Classroom assessment beliefs of teachers: scale validity and reliability study

Şentürk, Cihad; Baş, Gökhan

doi:10.1007/s10671-023-09339-2

Cited by 1 publication

(1 citation statement)

References 49 publications

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“…On the other hand, beliefs have an influence on education through procedures including the selection of subject matter and focus, teaching style, and learning techniques (Cabellos et al, 2023). The cognitive and emotional outcomes of students are influenced by teachers' enacted beliefs (Şentürk & Baş, 2023;Trang et al, 2023). In recognition of the fact that beliefs influence both how teachers learn and what teachers do, the teachers' instructional behaviors are a powerful influence on student learning and intensify the students' achievement (Li & Xu, 2023).…”

Section: Teacher Beliefsmentioning

confidence: 99%

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

Laoli,

Waruwu,

Ndraha

et al. 2023

JEELR

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Gender becomes one of the essential factors that are always considered in the various relationships among variables in the educational field. The purpose of this study is to examine the involvement of gender differences in the enhancement of college students’ English achievement using inquiry-based learning. A quasi-experimental two-way factorial design among groups was applied to carry out this study. 300 Indonesian EFL (English for Foreign Language) college students were randomly allocated to one of two groups. The experimental group (N = 150) consisted of 85 females and 65 males who were given inquiry-based learning. Meanwhile, the control group (N = 150) contained 75 males and 75 females who were given direct learning. An achievement English test containing 50 multiple choice problems was administered to them before and after their involvement. The data was analyzed using some tests such as the independent sample t-test, paired sample t-test and factorial between two groups ANCOVA (Analysis of Covariance) and SPSS v.29 was used to promote these analyses. The results of this recent study showed that the intervention of inquiry-based learning has a significant and positive effect on enhancing college students’ EFL achievement. Moreover, there is significant evidence that gender differences are involved in the enhancement of college students’ English achievement in inquiry-based learning. There is a statistically significant relationship between gender and inquiry-based learning. This study implies that inquiry-based learning can be applied to enhance students’ achievement in Indonesian EFL colleges.

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