Support and Success
University of Valencia
Featured Effect of Digital Storytelling on Children’s Interest in Basic Science: A Case of Simple Repeated Measures Design View Digital Media
Paper Presentation in a Themed Session Christian Ugwuanyi, Chinedu Ifedi Onochie Okeke
The impacts of different technological facilities on the education of children have been studied mostly in the developed countries. One of such facilities is digital storytelling which has to do with the use of technology to tell a story to the children or learners. The use of digital storytelling in the classroom enables the teacher to motivate the study of the subject matter and to present the learning contents in interactive and interesting ways. However, in Nigeria, no study has been carried out to explore the effect of digital storytelling on children’s interest in basic science and this necessitated this study. Thus, this study explored the effect of digital storytelling on children’s interest in basic science within the context of simple repeated measures design. A sample of 42 primary three children participated in the study. Basic Science Interest Scale, which was properly validated, and trial-tested (α = .85) was used for data collection. Two different pretests and posttests were administered to the children before and after the treatment at an interval of one week. The data collected were analysed using mixed-design repeated measures analysis of variance. The findings of the study showed that children’s exposure to the use of digital storytelling had a significant effect on their interest in basic science. It was thus, concluded that the use of digital storytelling as an instructional strategy is very effective in enhancing children’s interest in basic science.
Turning to Ethnomathematical Games in the Mathematics Classroom: Increasing Mathematical Thinking Skills View Digital Media
Paper Presentation in a Themed Session Safura Meeran, Mogamat Noor Davids
Mathematics is generally regarded as a problematic subject at school and there always seems to be room for improvement in learner performance. However, for learners to improve in Mathematics, the teaching of the subject must improve through strategies that meet the needs of the learners. A common critique levelled against the teaching of Mathematics is its abstract nature and teacher-centered pedagogy. Learner centeredness and practical learning may result in improved interest and performance in Mathematics. To this end, Ethnomathematics offers practical learning opportunities and learner-centered involvement with mathematical concepts. This study explores the use of Ethnomathematical games to achieve practical involvement and learner-centeredness in the teaching of Mathematical operations: addition, subtraction, division and multiplication as well as problem solving. Using Ethnomathematical games sourced from community elders in rural Limpopo and the Mpumalanga areas, we answer the research question: which Ethnomathematical games offer possible content and solutions to address Mathematical operations in the intermediate phase Mathematics curriculum? Action, Process, Object, and Schematic (APOS) theory serves as a mathematical model to organise and elevate teachers’ mathematical thinking skills. Based on the findings of the research, recommendations will be made to use Ethnomathematical games as an innovative way to improve the teaching of Mathematics.
Ethnic Identity Pedagogy and Intercultural Education View Digital Media
Paper Presentation in a Themed Session André J. Branch
Teaching intercultural education and communication without personal ethnic identity development exposes students to the possibility of becoming so enamored with the cultures of others that they become disillusioned with their own ethnic heritages. Such circumstances are especially detrimental to children living in societies in which everything associated with the dominant ethnic group is considered positive, good, and desirable, and much associated with non-dominant ethnic groups is interpreted to be negative, dangerous and worthy of denigration. In this paper, I report research of a model of ethnic identity pedagogy in which primary and secondary school teachers facilitated students’ ethnic identity development using subject matter content and one of the dimensions of ethnic identity exploration in education. Using ethnographic data, primarily interviews and classroom observations, I argue that students who have been given opportunities to develop a strong sense of their ethnic identity, are positioned to benefit from instruction in intercultural education and communication with its requisite new cultural knowledge, feelings and behaviors. These findings reinforce both the need and efficacy of ethnic identity exploration as a necessary component of intercultural education at all levels of schooling. Ethnic identity exploration in education includes making connections with students’ families about ethnic identity, engaging students in ethnic identity dialogue, introducing students to social justice role models in their ethnic groups, and exploration of ethnic histories, traditions, and customs.
Pathways to Profession: On Economic and Racial Equity in Career Advancement View Digital Media
Paper Presentation in a Themed Session Selvon Waldron
The pandemic surfaced long-existing gaps in economic mobility and racial equity. Despite these well-documented benefits, many high school students from low-income communities do not go to college: of youth aged 18-24, only 40% are in college. Many college enrollees do not complete their program: at two-year and four-year colleges, the national graduation rates are 32% and 55%. At the same time, the diversity among C-suite executives and corporate boardrooms is underwhelming even after promised action following the racial reckoning of 2020. Seemingly, this lack of diversity is directly connected to early career opportunities and college graduation. This study considers programs that provide minoritized, language learners, and low-income youth with early-career or workplace training help to resolve the gaps in college graduation and corporate diversity.
