Haridusteaduste instituudi magistritööd – Master's theses

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    Investigating the influence of Toddle app utilization on affective engagement in a third-grade classroom
    (Tartu Ülikool, 2024) Jovanović, Dragan; Bardone, Emanuele, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
    This thesis explores the impact of using the Toddle app on third graders' affective engagement. It investigates how integrating this application affects students' motivation and emotional connection to their education. The study highlights the importance of thoughtful technology integration and its potential benefits on student affective engagement. By focusing on the Toddle app, and on one of the vital developmental stages, third grade, the research seeks to provide valuable insights for education professionals on enhancing learning experiences through technology. The findings indicate that the Toddle app can significantly boost students' motivation and emotional connection to their learning. Additionally, this study contributes to the ongoing discussion on technology integration in education.
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    Effects of using audio-visual materials on the listening performance of secondary EFL learners in Japan
    (Tartu Ülikool, 2024) Horikawa, Shintaro; Saks, Katrin, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
    This study investigates the impact of audio-visual materials on the listening performance of Japanese secondary EFL learners. Using a quasi-experimental design, 81 first-year high school students were divided into three groups, each exposed to different stimuli: hypervideo, video, and audio. Pre- and post-tests measured the effectiveness of these materials. Results showed no statistically significant improvement in listening comprehension for any group, though the audio group demonstrated the closest approach to significance. These findings suggest that while audio-visual materials may not significantly enhance short-term listening skills, audio-only resources might be more effective for test preparation. The study highlights the need for further research on long-term effects and multimodal integration in EFL education
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    Perspectives of generative AI chatbot usage among caregivers of young children aged 3–7 in Singapore
    (Tartu Ülikool, 2024) Hassan, Muhammad Imran bin; Bardone, Emanuele, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
    This study investigates caregivers’ perspectives on GenAI chatbots for learning activities with young children aged 3-7 in Singapore. How caregivers utilize Generative AI chatbots with children, and their views on its impact, are explored. Findings reveal that caregivers actively employ Generative AI chatbots to enhance children’s learning. While some caregivers embrace this technology, others remain cautious. Challenges include establishing effective school-home partnerships and ensuring safe use. As Generative AI evolves, educators and caregivers must adapt their practices to harness its potential in both home and school settings.
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    Online space as a repository of learning resources for students' knowledge and skills consolidation and individual practice
    (Tartu Ülikool, 2024) Griņeviča, Marija; Bardone, Emanuele, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
    The aim of the present action research was to distribute the classroom by the means of MIRO online space as a repository of learning resources, as well as to explore the use of some selected computer-assisted language learning tools, such as: DailyDictation.com, AptisWeb Listening Test to support Grade 9 students in preparation towards their state exam in English as a foreign language. The sample consisted of nineteen Grade 9 students from a vocational school in Latvia and covered the time period of three months. The data collection methods included questionnaires with open-ended questions and multiple-choice questions, as well as teacher’s self-reflection diary. The results showed that the repository of learning resources on the basis of MIRO online environment somewhat contributed to language as well as selfregulated learning skills’ development in the students, however, it would be hard to claim to which extent exactly did it make a positive effect on the learners’ performance at the state exam.
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    The In-betweens: exploring Briseño students' perspectives on digital literacy
    (Tartu Ülikool, 2024) Díaz Barriga Ramírez, Laura Cecilia; Siiman, Leo Aleksander, juhendaja; Mõttus, Pirjo, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
    Given Mexico's profound diversity, providing access to digital opportunities, while incredibly important, has left a huge part of the population, those who are not extremely poor but not wealthy either, unattended. Depending on public education to fill their educational needs, they become part of the second level gap of digital literacy: the skills gap. This case study explores the experiences, and perspectives of seven students from an in-between socio-economic neighbourhood in Mexico. Using a qualitative approach, the research identified three main themes: experiences with digital tools, perceptions about digital literacy, and encountered challenges. The findings reveal that students begin using digital devices at a young age, driven by needs for entertainment and education, often learning digital skills through family guidance and personal exploration rather than formal instruction. Despite self-reported proficiency, students face significant challenges, including distractions from digital tools, digital illiteracy, and insufficient teacher support, particularly during the pandemic. Thesechallenges highlight the necessity for a holistic approach to digital literacy that integrates both formal and informal learning environments and provides robust institutional support The findings contribute to grasp these students' perceptions about their educational needs regarding digital literacy and where to begin designing a training program that will fulfil these crucial needs.
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    Generative artificial intelligence in modern classroom: comparison of AI-generated reading tasks and authentic studying materials in English language lessons
    (Tartu Ülikool, 2024) Demchenko, Yuliia; Siiman, Leo Aleksander, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
    This thesis investigates the AI generated teaching content and its suitability for teaching English language to the modern students. The research focuses on reading tasks and materials created by Twee.app platform and compares them to the study materials found in authentic English textbooks. The study covers the basic requirements for educational tasks and compares the practicality of government-approved materials and AI-generated ones. Quantitative research, conducted through a survey method, is used to analyse the benefits and identify the defects of both sources. In the results section, the quality of AI-generated tasks is demonstrated, as they are highly evaluated by research participants. Limitations of the material type are discussed. Suggestions for further research are provided.
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    Designing learning activities to improve undergraduate student collaborative problem-solving skills in the multidisciplinary course in the postdigital educational landscape
    (Tartu Ülikool, 2024) Cernavska, Katerina; Bardone, Emanuele, juhendaja; Siiman, Leo Aleksander, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
    This thesis explores the approach to teaching and assessing collaborative problem-solving skills to undergraduate students in the multidisciplinary course. In the study, a large class of 59 students participated in four learning activities involving well- and ill-defined problems. The research findings indicate that students benefited more from well-structured and instructed tasks; on the other hand, ill-defined tasks exposed students to more opportunities and challenges to learn how to solve real-life problems collaboratively. The assessment was amenable to evaluating a variety of tasks focusing on capturing behaviour and the CPS skills across assignments and team members. The combination of assessment method mitigated the limitations of validity and reliability of the measures.
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    Investigating teachers' and students' perceptions and experiences with ChatGPT
    (Tartu Ülikool, 2024) Bedina, Anna; Ramos, Emedinajoy Hipolito; Bardone, Emanuele, juhendaja; Mõttus, Pirjo, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
    Artificial Intelligence (AI) is increasingly integrated into educational practices, with tools like OpenAI’s ChatGPT offering significant potential to improve teaching and learning processes. This study investigates the perceptions and experiences of middle and high school teachers and students regarding ChatGPT’s use in ESL classrooms. Employing an exploratory research design, qualitative data were collected from fifteen English teachers and thirty-four students from two schools in Tallinn. Findings indicate that teachers view ChatGPT positively for creating lesson materials and facilitating personalized learning despite concerns about academic integrity and over-reliance on AI. Students reported improvements in writing skills, vocabulary, and engagement. However, challenges include writing effective prompts and ensuring AI-generated content accuracy. The study emphasizes the need for teacher training on ethical AI integration.
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    Ülesannete kogumiku loomine 6–7aastaste laste matemaatiliste oskuste hindamiseks
    (Tartu Ülikool, 2024) Vals, Betti; Kivirähk-Koor, Triin, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Õpetajate arvamus hooldusõppe tugevustest ja kitsaskohtadest
    (Tartu Ülikool, 2024) Vahtramäe-Valkila, Piret; Kivirähk-Koor, Triin, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    II kooliastme loodusõpetuse soo teema käsitlemiseks kasutatavate õppetekstide kohandamine ja õppeülesannete koostamine õpiraskustega õpilastele
    (Tartu Ülikool, 2024) Tamme, Triin; Kivirähk-Koor, Triin, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    TEACCH programmi struktureeritud õppe elementide rakendamise mõju autismispektri häirega laste toimetulekule koolieelses lasteasutuses
    (Tartu Ülikool, 2024) Savi, Sanna; Kutsar, Kristina, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Matemaatika õpiabi korraldus Tartu linna ja maakonna koolides
    (Tartu Ülikool, 2024) Salus, Tiina; Kivirähk-Koor, Triin, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Arvutusülesannete sooritamisel esinevad vead ja ülesannete sooritamiseks kulunud aeg Eesti koolide 3. klasside matemaatika õpiraskusega õpilastel
    (Tartu Ülikool, 2024) Pertel, Maarja; Kivirähk-Koor, Triin, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Eesti lasteaiaõpetajate toimetulek agressiivse käitumisega ning hoiakud lasteaialaste seas esineva agressiivse käitumise osas
    (Tartu Ülikool, 2024) Peetsalu, Anne-Mai; Kiive, Evelyn, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Lasteaiast kooli üleminekut toetavad tegevused põhikooli lihtsustatud riikliku õppekava lihtsustatud õppe taseme alusel õpetavates erikoolides
    (Tartu Ülikool, 2024) Metsanurk, Kristina; Häidkind, Pille, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Õppeasutuste juhtide ja haridusametnike seisukohad seoses erivajadustega lapse ülemineku toetamisega lasteaiast kooli
    (Tartu Ülikool, 2024) Maask, Kaidi; Häidkind, Pille, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Üldist tuge vajavate algklassiõpilaste toetamine loovkirjutamisel
    (Tartu Ülikool, 2024) Lužetskaja, Irina; Pastarus, Kaja, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Aktiivsus- ja tähelepanuhäirega õpetajate ja tugispetsialistide tööga toimetulek ning kasutatavad strateegiad
    (Tartu Ülikool, 2024) Pääro, Eneli; Kiive, Evelyn, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut
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    Kuulamis- ja kommunikatsioonioskuste areng ajutüve implantaati kasutaval lapsel: juhtumiuuring
    (Tartu Ülikool, 2024) Valk-Vaht, Annika; Ojaste, Anneli, juhendaja; Lehes, Lagle, juhendaja; Tartu Ülikool. Sotsiaalteaduste valdkond; Tartu Ülikool. Haridusteaduste instituut