Quality Evaluation of Theses in Teaching Science and Mathematics Program

This study aimed to study quality of theses of master education program in teaching science and mathematics, Mahasarakham University, Thailand which conducted and published during 2016-2019. A 37 theses were studied through systematic approach. Data were collected by 24 questionnaires of theses analysis anecdotal. Mean, standard deviation, and percentage were employed. Results showed that most of thesis focus on action research due to the school contexts. Teaching strategies or innovation which employed are problem-based learning, inquiry-based learning, STEM education and other trending approaches. All of informants or samples are studying in high school level. Overall of quality of thesis can be considered in at good level. The finding is useful for program development and shaping research area for graduate students in the future.

Preparing personnel for a successful perception and assembly of the course of mathematics at the technical university

Scientific and technological progress, digitalization of the economy, as well as all other spheres of human life, require qualified personnel. Technology, however, simplifies everyday life and gives students plenty of opportunities to enroll in college and not study at all. This study's main purpose is to investigate this paradox, instill in student's love, positive motivation to study mathematics, and encourage them to complete their learning tasks. The research method is a survey of first-year students of the fields of study "Oil and Gas Business" and "Technosphere Safety" of Tyumen Industrial University to identify the motivation for their study of the university mathematics program. It was found that at the moment, it is easier for students to find a calculating job than to do it themselves, that the perception of mathematics as a subject in the first year affects not only further academic performance in the university but also the entire professional life of a person. To solve the problem of motivating first-year students to study mathematics, as we have found out, it is possible if: use the "first type" of motivation, which consists in the fact that is influencing the student, cause certain internal motives prompting to study mathematics; take into account the age and individual characteristics of students and each new stream in general.

Researching anxiety of pre-service teachers in teaching science and mathematics program

This study purposed to investigate researching anxiety of pre-service teachers that might want to explain why they are able to learn successfully in the context of difference in program of study. There were 15 pre-service teachers in M.Ed. program of teaching science and mathematics voluntary participated. Learning Anxiety Questionnaire (LAQ) was employed their anxiety towards learning through Google Form. The study revealed that pre-service teachers had anxiety at medium level. However, some of item present they had different level of anxiety. The effective learning for decreasing level anxiety needs to be more discussed.

The Effects of Online Learning during the Outbreak of Coronavirus Disease 2019 (COVID-19) towards Grade 10-12 Thai Students’ Opinions

This study aimed to study the effects of integrating online learning in schools during the outbreak of COVID-19 in Thailand from mid-March to July 2020. The participants were 508 students consisting of grade 10-12 levels from five different schools in each province of Thailand. The questionnaire employed via “Poll Feature Line Group” was separated into three categories; 1) The general informations of the students, 2) The advantages of online learning, and 3) The limitations of online learning. 508 students gave the feedback by checking the items of the questionnaires via “Poll Feature Line Group”. The researchers took two weeks to complete the survey in October 2020. The results of the questionnaire were calculated into the statistical values in Percentage, Mean Range and Standard Deviation. The results revealed that the majority of the students studying online studied in grade 12 in science-mathematics program, and Thai and English subjects were primarily available online. The most three advantages were – 1) Online learning promotes the social distancing., 2) Online learning helps students save time and cut on expenses especially transport costs., and 3) Students can communicate via various platforms like Line, Email, Facebook, and Google Classroom. On the contrary, the most limitations were – 1) Students have no chance to participate in extracurricular activities in school., 2) The mere presence of a smartphone reduces students' ability to focus on the lessons., and 3) It can be hard to find answers to questions or resolve difficulties, especially when discussion forum participation is low.

How School Leaders Can Support Teachers With Program Implementation

Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.