Journal of Learning Theory and Methodology 2022-12-28T18:58:00+02:00 Olha Ivashchenko Open Journal Systems <p>The <em>Journal of Learning Theory and Methodology</em> publishes didactic research papers in knowledge, abilities and skills development of children, adolescents, and students, which focus on motor and verbal learning.</p> <p><strong>The purpose of the journal</strong> is to provide scientific information and introduce the results of applied and fundamental research on didactics of motor and verbal learning, secondary and higher education, and learning psychology.</p> <p>Journal for scientists, specialists in didactics, learning psychology, teachers, and lecturers.</p> <p>Three issues per year. Established in 2020</p> <p>eISSN 2708-7581 | ISSN-L 2708-7573</p> Understanding Students’ Free-Body Diagrams Using the Metarepresentations Survey for Physics 2022-12-28T18:58:00+02:00 Gita Taasoobshirazi Benjamin C. Heddy Robert W. Danielson Eric R.I. Abraham Shelby Joji <p><strong>Study purpose.</strong> The Metarepresentations Survey for Physics (MSP) was developed to assess students’ metarepresentational knowledge during physics problem solving.<span class="Apple-converted-space"> </span></p> <p><strong>Materials and methods.</strong> The survey was given to 288 introductory-level college physics students. Psychometric properties of the instrument, including construct validity, were evaluated by confirmatory factor analysis and Rasch analysis.<span class="Apple-converted-space"> </span></p> <p><strong>Results.</strong> We also examined students’ beliefs about the use of free-body diagrams, as well as thoroughly examined the link between students’ problem solving success and free-body diagrams.<span class="Apple-converted-space"> </span></p> <p><strong>Conclusions.</strong> We recommend the use of the MSP for physics instructors and science education researchers who want to evaluate students’ free-body diagrams. Additionally, we suggest the subject of physics can be replaced with chemistry, genetics, or another science to assess metarepresentations in other domains.<span class="Apple-converted-space"> </span></p> 2022-10-31T00:00:00+02:00 Copyright (c) 2022 Gita Taasoobshirazi, Benjamin C. Heddy, Robert W. Danielson, Eric R.I. Abraham, Shelby Joji Enhancing Students’ Well-being: do Gender and Interpersonal Communication Matter? 2022-12-28T18:57:56+02:00 Suwarti Suwarti Febyarna Pasca Mayang Sety Pambudi Rahardjo Nuraeni Nuraeni <p><strong>Study purpose</strong>. Building social interactions is challenging due to difficulties in communicating clearly and adjusting to new learning systems. Because of the Covid-19 pandemic, there is a significant difficulty with this. There is a need to promote student well-being because of this unfavorable situation, which undoubtedly makes it harder to achieve. This research aimed to study the effect of interpersonal communication on students’ well-being in view of their gender in students in grades X and XI at Madrasah Aliyah Negeri 2 Banyumas, Indonesia, during learning in the pandemic period.<span class="Apple-converted-space"> </span></p> <p><strong>Materials and methods. </strong>This study used the quantitative method by testing simple linear regression and t-test. The study sample comprised a total of 265 students selected using the method of proportionate stratified random sampling. The instruments in this research used the scale of student well-being with reliability of (α Cronbach = 0.835), and the scale of interpersonal communication with reliability of (α Cronbach = 0.761).<span class="Apple-converted-space"> </span></p> <p><strong>Results. </strong>The results of this study showed that 1) interpersonal communication has an effect of 20.1% on the variation of students’ well-being; 2) students’ well-being for male and female students was not significantly different. The interpersonal communication between male and female students, however, differed significantly.<span class="Apple-converted-space"> </span></p> <p><strong>Conclusions.</strong> Therefore, according to this research, it is essential to practice the skill of interpersonal communication in order to be able to improve students’ well-being.</p> 2022-10-31T00:00:00+02:00 Copyright (c) 2022 Suwarti Suwarti, Febyarna Pasca Mayang Sety, Pambudi Rahardjo, Nuraeni Nuraeni Strength Abilities: Assessment and Specific Features of the Development of Elementary School-Aged Karate Boys 2022-12-28T18:57:48+02:00 Volodymyr Hontarenko Svitlana Marchenko Oleksandr Korol <p><strong>The purpose of this study</strong> is to determine the age-specific features of the manifestation of differences in the strength fitness of younger grade boys who attend a karate class at the sports and health stage.</p> <p><strong>Materials and methods.</strong> The study participants were 57 children who were tested to determine their level of strength abilities. They were divided into four age groups: 7-year-old boys (n=14), 8-year-old boys (n=15), 9-year-old boys (n=15), and 10-year-old boys (n=13). The children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. The children’s technical level corresponded to the student grades of 10th or 9th Kyu (Orange Belt). The solution of the set tasks involved the use of the following research methods: review and analysis of scientific and methodical literature, pedagogical observation, timing of educational tasks, testing of strength abilities, pedagogical ascertaining experiment, methods of mathematical statistics.</p> <p><strong>Results.</strong> Statistically significant age-specific differences were observed between the groups of boys aged 7 and 8 in the results of the following tests: push-ups (р=0.0001), 30 second sit-ups (р=0.001), pull-ups and chin-ups (р=0.008), flexed-arm hang (р=0.003), left hand dynamometry (р=0.023), standing long jump (р=0.0001); between the groups of boys aged 8 and 9 in the results of the following tests: 30 second sit-ups (р=0.046), pull-ups and chin-ups (р=0.004), flexed-arm hang (р=0.002); between the groups of boys aged 9 and 10 in the results of the following tests: standing long jump (р=0.014).</p> <p><strong>Conclusions.</strong> It was established that the boys have differences in various structural elements that characterize strength indicators. And these differences are in line with the age indicators and technical level of the karatekas.</p> 2022-10-31T00:00:00+02:00 Copyright (c) 2022 Svitlana Marchenko, Volodymyr Gontarenko , Oleksandr Korol Influencing Factors and Current Approaches to Academic Dishonesty in the Philippines during COVID-19 Pandemic: an Overview 2022-12-28T18:57:53+02:00 Laurence Beruin <p><strong>Study purpose.</strong> As the Philippines welcomes its new school year, academic dishonesty remains a prevalent concern in the academe. To provide an overview of the situation, this review paper was developed with the goal of presenting current information about academic dishonesty through 1) identification of influencing factors and 2) application of current approaches to academic dishonesty.<span class="Apple-converted-space"> </span></p> <p><strong>Materials and methods.</strong> Utilizing review of existing literature, this study described possible internal (laziness or procrastination, lack of proper time management, fear of failure, poor learning capability, motivation, state of mental health, self-attitude, capability, and intention) and external influencing factors (peer involvement, overwhelming academic workload, difficulty of subject/course, limited assistance of teachers, parental expectations, and use of digital technology) and current approaches to academic dishonesty (deterrence theory, rational choice theory, neutralization theory, planned behavior theory, as ignorance or confusion on teacher’s expectations, as learned behavior, and as coping strategy to stressful environment) that will serve as a reference point for researchers in investigating the extent of academic dishonesty in the country.<span class="Apple-converted-space"> </span></p> <p><strong>Results and conclusions.</strong> Similarly, findings revealed here can assist teachers, school administrators, and policymakers in crafting more effective solutions to limit or eliminate any forms of academic dishonesty within educational institutions.</p> 2022-10-31T00:00:00+02:00 Copyright (c) 2022 Laurence Beruin