College of Education

Effects of Web-Based Academic Projects on EFL Students Writing Performance,Critical Thinking Skills and Writing Motivation

Sun, 01 Jun 2025 00:00:00 GMT

Effects of Web-Based Academic Projects on EFL Students Writing Performance,Critical Thinking Skills and Writing Motivation Yirga, Tseganesh The main objective of the study was to examine the effects of Web-based academic projects on EFL students’ writing performance, critical thinking skills and their motivation towards writing. A single group quasi-experimental design was employed, involving 35 second year English major students (30 males and 5 females) enrolled in advanced English course at Woldia University. Comprehensive sampling technique was used to select participants. Test was used to collect data about learners’ writing performance and their critical thinking skills in writing before and after intervention. Questionnaire was used to collect data about learners’ writing motivation before and after intervention. Textual analysis, students’ diary analysis and focus group discussion were also employed as data gathering instruments in order to triangulate the data obtained through test and questionnaire. The data obtained through students’ tests were analyzed quantitatively using one-way repeated measures Multivariate Analysis of Variance (MANOVA), as well as the data obtained through students’ questionnaires were analyzed using paired sample t-test. On the other hand, the data gathered using textual analysis, focus group discussion and students’ diary analysis were analyzed qualitatively through thematic analysis. Specifically, Google Docs was employed in this study among other academic Web-based writing applications. Hence, the results obtained from the MANOVA test indicated a significant difference in learners’ writing performance and critical thinking skills before and after the intervention which, F (10, 11) =9.013b P= .01 Wilks’ Lambda = .217, ηp2=.783, observed power =1.000. Similarly, the result obtained through using the paired sample t-test showed significance difference between learners’ writing motivation before and after intervention, particularly the highest mean difference was found in self-efficacy dimension in which its MD=-0.474 (t =- 7.794, p<.05). Likewise, the findings obtained through using the thematic analysis strengthen the statistical findings. Overall, the results of the study suggest that collaborative writing using academic web-based projects specifically, via Google Docs positively influenced students’ writing performance, critical thinking skills, and their motivation towards writing. Therefore, EFL teachers can employ academic Web-based projects besides the face-to-face collaborative writing approach as a means to develop their students’ writing performance and critical thinking skills, and increase their students’ motivation towards writing through considering the necessary conditions in using it in to account.

Relationships of Psychological Well-Being and Academic Support with Academic Achievement of First-Year University Students: The Mediating Roles of Academic Motivation and Resilience

Fri, 01 Aug 2025 00:00:00 GMT

Relationships of Psychological Well-Being and Academic Support with Academic Achievement of First-Year University Students: The Mediating Roles of Academic Motivation and Resilience Kerebeh, Biniyam This study examined the mediating roles of academic motivation and resilience in the relationships between psychological well-being, perceived academic support, and academic achievement among first-year students at Injibara University. A correlational design was employed to address these objectives. Instruments included adapted versions of Ryff’s Psychological Well-Being Scale, Gutiérrez et al.’s Perceived Academic Support Scale, Vallerand et al.’s Academic Motivation Scale, and Cassidy’s Academic Resilience Scale. Participants comprised 503 students (403 males, 100 females), selected via multi-stage stratified random sampling. Instrument validation involved translation and transcultural adaptation to ensure cultural relevance, followed by a pilot study with 200 students. Confirmatory factor analysis (CFA) assessed model fit using indices such as the Comparative Fit Index (CFI > 0.90), Root Mean Square Error of Approximation (RMSEA < 0.08), and chi-square/degrees of freedom ratio (< 3), confirming structural validity. Internal consistency was established with Cronbach’s alpha (> 0.70) and composite reliability (> 0.70), while convergent and discriminant validity were supported through average variance extracted (AVE > 0.50) and inter-construct correlations. Structural equation modeling (SEM) results demonstrated that psychological well-being exerted both direct and indirect effects on academic achievement, with academic motivation and resilience partially mediating this relationship, while perceived academic support showed solely an indirect effect, fully mediated by academic motivation and resilience. These findings highlight the importance of fostering psychological well-being and targeted support to enhance motivation and resilience, improving academic outcomes. The study offers recommendations for educational interventions, acknowledges limitations, and proposes future research directions.

The Effect of Van Hiele Group Guided-Discovery Instructional Approach on Tenth-Grade Students’ Plane Geometry Learning

Wed, 01 Oct 2025 00:00:00 GMT

The Effect of Van Hiele Group Guided-Discovery Instructional Approach on Tenth-Grade Students’ Plane Geometry Learning Anbess, Alemayehu Geometry is a branch of mathematics that helps in developing critical thinking, deductive reasoning, and problem solving through a comprehensive understanding of mathematical concepts. In contrast to this importance, secondary school students faced significant challenges in understanding plane geometry concepts. As a result, their lack of knowledge made it more difficult for them to understand basic ideas and to find solutions to everyday problems. Thus, the study examined the impact of the Van Hiele group-guided discovery instructional approach on tenth-grade students' motivation, engagement, conceptual understanding, and problem-solving abilities using a quasi-experimental, non-equivalent control group design. Further, the study answered whether the groups made statistically significant differences between them before and after the intervention in each dependent variable. In addition, the study shows the contribution of student motivation, engagement, and conceptual understanding on problem-solving abilities. Three carefully selected secondary schools in Hawassa, Ethiopia, took part in the main study focused on tenth-grade students. The control group was assigned to the school that was slightly farther away from the other two, while Experimental Group I and Experimental Group II were randomly assigned to the other two schools. To gather data, the study employed focus group discussion with selected tenth grade students, interviews with the mathematics teachers of those students, observation of the researcher, and pre-post-tests. ANOVA, Paired sample t-test, ANCOVA, and thematic analysis were used to analyze the data. Its success above the conventional way was demonstrated by the study, which found that the van Hiele group-guided discovery instructional approach greatly improved students' learning. The study concluded that the Van Hiele group guided-discovery instructional approach improves students' understanding of plane geometry and suggested that secondary school mathematics teachers use this integrated approach when teaching plane geometry. The study recommended that researchers test the effect of this teaching strategy's effectiveness at the primary school, higher education institutions, and in other subjects.

Enhancing Secondary School Students’ Conceptual Understanding and Problem-Solving Performance in Electricity Using Multiple Representations-Based Instruction Integrated with Formative Assessment Practice

Mon, 01 Sep 2025 00:00:00 GMT

Enhancing Secondary School Students’ Conceptual Understanding and Problem-Solving Performance in Electricity Using Multiple Representations-Based Instruction Integrated with Formative Assessment Practice Tesfaye, Dawit Improving students’ conceptual understanding and problem-solving performance in electricity is a central goal of secondary school physics education, as it enables them to apply theories and knowledge of electrical phenomena to various real-life situations. Success in grasping these abstract concepts and solving electricity-related problems strongly depend on students' ability to use multiple representations effectively. However, many secondary school students find it challenging to explain a concept in different ways, as it is a novel approach for them. The process of translation between representations and making the appropriate math-physics connections falls within students’ zone of proximal development, where they require guidance and support. This study examined the impact of using multiple representations-based instruction combined with formative assessment practice on secondary school students’ conceptual understanding and problem-solving performance in electricity at Dagmawi Tewodros Secondary School in Debre Tabor, Ethiopia. To achieve this goal, an explanatory sequential mixed approach employing a pre-test, post-test, control group quasi-experimental research design was utilized. The study was conducted with 101 Grade 11 students enrolled in two randomly selected intact classes. Students' conceptual understanding of electricity was assessed using an adapted Conceptual Test of Electricity (CTE), while problem-solving skills were evaluated with four electricity problems scored using an adapted Problem-Solving Performance Rubric (PSPR) that emphasizes best practices in problem-solving. Data analysis included independent t- test, pairwise t-tests and Multiple Analysis of Covariance (MANCOVA). Qualitative data, gathered through think-aloud interviews and semi-structured interview were analyzed thematically to understand students' reasoning in their problem-solving approaches and explore the impact of the intervention on students' conceptual understanding and problem-solving approaches. The findings of the study revealed that instruction utilizing multiple representations coupled with formative assessment practices, was significantly more effective in enhancing students' conceptual understanding and problem-solving performance in electricity compared to conventional lecture-based instruction. Thematic analysis of think-aloud interviews showed low achievers often relied on formula-based, trial-and-error approaches with limited conceptual understanding and poor representational skills, while high achievers displayed systematic reasoning, strong vii visual representation use, and self-monitoring. Semi-structured interviews further indicated that, the reformed instructional approach helped students visualize abstract concepts, foster connections between different ideas, activate prior knowledge, and receive valuable feedback and support. Thus, by offering various ways to understand concepts and guiding learning through formative assessment, educators can significantly enhance students' conceptual understanding and problem-solving, particularly in complex topics like electricity.