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Designing An instrument to measure explicit and implicit learning processes
92-102Views:703In this research paper, the researcher’s intention was to design an instrument that is able to measure learning under two different conditions: explicit and implicit learning. Exploring explicit and implicit learning is gaining more and more attention nowadays in the field of second language acquisition (SLA). The Quantitative method was used in this study to investigate which learning mechanism proves to be more efficient in the selected sample. The present study involved Hungarian technical school, secondary school, and university students from Budapest (N = 40) who participated in completing an Artificial Grammar Learning (AGL) task. The most important finding of the present research endeavour is that implicit learning has proven to be more effective than explicit learning in the case of the selected participants and this was a statistically significant finding. The pedagogical implication of this study is that the effectiveness of implicit learning should be reconsidered by EFL teachers in Hungary.
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The Effectiveness of the Let’s Teach for Hungary Mentoring Program
150-160Views:318The situation of disadvantaged students has been a problem in the field of education for decades, -so much so that several disadvantage-compensation programs have been set up in an effort to reduce its effect. This includes the mentoring process, the primary purpose of providing support and assistance to younger individuals. The subjects of the research are the 7th grade students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which I focused on the children’s expectations of the mentoring program, their learning difficulties, learning motivations, and their plans for further learning. Classifying students in clusters based on their motivations, highlights the fact that the range of participants is not homogeneous this aspect. The Coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students alike have struggled through the transition to digital education (Kristóf, 2020). Attendance mentoring was forced to continue in the form of distance mentoring. In my current research, I examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. I carry out the survey using a mixed-method. I collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions and readiness of the children. In addition, I use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. I conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students (8th grade students), mentors and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people). The research results can serve as feedback to the participants on the success of work done during distance mentoring. The results obtained can also serve as feedback for the Let’s teach for Hungary program because the program can be developed in the future from interviews.
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A quantitative study of teacher trainees' experiences of board game pedagogy
129–142Views:71Nowadays, educating the young generation is a challenge for educators, as traditional teaching methods are no longer sufficient (Khalaf & Zin, 2018), so teaching methods that build not only on the cognitive but also on the social and emotional dimensions of learning must be used (Illeris, 2010; Lim et al, 2019.) Board game pedagogy is proving to be a useful method for solving the problems of 21st century education: board games can be used to introduce new topics or to teach specific parts of the curriculum (Damsa & Fromann, 2016; Antonaci et al, 2015). In our quantitative, pilot study (n=103), we seek to answer the question of the extent to which teacher trainees are familiarised with board game pedagogy during their training, and to assess the frequency of didactic methods and working methods used by university teachers. Of the students surveyed, only 54 had heard of board game pedagogy, a large proportion of them consider it to be a motivating and effective teaching tool and would like it to be part of their training. Regarding the variety of working methods and forms of work of university teachers, the more traditional methods of lecture and explanation, as well as individual and frontal forms of work, predominate. Despite these limitations, we have data that could serve as a basis for future research and could also contribute to the development of teacher education.
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Scouts' and educational stakeholders' perceptions of integrating scouting methods into formal education
98-109Views:1125Scouting is a non-formal learning environment which implies a form of learning that is “less organised than formal learning, but still consists of planned activities and educational objectives. It is also seen as being more concerned with action, and learning by doing from experience; and more holistic, with a particular focus on developing social and emotional skills” (Bridwell et.al., 2015: 27). The Scouting Method used relies on the concept of experiential learning or learning by doing and combines it with other educational elements such as the symbolic framework, team or patrol system, gamification elements such as the badge system (Christians 2018) and active learning or personal progression so that each young person is “consciously and actively involved in his or her own development” (WOSM 1998: 47). The present paper aims to explore scouts' and educational stakeholders' (teachers and scout teachers) beliefs and opinions regarding scouting methods and the way these methods could be integrated into the formal learning environment. Qualitative and quantitative methods of analyses were used to examine and interpret the results gathered through an online questionnaire. Results show that all respondents have a positive attitude towards scouting and the methods used within their activities and they would encourage others to join the association. Even school subjects have been identified which could serve as bridging points between non-formal and formal educational situations.
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Evaluating the impact of a retail management programme on graduates’ industry readiness at a selected South African university
101–114Views:89This study explored the effectiveness of a Retail Management Programme in preparing students for employment in the retail industry. In South Africa, there is growing concern about the disconnect between university education and the labour market's expectations. The primary aim of this study was to assess whether the programme provides students with the relevant skills and knowledge necessary for the workplace. A quantitative research method was employed, and data was collected through questionnaires completed by 40 retail management students. The responses were analysed using descriptive and inferential statistics with the Statistical Package for Social Sciences (SPSS). The findings indicate that most students felt well-prepared for customer service, digital work tools, and retail operations. However, some students expressed uncertainty about their readiness, particularly in areas such as data analysis and decision-making. Students were primarily motivated to enroll in the programme to acquire transferable skills and enhance their employment prospects. They also valued training that mirrored real work environments. The study recommends incorporating more input from industry professionals, utilising greater practical learning methods, and placing a stronger emphasis on soft skills, including communication, teamwork, and problem-solving. Additionally, curriculum updates and improvements to career support services are suggested to facilitate a smoother transition for students into the job market.