4 December 25, 2024

Abstract:
This study focuses on the pedagogical content knowledge (PCK) of pre-service and in-service early-grade mathematics teachers, contributing to the ongoing discussion on PCK. The Mathematics Pedagogical Content Knowledge Instrument (MPCKI) was used to collect data from forty pre-service and in-service early-grade teachers in Ghana. The higher PCK scores observed among pre-service teachers suggest that current teacher education programmes in Ghana effectively provide a solid theoretical foundation. However, the challenges reported by early-career teachers indicate a need to bridge the gap between theory and practice. Therefore, teacher education programmes should incorporate more practical, classroom-based experiences to better prepare teachers for the realities of Ghanaian classrooms. The results indicate that pre-service early-grade teachers have a higher level of PCK for teaching mathematics and suggest that pre-service teachers may be better equipped to effectively communicate mathematical concepts and enhance learners' mathematical thinking than their early-career counterparts. The findings underscore the importance of robust teacher preparation programmes in developing pedagogical content knowledge which is crucial for effective mathematics instruction in the early grades.

URL: https://ejce.cherkasgu.press/journals_n/1735145301.pdf
Number of views: 64      Download in PDF

Abstract:
Introduction: This study takes on the challenge of improving Russian as a Foreign Language (RFL) instruction by exploring how game-based technologies can enhance teaching outcomes. The main objective was to create and put to the test a comprehensive framework that uses gamification to strengthen learners’ motivation, engagement, and language development. Methods: A mixed-methods research design guided the investigation. First, an in-depth review of existing literature informed the creation of a gamified RFL course. This course, implemented with two groups of adult learners – an experimental group exposed to the game-based approach and a control group following a traditional curriculum – was structured around tasks and activities adapted to various skill levels (A1–C1 CEFR). Quantitative performance indicators, gathered at several points during the intervention, measured changes in language proficiency, motivation, and engagement. Concurrently, qualitative feedback from participants shed light on their personal experiences and perceptions. Results: Participants in the gamified group consistently outperformed their counterparts, showing marked improvements not only in language proficiency but also in how motivated and satisfied they felt throughout the learning process. In particular, the game-based format supported the cultivation of communicative competence and heightened cultural awareness. Certain elements – such as the careful design of tasks, the capacity to adjust to different learner needs, and a clear alignment with instructional aims – proved especially influential in shaping these positive outcomes. Discussion: Taken together, these results contribute to the growing body of work underscoring the value of integrating game-based solutions into language teaching. The methodology presented here offers a flexible, well-founded template for creating engaging RFL courses that better meet students’ needs. While this study highlights immediate benefits, further research might examine how well the enhanced skills persist over time, how individual learner differences affect responses to gamification, and whether similar approaches might be effective in other language learning environments.

URL: https://ejce.cherkasgu.press/journals_n/1735145369.pdf
Number of views: 53      Download in PDF

Abstract:
Mass access to AI-technologies like ChatGPT or other AI-assisted tools has significantly expanded the student’s ability to search for and process vast amounts of information during the education process. Student use AI-generated texts to develop projects in the human sciences. It seems that application of synthetic content into student work is inevitable. This paper aims to study development of students' critical thinking and creative skills with application of ChatGPT. Haphazard delegation of the initiative to AI-based chatbots directly affects the development of these skills. To evaluate these effects an experimental approach has been applied. Sixteen students have participated in the experiment. There were two groups. Each group prepared weekly materials on a predetermined topic. The experimental group could use only AI-based chatbots. The control group could use any other resources, except chatbots. Students had written an initial essay and final abstracts for the conference. After the experiment, students provided feedback about working with AI. The results showed that critical thinking parameters and creative skills have been comparatively underdeveloped in the experimental group.

URL: https://ejce.cherkasgu.press/journals_n/1735145409.pdf
Number of views: 58      Download in PDF

Abstract:
Problem-based learning (PBL) is a technique used in the engineering field to enhance meaningful learning acquisition and competencies. This research focuses on the construction and application of a didactic tool consisting of a series of steps (chronological procedure) implemented to solve application exercises in the Engineering field. A quantitative and descriptive investigation was carried out about applying a procedural chronology based on PBL in chemical and biochemical engineering. The chronological proposal consists of data identification, unknown typification, process diagram development, mathematical expression selection and solution, unit analysis, and result attainment. The tool was implemented in a student population enrolled in initial and intermediate courses in chemical and biochemical engineering. A statistical (quantitative) study was conducted to determine the development of thinking and problem-solving skills to determine the technique's efficiency. Statistical results demonstrate that the proposed chronological procedure is a supportive instrument for PBL methodology. The results indicate that the knowledge and application of the chronological procedure contributed to the development and improvement of practical skills in students.

URL: https://ejce.cherkasgu.press/journals_n/1735149997.pdf
Number of views: 59      Download in PDF

Abstract:
The work is devoted to the identification of new possible ways of historicizing mathematical education, which is considered as an important pedagogical phenomenon. The purpose of the study was to reveal the heuristic potential of the historicization of mathematical education by reconstructing the substantive component of the methodological system. The study confirmed the positive impact of historical information on improving the quality of mathematical education. The conclusions were obtained on the basis of an empirical study conducted, the respondents were students, secondary school teachers and teachers of higher schools, standardized scales served as diagnostic materials. Based on the SWOT analysis, a matrix was built in which the strengths, opportunities, weaknesses and threats of the historical and methodological approach being implemented were recorded. It is proposed to use mathematical problems with a historical plot as a means of historicization. A new task bank has been developed for unified subjects “Biography and scientific heritage of L. Euler”, “Biography and scientific legacy of G.V. Leibniz”. The choice of the scientific heritage of scientists is determined by a number of circumstances. Firstly, the versatility of their scientific interests – scientists have made discoveries in various fields of mathematics, physics, and philosophy. Secondly, scientists have left a rich scientific legacy, which has not yet been fully studied and understood, and new facts about the discoveries are constantly emerging. Thirdly, the scientific results obtained by scientists are included in the content of the school curriculum.

URL: https://ejce.cherkasgu.press/journals_n/1735145552.pdf
Number of views: 40      Download in PDF

Abstract:
Formation of the civil identity of the population is an important task of each state. The results of many studies have shown that such identity is formed in citizens during their growing up period, which coincides with their education in secondary school, and consolidation occurs during the period of study in higher educational institutions. The basis of civil identity is the totality of knowledge about their state as a unique socio-cultural institution. The purpose of this study is to find out the degree of formation of knowledge of pupils and students on such basic components of the all-Russian civil identity as the Russian language, the history of the Russian state, state symbols and traditions. The article was prepared within the framework of the project No. FSSW-2023-0002 "Formation of the all-Russian civic identity of youth within the framework of the implementation of the state youth policy of the Russian Federation and improvement of mechanisms for ensuring national security in the context of migration processes among youth", financed by the state assignment of the Ministry of Education and Science of Russia. The results of the study showed that first-year students demonstrated significantly higher scores on questions about knowledge of the Russian language and Russian history compared to 11th-grade students. At the same time, the knowledge demonstrated by first-year students cannot be considered sufficient. The results obtained indicate the need to revise the programs of school and higher education and to build a motivational mechanism for senior secondary school students in order to improve and consolidate the level of knowledge that influences the level of all-Russian civic identity of young people. Thus, the currently published results of other studies indicate a significant degree of theoretical elaboration of the problem of civic identity. At the same time, according to its individual basic components, there are still unresolved tasks in practice, including those related to the introduction of mechanisms for the formation of knowledge and skills acquired by young people during their studies at secondary and higher educational institutions through the system.

URL: https://ejce.cherkasgu.press/journals_n/1735145765.pdf
Number of views: 46      Download in PDF

Abstract:
This study has aimed to reveal the complexities of the contextual factors that support teacher leadership. Contextual factors reflect the environment where teachers work; they include but are not limited to teaching practices, trust in the support teachers receive from school administrators, school climate, parents’ views, and school culture. In the study, co-creation has emerged as an overarching factor in managing the complexity of the contextual factors that support teacher leadership. This study was based on a qualitative research design involving thematic analysis. Data were collected through semi-structured interviews with 42 schoolteachers from Lithuania, and purposive sampling was applied. The results suggest that administrative support, school administrators’ attitudes toward teacher leadership, teachers’ co-creation-based formal and informal learning of leadership skills, teachers’ partnership and collaboration with school communities, the use of learning spaces, and the modeling of educational processes through co-creation practices are contextual factors that influence the emergence and development of teacher leadership in school.

URL: https://ejce.cherkasgu.press/journals_n/1735145862.pdf
Number of views: 72      Download in PDF

Abstract:
The article is devoted to the current trends in digital education with a focus on the use of distance learning for teaching Russian as a foreign language (RFL) in Turkey. The global pandemic and subsequent national lockdowns have provided a valuable experience in this field. In Turkey, distance learning for RFL continues to be popular prevailing trends of deglobalization and regionalization. This popularity is also due to Turkish Higher Education Development Plan 2030 of complete digitalization. Developing effective distance learning methodologies and integrating social sciences with modern online technologies are essential for advancing RFL teaching methods. In the process of developing teaching methods instructors’ experiences and attitude towards this innovative format, together with their readiness for change are very important. The aim of the study is to describe the experience of teaching RFL in a distance format in Turkey. Its primary goal is to identify the perceptions, preferences, readiness, and willingness of instructors to transition to this new instructional format. The research employed both theoretical (analysis) and empirical (online questionnaire) methods. The study was based on the responses from 73 RFL instructors in Turkey. The online survey, created using Google Forms, consisted of 29 multiple-choice questions and one short-answer question designed to see satisfaction with the online format of teaching RFL. The survey also included socio-demographic questions and targeted queries about the challenges, features, and observations of the online educational process. The study revealed that during the transition to online format, instructors encountered several challenges, particularly in developing writing skills, phonetic competence, speaking skills, managing homework, and explaining complex topics. Some instructors believe that traditional face-to-face teaching methods are ineffective in an online environment, yet they continue to use them out of habit and due to a lack of specialized methods. The study found that insufficient technical skills and the significant amount of time required for lesson preparation are major obstacles. Despite the convenience of online format for some, many instructors still prefer in-person or blended format, emphasizing the importance of a balanced approach. Additionally, the digitalization and globalization of education have significantly transformed the roles of instructors, necessitating new strategies and comprehensive training to face these challenges.

URL: https://ejce.cherkasgu.press/journals_n/1735234772.pdf
Number of views: 52      Download in PDF

Abstract:
The aim of this study is to longitudinally examine the cognitive and educational skills of university students regarding health-saving educational technologies (HSETs) through observation. In this context, 325 students affiliated to the faculty of education were included in the study. At the same time, 35 faculty members followed these students through observation between 2020–2023. In this context, the participants' cognitive skills, activation criterion levels, motivational needs criteria, and morale-value criteria were scored between 0 and 10 by each teacher. Accordingly, the participant's cognitive and educational levels of HSETs were determined as optimal (10 points), sufficient (8 points), acceptable (6 points), and critical (4 points). According to the findings, the cognitive criterion level of the participants decreased from 53.3 % to 8.1 %, the active criterion level from 64 % to 50 %, the motivational-need criterion level from 64.6 % to 42.6 %, and the moral value level from 36.2 % to 6.1 %. As a result, according to teacher observations, students' cognitive and educational skills towards HSETs have improved a lot. However, the level of activity criterion and motivational-need criterion was still high. Therefore, in order to improve the HSETs skills of the students, the curriculum could include the acquisition of these skills.

URL: https://ejce.cherkasgu.press/journals_n/1735146087.pdf
Number of views: 49      Download in PDF

Abstract:
The widespread adoption of Learning Management Systems (LMS) in higher education necessitates understanding their impact on student performance, particularly in understudied contexts like Ghana. This study examines the factors influencing LMS use and their subsequent impact on academic performance among Ghanaian undergraduates. A quantitative survey design involved 232 undergraduate students from diverse disciplines at a Ghanaian public university. Data were collected using a validated questionnaire measuring LMS utilization, system/information quality, service quality, user self-efficacy, student satisfaction, and academic performance. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the relationships between these constructs. The results indicate that system quality, information quality, and user self-efficacy significantly influence LMS utilization, while service quality has a minimal direct effect. Furthermore, user self-efficacy and IT service quality are key determinants of student satisfaction. Both student satisfaction and LMS utilization strongly influence academic performance. These findings suggest that LMS effectiveness in the Ghanaian context relies not only on technology but also on user empowerment and support. Managerial implications include the need for Ghanaian universities to adopt a multi-pronged approach that prioritizes user empowerment, robust IT support, and faculty training to maximize LMS impact on student performance and satisfaction.

URL: https://ejce.cherkasgu.press/journals_n/1735234782.pdf
Number of views: 45      Download in PDF

Abstract:
This work commemorates the 175th anniversary of the birth of Albert Edwin Worthington (1849–1915), a member of the Masonic order of Knights Templar. It offers a biographical account of his life and examines a sword that used to belong to him. The source base comprised the following three groups: 1) items of material culture from the museum collection of Masonic swords at Cherkas Global University; 2) personal documents from commercial US databases; 3) regional periodical press materials (specifically, those from the newspaper Transcript-Telegram for 1915). The study’s findings revealed that Albert E. Worthington (1849–1915) was a fairly well-rounded person. During his youth, he received a good education and was professionally engaged in choral singing as a tenor – eventually, he remained attached to the choir at his local Baptist church throughout his life. Around 1885, he joined Masonry (a local Masonic lodge and Springfield Commandery No. 6, KT). It is this period that his sword which is part of the sword collection at Cherkas Global University (Exhibit No. 036/KT032) appears to date to. As regards his personal life, A.E. Worthington married twice and had three children. To date, no photographs of A.E. Worthington have been found, leaving the search for a likeness of him ongoing.

URL: https://ejce.cherkasgu.press/journals_n/1735147430.pdf
Number of views: 46      Download in PDF

Abstract:
The article is devoted to the study and assessment of the material support of maritime educational institutions of the Kherson gubernia in the 19th – early 20th centuries. The evolution of state support for the maritime sector of vocational and technical education, provision of educational and visual materials, and sources of funding are shown. The educational and methodological support and material support of maritime educational institutions were characterized by a certain diversity, which depended on the possibilities of funding from the local community. If, until the 1880s, maritime classes were insufficiently equipped, had poor libraries, and most subjects did not even have textbooks, then at the turn of the 19th century, educational institutions had good facilities and equipment, library funds sufficient for learning, and good support. Also, over time, the general support of most maritime schools had gradually improved, as evidenced by the enhancement of the arrangement of vocational schools in Kherson, Mykolaiv (Nikolayev), Odesa, which had turned into centers of maritime education in Southern Ukraine. To summarize, the primary sources of funding for maritime educational institutions were: 1) state funds; 2) funds of the local community; 3) funds of public societies and associations; 4) assistance from large enterprises and professional associations (Volunteer Fleet, Black Sea-Danube Shipping Company, Russian Society of Shipping and Trade); 5) private assistance. Thus, only a combination of state support and private and public initiatives in the funding of maritime education in Kherson gubernia made it possible to establish a specific network of educational institutions for training experts for the maritime field.

URL: https://ejce.cherkasgu.press/journals_n/1735147386.pdf
Number of views: 41      Download in PDF

URL: https://ejce.cherkasgu.press/journals_n/1735234817.pdf
Number of views: 183      Download in PDF