding Of the Argument-driven Inquiry And Think Pair Share Learning Model Based On Teachers' Experiencesupporting

confidence: 90%

Biology Teachers’ Understanding of Argument-Driven Inquiry and Think Pair Share Learning Model Based on the Educational Background and Teachers’ Experience

Prihandayu¹,

Paidi²

2021

Advances in Social Science, Education and Humanities Research

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This research was a descriptive study with a census method that aims to describe the biology teachers' understanding of Argument-Driven Inquiry and Think Pair Share learning model based on the educational background and teachers' experience. This research used the research subject were 37 teachers, they were all biology teachers of class X, XI, and XII at public senior high school/islamic senior high school in Kebumen Regency. The instrument is used a multiple-choice test releated to the understanding of learning model. Data analysis was carried out descriptive by determining the mean score of the biology teachers' understanding based on understanding criteria which consisted of 5 categories. The results showed that the biology teachers' understanding score of the Argument-Driven Inquiry learning model was moderate and the biology teachers' understanding score of the Think Pair Share learning model was very high. The analysis based on educational background shows that teachers with an educational background from the education field was higher understanding than from non-educational fields. The analysis based on teachers' experience shows that biology teachers in the work period of 11-20 years have the highest understanding compared to those who work for 1-10 years and 11-30 years.

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Section: Biology Teachers' Understanding Of the Argument-driven Inquiry And Think Pair Share Learning Model Based On Teachers' Experiencesupporting

confidence: 90%

Biology Teachers’ Understanding of Argument-Driven Inquiry and Think Pair Share Learning Model Based on the Educational Background and Teachers’ Experience

Prihandayu¹,

Paidi²

2021

Advances in Social Science, Education and Humanities Research

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“…While some studies claimed no significant outcomes, most studies showed significant positive outcomes of DST which could be explained by the novelty effect of technology and the drawer effect which refers to the tendency to publish significant results (Wu & Chen, 2020). On the other hand, reporting statistically nonsignificant results are important to direct teachers and researchers (Moalosi, 2013); therefore, this study aimed to highlight the DST process of undergraduate students including the application of creativity scale and the Targeting Creativity Through A Learner-Generated Digital Storytelling Project. conduct of detailed observation.…”

Section: Discussionmentioning

confidence: 99%

Targeting Creativity Through a Learner-Generated Digital Storytelling Project

Tisoglu

Piri

Meriçelli

et al. 2022

IJTTL

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One of the most emphasized skills for social, educational and workplace settings is creativity in the present decade. This study aims to understand whether a collaborative digital storytelling production project improves the creativity of undergraduate students. 109 students engaged in group work and employed a range of digital tools (i.e. wikis, storyboard creation tools, video editing programs) for creating digital stories about the 21stcentury problems they think relevant. Students were able to review and comment on each other’s scenarios and pres ent their digital stories to their classmates at the end of the project. The adapted version of ‘How Creative Are You?’ scale (Whetten & Cameron, 2011) was used for measuring the students’ creativity scores before and after the implementation. Whereas resu lts indicated that creativity scores were increased by the digital storytelling production project, this effect was not significant. However, observation of the production process revealed some components of creative thinking skills of students.

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