International Journal of Contemporary Educational Research

Examining Stakeholder Opinions on Coding Education in Primary Schools

2025-03-29T22:17:17+03:00

Coding means writing down the steps to be followed in order to carry out any operation through computers, using commands step by step. In other words, it is the job of finding a solution to an existing problem by using the language that the computer understands. Thanks to coding education, students are provided with skills such as research, problem solving, computational thinking, making inventions, developing projects, questioning and producing from a very young age. For this reason, people in later ages will research, question, think analytically and produce in all areas of their lives, even if they are not in the software business. It is also known that coding skills increase children's ability to look at problems from different perspectives, think systematically, produce solutions, think creatively and establish cause-effect relationships, which requires them to use higher-level thinking skills. The purpose of this research is to determine stakeholder opinions regarding coding education. While determining stakeholder opinions, the case study approach, one of the qualitative research methods, was used. Research; It was carried out with 25 people including teachers, administrators and parents. Data were collected through a semi-structured interview form and face-to-face interviews. According to the research results, teachers, administrators and parents; that coding education is beneficial, that it improves students' thinking skills, that this education should start from the primary school level, and that education started at an early age can develop various skills in students, that teachers must also receive training in order to provide coding education, that coding education should be among the compulsory courses in primary school education programs, and They stated that this education is a need today.

Philosophy for/with Children: A Meta-Analysis

2024-12-18T15:02:10+03:00

This meta-analysis presents empirical research using a Philosophy for/with Children (P4wC) approach. P4wC involves a teacher engaging in philosophical problem posing and dialogue with students. There has been research focussed on the benefits derived from this practice for students. This meta-analysis calculates the effect size of these benefits that can be calculated using quantitative measures. This meta-analysis contains 62 data sets from 30 studies. P4wC is found to have an overall effect size of 0.65. Moreover, subgroup analysis shows that when the research focusses on the development of critical thinking, the effect size is substantial at 0.89. This indicates that P4wC has a large impact on the capacity for children and young people to develop critical thinking. Other subgroup analysis also shows that holds across age ranges. However, it does differ by region, with studies conducted in Eastern countries yielding a higher effect size than Western countries.

Developing the “Social Skills Assessment Scale-Teacher Form” for Preschool Children: A Study of Validity and Reliability

2025-03-29T22:17:31+03:00

This study aimed to develop “Social Skills Assessment Scale-Teacher Form” (SOSAS-TF) for preschool children. The study data were collected from three distinct groups of participants. The first study data on a preliminary trial was obtained from 254 children, the second data on trial practice was obtained from 896 children, while the third data on test-retest reliability was obtained from 263 children. Within this scope, a Kaiser-Meyer-Olkin (KMO) value was determined as .96, and the Bartlett test chi-square value was to be found significant. The findings of the study revealed that the scale having 44 items consisted of the following dimensions: “communication,” “adaptation,’’ “self-control,’’ “prosocial behaviors,’’ and “assertiveness.’’ All items in the scale had factor load values between .46 and .74. Additionally, each item in relationship with other items had common factor variances between .42 and .69. Five factors in the scale explained 54.57% of total variance. This scale’s Cronbach alpha reliability coefficient values for “communication,” “adaptation,” “self-control,” and “prosocial behaviors” dimensions were .89, .90, .86, .87, respectively. The total was strongly reliable (α= .94), and the “assertiveness” (α= .76) dimension was to be found significantly reliable. In terms of the scale's test-retest reliability, “communication” (r= .82), “adaptation” (r= .86), “self-control” (r= .75), “prosocial behaviors” (r= .86), and “assertiveness” dimensions (r= .63), and total (r= .89) reached a positive and highly significant correlation (p< .001). Therefore, a valid and reliable measuring instrument was developed and contributed to the literature.

Women's Leadership in South African Higher Education: A Systematic Review of Research Trends, Methodological Approaches, and Transformation Challenges (2010-2024)

2025-03-29T22:16:33+03:00

This systematic review examines research trends on women's leadership in South African higher education from 2010 to 2024, analyzing 98 academic works comprising 15 doctoral dissertations, 28 master's theses, and 55 journal articles. Using content analysis, the study identifies key themes, methodological approaches, and findings related to women's leadership advancement in academia. The analysis reveals five primary themes: leadership experiences, institutional transformation, leadership development, power and decision-making, and intersectionality. Results indicate a significant increase in research output during 2020-2024, comprising 60% of all studies. Qualitative methodologies dominated the research landscape (60%), while mixed methods approaches were least utilized (15%). Major findings highlight persistent institutional barriers, gaps between policy and implementation, resistance to cultural transformation, and inadequate enforcement of gender equity policies. The review identifies critical research gaps in rural institutions, technical universities, and departmental-level leadership experiences. Recommendations emphasize the need for longitudinal studies, diverse methodological approaches, and stronger policy implementation mechanisms to advance women's leadership in South African higher education.

Determination of Middle School Students' Alternative Concepts ın the Structure and Motion of Celestial

2025-03-05T14:57:30+03:00

Alternative Concepts, Three-tier test, Structure of celestial bodies, Celestial events, Astronomy education.

Exploring the Dynamics of Academic Life Satisfaction of Undergraduate Students in Ghana: Confirmatory Factor and Latent Profile Analyses

2025-03-29T22:16:13+03:00

Abstract

This study examined the academic life satisfaction of undergraduate students at the University of Environment and Sustainable Development (UESD) in Ghana. It aimed to measure students’ personal satisfaction and satisfaction with their academic environment and identify their homogeneous profiles. A cross-sectional research design was adopted, with participants selected through convenience sampling. The sample consisted of 370 participants: 211 males (57.0%) and 159 females (43.0%), aged 16 to 37 years (M = 21.4, SD = 3.10). All participants completed the Students' Academic Life Satisfaction Scale (SALSS), and the data were analysed using confirmatory factor analysis and latent profile analysis. The CFA results showed a statistically significant positive covariance between the Satisfaction with Academic Environment (SAE) and Personal Satisfaction (PSA) factors, with an estimate of 0.579 (SE = 0.045, Z = 12.9, p < .001, standardised estimate = 0.579). Latent profile analysis (LPA) was employed to identify subgroups of students with distinct patterns of academic environment and personal satisfaction. A four-class solution was examined, revealing four groups: low satisfaction (12.6%), moderate satisfaction (15.7%), high satisfaction (54.9%), and mixed feelings (7.8%). The study recommends the university should enhance students’ academic advising, counselling, and peer mentoring to help students, especially those with lower satisfaction levels, adjust to campus life and feel more connected to the university community

Web 3.0 and the Metaverse: Transformative Impacts on Education

2025-02-15T17:16:28+03:00

This study aims to explore Web 3.0 technology, a transformative internet evolution that has just begun impacting our lives and is expected to play a pivotal role in shaping the future, alongside the Metaverse and its potential applications in education. Through insights gathered from five field experts via semi-structured interviews, this study also aims to clarify how these advancements might influence educational practices. To this end, semi-structured interviews were conducted with five experts in relevant fields. In this phenomenological study, data obtained from participants were analyzed using descriptive analysis techniques. The analysis identified the main themes of “Transformation to Web 3.0,” “The Metaverse World,” “Education in the Metaverse Environment,” and “Requirements for Education through the Metaverse,” each with several important sub-themes. The findings suggest that the transition from Web 1.0 to Web 2.0 brought about significant changes, and even greater transformations are expected in the transition from Web 2.0 to Web 3.0. Web 3.0, also known as the Semantic Web, is expected to create a digital environment where web technologies become more secure, decentralized, and integrated within immersive virtual worlds. Findings also indicate that while current virtual learning environments offer experiences similar to those in the Metaverse, the widespread adoption of Web 3.0 is expected to bring a vastly different and more immersive experience. Additionally, the implementation of Web 3.0 and Metaverse will likely require robust technical knowledge, infrastructure, user training, and high-speed internet connectivity.

The Relationship Between Motivation to Teach, School Climate, and Attitude Toward Teaching Profession

2025-03-26T22:34:29+03:00

This study examines the relationships between pre-service teachers' motivation to teach, their perceptions of school climate, and their attitudes toward the teaching profession. Data were collected from 377 pre-service teachers studying at a state university in Turkey. Structural equation modeling (SEM) revealed that motivation to teach significantly and positively predicted attitudes towards teaching profession both directly and indirectly through school climate. While motivation to teach also significantly predicted school climate, school climate had a smaller but significant effect on professional attitudes. The model explained 69% of the variance in professional attitudes and 47% of the variance in school climate. These findings emphasize the importance of strengthening intrinsic motivation and creating supportive educational environments to promote positive professional attitudes in teacher education.