The perception problem: a comparison of teachers’ self-perceptions and students’ perceptions of instructional quality

Wisniewski, Benedikt; Röhl, Sebastian; Fauth, Benjamin

doi:10.1007/s10984-021-09397-4

Cited by 8 publications

(4 citation statements)

References 70 publications

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“…Such proactive engagement not only enriches the pedagogical milieu but also augments the efficacy and efficacy of English language instruction and learning outcomes (Ayçiçek, 2021). It is no longer sufficient for teachers to possess basic computer skills; they must also be competent in effectively applying technology to problem-solving, decision-making, and keeping themselves updated with new information and knowledge relevant to their teaching performance and strategies (Finch & Crunkilton, 1998;Wisniewski et al, 2022). Technology integrated into the classrooms and teachers' competence can enrich the variety of teaching practices by teachers (Önalan & Kurt, 2020).…”

Section: Teachers' Competency and Ict Integration In Teaching English...mentioning

confidence: 99%

Teachers’ Perceptions, Attitudes and Competency on Internet, Communication, and Technology Integration in the EFL Classroom in Indonesia

Lisia,

Mahdum,

Purwanti

2024

EUR J ENG LANG ED

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<p style="text-align:justify">This study sheds light on perceptions and attitudes toward obtaining competency of English teachers at Senior High Schools regarding the integration of Internet, communication, and technology (ICT) in the English classroom in Indonesia. The research involved 113 English teachers from 11 different sub-districts in Riau Province-Indonesia, and data were collected through online questionnaires utilizing Google Forms. Quantitative data were analyzed using SPSS 24.0, while qualitative data were analyzed using a three-stage analysis involving data reduction, data display, and verification. The study’s findings revealed positive perceptions and favorable attitudes toward the integration of ICT in EFL classrooms. Importantly, EFL teachers’ competency in ICT significantly influenced their teaching performance. Qualitative insights highlighted obstacles faced by English teachers, such as limited internet networking and inadequate facilities, impacting their experiences due to the absence of ICT training and socialization from schools. Based on the findings, there is an urgent need to address challenges faced by teachers in rural areas, emphasizing the pivotal role of ICT for effective teaching and learning in EFL classrooms.</p>

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Section: Teachers' Competency and Ict Integration In Teaching English...mentioning

confidence: 99%

Teachers’ Perceptions, Attitudes and Competency on Internet, Communication, and Technology Integration in the EFL Classroom in Indonesia

Lisia,

Mahdum,

Purwanti

2024

EUR J ENG LANG ED

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“…Students with high mathematical competence and positive self-perception complete various tasks (thinking mathematically) with precision and effort. Meanwhile, students with low mathematical competence and negative selfperception tend to avoid tasks (thinking mathematically) requiring high precision (Mathew, 2017;Wisniewski et al, 2022). They think tasks with high cognitive demands are often considered less valuable and do not affect them (Miller, 2020).…”

Section: Relationship Between Mathematical Competence Precision Self-...mentioning

confidence: 99%

Evaluating the Results of PISA Assessment: Are There Gaps Between the Teaching of Mathematical Literacy at Schools and in PISA Assessment?

Kusmaryono¹,

Kusumaningsih²

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">The problems in education in the countries of the Organization for Economic Cooperation and Development (OECD) vary from country to country. The differences between "upper class" and "lower class" countries in PISA assessment results have led to a research gap. The purpose of this study was to (a) test students' mathematical literacy skills on the Program for International Student Assessment (PISA) test and compare the results using the sum of means across OECD countries; (b) examine the relationship between students' mathematical competence, precision, and self-perception of mathematical literacy skills in the PISA test; and (c) analyze the gaps that exist between the implementation of mathematics instruction in school and the mathematical literacy as measured on the PISA test. This study was designed as a mixed method with an explanatory sequential design. The data collection methods included test procedures, questionnaires, and interviews. The result of this study showed that the overall mean score obtained was below the OECD average. In general, the respondents achieved only level 2 mathematics proficiency. A significant relationship was found between mathematical competence, precision, and self-perception in mathematical skills. On the other hand, there was a gap, namely the difference at the implementation level, where mathematical literacy measured by PISA differed from the measurement of mathematical learning achievement by teachers in school. The results showed that teaching that emphasizes only problem-solving procedures affects low mathematical competence and is not useful enough for students to deal with the PISA mathematics test.</p>

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“…Furthermore, the measurement of clarity and challenge represent another limitation, as the validity of measuring students' cognitive activation has been challenged and found to vary between contexts (Herbert et al, 2022;Wisniewski et al, 2021). This limitation also concerns the overall reliance on self-reporting data.…”

Section: Limitations and Outlookmentioning

confidence: 99%

Linking technology usage to instructional quality: Immersive virtual reality increases presence, positive emotions, and cognitive activation

Büssing¹,

Thomsen²,

Braun³

2022

Preprint

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Technologies such as immersive virtual reality (IVR) pose new challenges to educators and researchers. While there are mixed results concerning the consequences of integrating IVR into education, the present study proposes a new direction in this field, by combining research on presence – the feeling of being in a specific environment – with instructional quality. In a controlled experimental study, we show how the integration of IVR in contrast to text and tablets increases presence, positive emotions (interest and enjoyment), and indirectly affects clarity as a dimension of cognitive activation. Given the results, studies on the effects of IVR should not only focus on direct reactions and learning outcomes, but also take other established educational paradigms (e.g., instructional quality) into account.

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The perception problem: a comparison of teachers’ self-perceptions and students’ perceptions of instructional quality

Cited by 8 publications

References 70 publications

Teachers’ Perceptions, Attitudes and Competency on Internet, Communication, and Technology Integration in the EFL Classroom in Indonesia

Teachers’ Perceptions, Attitudes and Competency on Internet, Communication, and Technology Integration in the EFL Classroom in Indonesia

Evaluating the Results of PISA Assessment: Are There Gaps Between the Teaching of Mathematical Literacy at Schools and in PISA Assessment?

Linking technology usage to instructional quality: Immersive virtual reality increases presence, positive emotions, and cognitive activation

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