Public Schools Research Articles

A Study on the Self-Efficacy of Primary School Teachers: The Case of Public Schools in Telavi Municipality

A Study on the Self-Efficacy of Primary School Teachers: The Case of Public Schools in Telavi Municipality

Between Tuition Fees and Trainee Allowances: Financing of Schools in the German Health Care System

Schools in the health sector play a significant role in the structure of the German education system. In addition to public schools, there are numerous schools, either substitute or supplementary, in the private sector. Many schools are directly attached to a hospital, in contrast to others operating financially independently having cooperation agreements with corresponding facilities for practical training. This article explains the differences between public, substitute and supplementary schools in the health care sector, with particular emphasis on their financing. It also shows the impact of the integration of a school at a hospital. The information regarding the types of schools was generated through expert interviews and by reviewing current laws. A schematic illustration is intended to promote further understanding of school financing in the health care sector, thus contributing to more transparency. The legal framework conditions for the professions of physiotherapy, occupational therapy and speech therapy are elaborated, as well as basic German Law forming the legal basis for the Hospital Financing Act (KHG). The financing of public schools is regulated by law and is carried by the respective state or municipality. This also applies to public schools in the health care sector. Uniform regulations are also applicable to replacement and supplementary schools falling under the KHG. Trainees receive a salary if their schools cooperate with hospitals with which corresponding funding agreements are in place. However, private schools not affiliated with the KHG training fund must rely on alternative sources of funding, ultimately leading to the necessity to charge tuition fees. Different federal/state-specific regulations contributing to the financing of health care education is often unclear and incomprehensible. Due to current laws, tuition-free education cannot be guaranteed in every federal state or at every school. It remains to be seen if or to what extent changes will take place leading to uniform, transparent and comprehensible financing of the training landscape in the health professions in the German education system.

The Impact of Chat GPT On the Role Transformation of Chinese Public Junior High School Teachers

The use of Chat GPT in the classroom has been receiving widespread attention, but research on its impact on the role transformation of middle school teachers is still lacking. This paper analyses the challenges that the application of Chat GPT poses to teachers and classroom teaching in Chinese public junior high schools. The analysis concludes that the application of Chat GPT will challenge the teacher's subject position as a single lecturer, the traditional knowledge system, and the classroom teaching model. Students' information literacy will also affect the consequences of the use of Chat GPT in the classroom. Based on these findings, this paper proposes the following suggestions: teachers should be transformed from traditional single-classroom instructors, skilled laborers, and professional knowledge transmitters into leaders of human-computer collaborative teaching, explorers of innovative classrooms, and leaders of information literacy. In this way, teachers in public junior high schools could find themselves still important to students in the classroom.

Exploring distance learning in rural private schools in the Philippines: Challenges, coping mechanisms, and model development

The COVID-19 pandemic brought significant changes to the educational landscape, impacting not only public schools but also private learning institutions. This study explores the experiences of private schools at the administrative and faculty levels, focusing on the challenges encountered and the coping mechanisms employed in implementing distance learning. A descriptive phenomenology research design was used, emphasizing the subjective experiences of private school administrators and teachers. The researchers applied phenomenology to understand the core structure of their experiences in remote teaching and learning, with the goal of informing best practices and guiding potential changes in policies, theories, or responses to distance learning.Private schools faced a range of challenges due to this sudden shift, including insufficient professional preparation for teachers and inadequate technological infrastructure, both of which significantly affected the quality of distance learning. Despite these constraints, school leaders and teachers collaborated to propose strategies for mitigating the impact of these challenges. Key recommendations include prioritizing internet connectivity as a basic project for IT infrastructure with the support of school personnel and community leaders. Additional strategies involve offering diverse teaching modalities, conducting learner assessments, establishing effective communication and feedback systems, practicing efficient time management, fostering positive relationships, demonstrating professional integrity, advocating for ongoing training and simplified instruction, and recognizing the unique value of each learner within their academic environment.

Effect of Teachers Attitudes towards Teaching on Students’ Performance in Mathematics Subject in Public Day Secondary Schools in Rwanda: A Case of Huye District

The study investigated how teachers' attitudes toward teaching influenced students' academic progress in mathematics in a public secondary school in Huye District. Specifically, the research identifies the teachers' attitudes toward teaching that could influence the achievement of pupils in Mathematics-related subjects in public day secondary schools in Huye district. Guided by the Theory of Planned Behavior, this study used a combined method approach to collect both quantitative and qualitative data to examine how teachers' attitudes influence their teaching practices in Mathematics. Purposive and random sampling were applied to select sectors, schools, and participants, allowing for systematic data collection and analysis on teachers' attitudes and their influence on students’ performance. The target population for this study was 200, including 3 sector educational officers, 5 head teachers, 25 mathematics teachers and 167 Mathematics students; and the Yamane method was used to calculate a sample size of 134 respondents including 2 sector educational officers, 3 Head teachers, 15 teachers and 114 students. Primary data sources included surveys, while secondary data came from observation and interview methods. This study used purposive, stratified and simple random sampling procedures to create a sample group of respondents. The research collected and analyzed data using both quantitative and qualitative approaches. Content analysis helped with qualitative data analysis, while quantitative data was presented in SPSS Version 21.0 utilizing statistical methods such as descriptive (frequency, percentage, imply and deviation from the mean) and inferential statistics (correlational and regression analysis). For the study objective, the results show that 76.3% strongly agreed that teachers' communication skills, 69.3% strongly agreed that effective goal-setting, 64.9% strongly agreed that lesson preparation, 61.4% strongly agreed that lesson preparation, 78.1% strongly accepted that professional commitment, and 68.0% highly agreed that adaptability and flexibility reflect my teachers' attitudes toward teaching. 64.9% strongly agreed that early arrival in class during the teaching lesson reflects the teachers' attitudes toward teaching. The study found a strong positive correlation between exams, test results, and factors like interpersonal skills, goal-setting, lesson preparation, and professional commitment, which all contributed to improved student performance. The researcher concluded that early attendance and communication skills of teachers were also linked to positive educational outcomes, with tests enhancing performance across subjects. With a p-value below 0.05, the study showed that active class participation boosts effectiveness. Recommendations included improving teacher attitudes towards math, enhancing confidence, making Math enjoyable, investing in teacher training, providing resources and encouraging community involvement in Math careers. Regular follow-ups and ongoing professional development for teachers were also advised.

Teachers' perceptions of principals’ digital leadership practices in a school district in a developing country

The fourth industrial revolution's (4IR's) disruptive digital technologies and innovations are radically altering the educational environment. The aim and structure of schooling have become progressively digital and different from the norm. Understanding principals' digital leadership practices is particularly important in the transition to digital learning as it involves navigating the digital change process in schools. This study investigated teachers' perceptions of principals' digital leadership practices in their attempts to keep up with the digital shift. Drawing on the four core principles of transformational leadership theory, the study sought to identify leadership practices that could mobilise digital learning. A generic qualitative approach was used. The study looked at three public primary schools in the Gauteng West district in South Africa. Data were generated by means of three focus group interviews with teachers and individual interviews with three principals. The findings revealed that leadership in these schools was mainly confined to conventional leadership practices which did not promote the practice of digital leadership. The findings exposed the need for principals to improve their knowledge of digital leadership in their leadership practices. The findings further highlighted the need for system-wide change in the South African education sector to support principals in transforming schools into digital learning environments. These findings contribute to the theoretical knowledge of principals' digital leadership practices.

CIÊNCIA CIDADÃ E O ENSINO DE CIÊNCIAS: REFLEXÕES PARA BOAS PRÁTICAS A PARTIR DE UM CURSO DE FORMAÇÃO.

Scientific Literacy (SL) aims to develop students' and teachers' knowledge of Science and Technology for civic education. In this sense, numerous teaching approaches have emerged seeking to promote SL aspects in the classroom. Citizen Science (CS) is an emerging approach involving the school community in research problems, allowing students to engage in scientific practices through experimental protocols. Thus, this study aimed to identify and analyze, using Social Representations Theory (SRT), the representations of a group of teachers from the Paraná State public school system participating in a CS training course, focusing on their role in CS practices and reflecting on training for good CS practices. We used a questionnaire with the Free Word Association Technique (FWAT) to identify SR, inducing terms related to 3 axes: Scientific Knowledge, Citizen Science, and Science Teaching through Protocols. The group's evocations were analyzed using Bardin's content analysis, and organized into categories and subcategories. In the Scientific Knowledge axis, there is a predominance of generalist representations; for the Citizen Science axis, representations focus on participation, but more general notions still prevail; and in the Science Teaching through the Citizen Science axis, teachers present representations of a technical and pragmatic protocol. Therefore, we understand that for more meaningful training, it is necessary to involve teachers in building practices, allowing greater participation and engagement in CC concepts.

Nutritional status and physical activity levels of adolescents in public and private schools

Highlights The prevalence of overweight and obesity was high in both educational institutions. The overall level of physical activity in the adolescents was low. Public school students were more physically inactive compared to private school students. Tenth and eleventh graders are more physically inactive than ninth graders. Introduction: Obesity and physical inactivity in adolescents are associated with some diseases, and poor academic performance. Studies have reported differences in the level of physical activity according to the type of school. Objective: To compare the prevalence of obesity and physical inactivity in adolescents in a public and a private school. Materials and Methods: A cross-sectional study was conducted among adolescents attending a public school and a private school. Ninth, tenth, and eleventh-grade students between 14 and 17 years were included. Physical activity level was assessed using the Physical Activity Questionnaire for Adolescents, and nutritional status using body mass index for age. Results: Information was collected from 343 students, of whom 55.10% (n=189) were from a public school. The 28.28% were overweight. The overall level of physical activity in adolescents was low (mean= 1.97 95% CI 1.92 – 2.01). It was found that public school students were more inactive adjusted (PR= 1.40; 95% CI 1.03 - 1.92) compared to private school students. Discussion: Adolescents do not achieve optimal levels of frequency and duration of physical activity, highlighting the need for educational programs and attractive interventions to promote physical activity. Conclusion: Adolescent students have low levels of physical activity, with more inactive students in the public school compared to the private school. The prevalence of overweight was high in both schools. How to cite this article: Arias-Silva María V, Pedreros-Lemuz Valentina, Rodríguez-Perdomo Angie L, González-Lozano Raúl A, Ramos-Castaneda Jorge A. Nutritional status and physical activity levels of adolescent in public and private schools. Revista Cuidarte. 2024;15(3):e3942. https://doi.org/10.15649/cuidarte.3942

Enacting policy change in Jordanian public schools: interrogating the reproductive habitus of Al Faza’a leadership

ABSTRACT An extensive longitudinal study examining the enactment of Jordan’s Education Reform for Knowledge Economy (ERfKE) policy in public schools uncovered the pervasive influence of Al-Faza’a leadership, which is deeply rooted in tribal values of solidarity and kinship. This article analyses Al-Faza’a leadership as a culturally potent force that profoundly challenges policy change for education reform. Through a sociological study guided by Bourdieu’s theory of practice, our findings reveal Al-Faza’a leadership as a distinctive form of illusio that is all the more powerful when intertwined with the doxa of Sheikhocracy. We illustrate how Al-Faza’a leadership embodies a persistent reproductive habitus, obstructing ERfKE’s transformative potential and exemplifying resistance to externally imposed and culturally ill-suited reform agendas in Jordan’s schools. By dissecting nuanced sociocultural dynamics shaping leadership practices, the article focuses on the experiences and perspectives of public school principals charged with policy enactment. It illuminates embedded cultural practices within schools and the Ministry of Education that are steeped in long-held traditions and beliefs which undermine policy objectives. This grounded theory-building study highlights the unsuitability of imported policy ideals that assume universal applicability and emphasizes the necessity of culturally sensitive approaches to education policymaking, policy enactment, and, hence, to education reform.

Determinants of Students Performance in Information and Communication Technology Program in DEPED Secondary Schools

This study investigated the relationship between the observed organizational attributes and determinants of students performance in the information and communications technology program along five factors: provision of equipment, training of teachers, administrative support, monitoring and Evaluation assessment, and leadership style of school heads and learner’s academic performance in terms of mean percentile scores involving 59 classroom teachers in five public secondary schools in DepEd Eastern Samar division during the school year 2023-2024. The data concerning the respondents’ perceived observation on the determinant factors of students’ performance in ICT program were collected via an expert validated researcher-modified survey instrument and analyzed using frequency count, percentage, mean, spearman rho correlation at 0.05 level of significance. Findings revealed that all of the organizational attributes and determinant factors were “moderately observed” with a mean of 3.3146 and the learner’s academic performance in ICT were “satisfactory” at an average of 78.98%. Test on correlation indicated that training of teachers (p=0.45) as a determinant of success is significantly related to the learner’s academic performance in ICT. All the other determinant factors have p-values greater than the level of significance i.e., provision of equipment (p=.864), administrative support (p=.134), M & E Assessment (p=.191) and leadership style of school head (p=.160) and are not significantly related to the performance of learners in the DepEd secondary schools. Thus, the null hypothesis saying that there is no significant relationship between these determinant factors to the academic performance of learners in DepEd secondary schools is therefore true and accepted. Hence, the researcher recommends the conduct of extensive ICT training programs for teachers for them to teach better and to advance the digital literacy in Philippine schools.

Emotional Intelligence and Study Habits as Predictors of Online Learning Motivation of Students in Filipino

The study aims to predict the level of emotional intelligence, study habits, and their significant influence on the online learning motivation of students in Filipino. Analysis was conducted on data collected from 251 STEM students in selected public Senior High Schools who still opted for online learning as delivery of instruction. The study used a quantitative research design and applied a descriptive-correlational technique. Meanwhile, the adopted survey questionnaire was validated and used to gather the data needed for the study. Results revealed through weighted mean that the level of emotional intelligence, study habits, and online learning motivation of students in Filipino were high. With the help of regression analysis, results proved that there was a significant relationship among variables. Thus, the study also showed that learners with high levels of emotional intelligence and study habits significantly influenced their motivation to learn in an online environment, which results in academic success. These findings indicate that a strong foundation in emotion and systematic study habits in learning plays a vital role in sustaining motivation and acquiring knowledge online. Therefore, students will be more engaged in an online learning environment and will be encouraged to learn intrinsically when their emotional intelligence and study habits are well-established. School management, teachers, and institutions can use these findings to understand, support, and make interventions for the development of motivation in the modern way of learning in the online world.

Impact of the School Food Environment on Dietary Choices and Body Mass Index Among Adolescents: A Case Study of Secondary Schools in Suakoko District, Bong County, Liberia

Adolescence is a critical period for developing lifelong dietary habits, and the school food environment plays a significant role in shaping these behaviors. With increasing rates of obesity and malnutrition among adolescents, understanding the influence of the school food environment is crucial, particularly in sub-Saharan Africa, where traditional diets are transitioning towards more processed, calorie-dense foods. This study aimed to assess the impact of the school food environment on dietary choices and body mass index (BMI) among adolescents in Suakoko District, Bong County, Liberia. A cross-sectional design was employed involving 275 students from 23 randomly selected public and private secondary schools. Data were collected using structured questionnaires, direct observations of the school food environment, and anthropometric measurements. Statistical analysis, including chi-square tests, was conducted to explore the relationships between school food environment, dietary choices, physical activity, and BMI. The results revealed that 64% of the students did not frequently choose fruits and vegetables, with food choices primarily influenced by availability and taste. A significant relationship was found between physical activity and nutritional status (p = 0.017), with regular physical activity being linked to a healthier BMI. However, no significant associations were found between school promotion of healthy eating, nutrition education, or the presence of school gardens, and students’ BMI. In conclusion, although schools play a vital role in shaping dietary habits, this study emphasizes the need for more effective interventions to improve access to nutritious foods and promote physical activity. Addressing the gaps in school infrastructure and enhancing nutrition education could contribute to better health outcomes for adolescents in Liberia.

(Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden

ABSTRACT This article studies the (re)configurations of ‘public education’ in Norway and Sweden by empirically unpacking connections between marketisation, teacher professionalism and schools’ mandate to secure the individual rights of students and teachers. These countries share considerable common cultural and political history; however, they display varying trajectories and configurations in both educational policy and practice. This makes these cases particularly useful for comparing how ‘publicness’ and ‘public education’ are (re)configured in the two Nordic welfare states. This comparative exploration is framed by four dimensions of public schooling regarding national policy set-ups expressed through control, access, funding, and teaching. The data includes official policy documents, such as legislation and government reports. We unpack and discuss commonalities and differences by relating them to multiple issues of (re)configured ‘publicness’ and its implications. Moreover, we argue that the differences in the degrees to which inflows have shaped the Norwegian and Swedish education systems (despite their similarities) offer valuable opportunities for exploring (re)configurations of the notion of publicness.

Teacher epistemic curiosity: how principal–teacher conversation supports it

PurposeThe purpose of this study was to introduce teacher epistemic curiosity for student learning into the leadership literature and to determine if school principals can support it. The inquiry was organized by the following research question: In what ways can principal–teacher conversations support teacher epistemic curiosity for student learning? The research question guided the review of literature on epistemic curiosity, eventually leading to the leadership practice of transformative leadership conversation (TLC). A hypothesized model on the relationship between TLC and epistemic curiosity for student learning was advanced from research on student and employee curiosity and self-determination theory.Design/methodology/approachThe hypothesized model was tested with a correlational research design. Teacher survey data were collected in December 2023 from a random sample of certified public school teachers from a metropolitan area in a southwestern state of the USA. Usable survey responses were received from 2,022 teachers, resulting in a 55% response rate. The hypothesized model was tested with structural equation modeling in AMOS 28 using robust maximum likelihood estimation. The latent models include measurement and structural components.FindingsResults confirm the hypothesized relationships among TLC, need-satisfaction and teacher epistemic curiosity. TLC and need-satisfaction both had strong, direct relationships with teacher epistemic curiosity for student learning. TLC explained approximately 20% of the variance in teacher curiosity and need-satisfaction explained approximately 18%. The combined model accounted for approximately 55% of the variance in teacher epistemic curiosity.Originality/valueThe study emerged from robust evidence on the essential function of curiosity for knowing, learning, performance and life well-being, as well as limited research on social processes that leaders can leverage to stimulate teachers’ motivation to understand how their students learn. Curiosity is an inner energy behind learning; it fuels an innate drive to explore, know, create, design and adapt to our surroundings. Schools and classrooms come to life when teachers and students engage in learning from a place of curiosity, making this motivational resource worthy of leadership attention.

Lawton et al. v. Success Academy Charter Schools, Inc. (2018): Charter School Disciplinary Approaches and Students With Disabilities

By being public entities, Charter schools must meet federal legislative mandates (e.g., Section 504) in providing a free appropriate public education (FAPE) to students with disabilities—just as their traditional district public school counterparts must do. This legal update reviews a prominent case, Lawton et al. v. Success Academy Charter Schools, Inc. (2018). The case, which eventually settled for $1.1 million plus legal fees (nearly $1.3 million), serves as an illustration of challenges involving students with disabilities in charter schools using no-excuses disciplinary practices. After the review of the case is presented, ramifications for charter schools failing to accommodate students with disabilities in disciplinary matters are considered. Implications for practice are also discussed.

Most Hampering Factors in the Implementation of Total Quality Management at Public Secondary Schools in South Africa

The study aims to investigate the most inhibiting factors to the implementation of Total Quality Management (TQM) at public secondary schools in the King Cetshwayo district of KwaZulu-Natal province in South Africa. The study adopted a posistivist paradigm and employed aa quantitative research approach in order to attend to the nature of the research problem and present numerical data. Three hundred (300) teachers and departmental heads were conveniently, but randomly sampled, and served with questionnaires to participate in the study. Empirical findings of this study revealed that the most factors hampering implementation of TQM at public secondary schools were the lack of resources/financial resources, failure by top management to create a suitable environment for quality improvement, lack of management skills, and poor commitment and philosophy to devise quality management strategies by top management. This paper indicates the suggested changes which the Department Basic Education needs to implement to improve the quality of education in public schools. The proposed changes are: to train and capacitate school principals regarding the best TQM to be implemented. There is a need to resource and fund schools to ensure all TQM-related infrastructure and human resources are available for effective or successful implementation. Received: 23 March 2024 / Accepted: 30 October 2024 / Published: 05 November 2024

Teachers’ Perspectives on the Effectiveness of Moral Strategies for Character Formation in Public Secondary Schools in Kakamega County, Kenya

Philosophers and educationists contend that education plays a critical role in inculcating learners with moral values for character formation. Moral education for character formation is not an issue of personal choice but fundamental to society in promoting economic growth, prosperity, and order. However, there are a number of problems that hinder the process of reaching the identified ideal of character formation. Some of the challenges are associated curriculum content and the strategies applied by teachers. In school moral education for character formation is promoted through the teaching of subjects such as Christian Religious Education, Hindu Religious Education, or Islamic Religious Education, however they are exam or Cognitive oriented. This is manifested in unacceptable behaviors that are exhibited by students such as school arson, drugs and substance abuse, obscene behavior, and exploitation of school and other public resources. Therefore, this article sought to investigate teachers’ perspectives on the effectiveness of moral strategies for character formation in public secondary schools in Kakamega County, Kenya. Phenomenological theory guided this study. On the other hand, phenomenological hermeneutical method was applied in the study. The study employed a descriptive phenomenological research design to explore teachers' perceptions of moral education strategies for character formation in public secondary schools in Kakamega County, Kenya. This design was chosen because it enables the researcher gain insight into participants' lived experiences of a phenomenon without prejudices and preconceptions. It utilized an interpretive paradigm to understand teachers' perceptions of their social realities, focusing on subjective experiences and perspectives related to moral education. Purposive sampling was used to recruit 15 participants from seven public secondary schools. Unstructured interviews were employed to collect the data. The data collected was analyzed thematically using Braun and Clarke's six steps. The study established that there was mixed reaction on the effectiveness of strategies used in moral education for character formation. The minority of the participants observed that all the strategies were ineffective, while the majority indicated that guidance and counseling although less proactive, is the best strategy for moral education for character formation. The few who mentioned punishment indicated that it was the best method, although illegal and illicit in the current Kenyan schooling context. The study concluded that moral education strategies in public secondary schools in Kakakmega county, Kenya are largely ineffective, with only a few approaches like class meetings, student leadership, and clubs fostering deeper student engagement. Most strategies are implemented reactively and lack consistent emphasis, limiting their impact on character formation. To improve effectiveness, a more proactive approach and better implementation mechanisms are needed. The study recommends that teachers in Kakamega County be trained to use multiple moral strategies that require extensive student participation and include practical and reflective methods to promote character education. Moreover, moral education should be an integrated approach to ensure that students receive ethical education in many areas of learning to strengthen their morality in applying moral education in many facets of their learning.

Enhancing Teacher Organizational Citizenship Behavior in Junior High School of Depok City

Teachers play a crucial role as agents of learning who can enhance the quality of education. Here are several issues regarding teachers’ Organizational Citizenship Behavior that have not yet met expectations, making it a suitable subject for research to explore the efforts needed to enhance Organizational Citizenship Behavior among teachers at State Junior High Schools in Depok City. The aim this research is to identify the factors that can enhance teachers’ OCB in public junior high schools in Depok City. The method of this research is used in this study is descriptive qualitative. In the data collection process, we employed methods such as interviews, observations, focus group discussions, and documentation. Interviews were conducted with 22 teachers from 3 public junior high schools in Depok City. We carried out observations accompanied by notes as part of the documentation and observation studies to identify factors that can enhance teachers’ OCB behavior. The object of this research is teachers’ OCB behavior, while the subjects of the study are teachers from public junior high schools in Depok City. How To enhance teachers’ OCB (Organizational Citizenship Behavior)? The result is for improvement of OCB behavior among teachers at SMP Negeri Kota Depok can be influenced by two variables: team work and spiritual belief. The novelty of this research was found two variables to enhance the OCB. There are team work and spiritual. Contribution my research for the study is find new method to enhance OCB because the variable found in the field.

Investigating the Effect of Internet-Based Applications on Secondary School Students' Academic Achievement in Science, Motivation and Awareness of Web 2.0 Tools

In this study, the effect of internet-based applications on the academic achievement, motivation, and awareness of Web 2.0 tools of 6th grade middle school students on "Matter and Heat" was examined. The study group consisted of 73 (experimental: 50, control: 23) 6th grade students from a public school in Istanbul, Turkey. The study was conducted with an experimental design with pretest-posttest control group among quantitative research models. In the experimental group, science lessons were taught with the support of web 2.0 tools such as Nearpod, Canva and Quizizz, while in the control group, no additional application was made and the lessons were taught as specified in the curriculum. The data of the study were collected with the “Motivation Scale in Science Education”, “Matter and Heat Achievement Test” and “Awareness Scale for Web 2.0 Tools”. T-test and one-way factor analysis (ANCOVA) test were used to analyze the data. The results of this study showed that the academic achievement test scores of the experimental group students were higher than the control group and there was a significant difference between the academic achievement test scores of the experimental and control groups. The results showed that the science motivation scores showed a significant difference in favor of the experimental group and the science motivation scores of the experimental group students who were supported with web-based applications were higher than the control group. In addition, according to the results of the one-way analysis of covariance regarding the awareness of web 2.0 tools, there was a significant difference between the experimental group and the control group in favor of the experimental group in the post-test scores. In this study, the importance of planning and implementing science lessons supported by internet-based applications at the secondary school level was revealed.

Fostering Critical Digital Literacy Through Podcasting, Collaborative Work, and Oral Interaction

Introduction: Mastering a second or foreign language, especially oral communication, is complex and challenging, influenced by external pressures as seen in Colombia's education and language policy reforms, which compel teachers and institutions to address how to develop language skills with students. Objective: This study aimed to explore how collaborative podcast development, as a critical digital literacy practice, can enhance 11th graders' oral and critical interaction in English. Methodology: Conducted in a public school, the research employs a qualitative approach within a case study methodology. Although quantitative techniques like checklists and questionnaires were used for data collection, the study maintains a qualitative design. Through semi-structured interviews with a subgroup of five students, participants reflect on their experiences of collaborative learning and interaction in English while constructing a podcast. Data was analyzed using a triangulation method. Findings: Thematic analysis revealed that collaborative podcast development promoted English oral interaction among participants, fostering collaboration, exchange of thoughts and feelings, and increased language confidence. Discussion and Conclusions: The study advocates for a reexamination of digital practices in the classroom to promote English oral interaction from a critical perspective. It recommends collaborative podcast development as a digital practice to enhance oral interaction, empowering students to use English in social and academic contexts.