Author Guidelines
ARTICLE TITLE (Font size: 14, Times New Roman, Bold, Capital Letters, Line Spacing: 1)
Author(s) (Font size: 12, Times New Roman, Bold, Each Word Capital, Line Spacing: 1)
Affiliation (Font size: 12, Times New Roman, Italic, Each Word Capital, Line Spacing: 1)
Email (Font size: 12, Times New Roman, Italic, Line Spacing: 1, active hyperlink to email address)
Abstract: The abstract should contain 150-200 words and be followed by 3-5 key words. The font is Times New Roman, 11 pt, and justify. The abstract should summarize the paper. It consists of the background of the study, purposes of the research, method, and the results.
Key words: keyword 1, keyword 2, keyword 3 (3-5 words and/or phrases separate with comma)
INTRODUCTION (Font size: 12, Times New Roman, Bold, Capital Letters)
Introduction presents the background of the study, the research gap, the purposes of the study or research questions, and the significant of the study. Review of related literature should be included in this section as well. Introduction should cover as much as 15-20% of the length of the article.
RESEARCH METHOD (Font size: 12, Times New Roman, Bold, Capital Letters)
This section includes the design of the study, participants, instruments, procedures of data collection, and data analysis. It should be presented as much as 10-15% of the length of the article.
Sub heading (Font size: 12, Times New Roman, Bold, Italic, Justify, Sentence Case)
After spacing paragraph 3 pt is for the distance between the sub heading’s title and the sub heading’s contents. After spacing paragraph 3 pt is also for the distance between the sub heading’s contents and the next sub heading’s title. After spacing paragraph 10 pt is for the distance between the sub heading’s contents and the next heading’s title.
RESULTS AND DISCUSSION (Font size: 12, Times New Roman, Bold, Capital Letters)
The results and discussion section is written to present the results of the data analysis together with the interpretation and discussion of those results. The presentation of the results can be supported with tables, figures, images, etc. The results are further discussed and or interpreted critically relating to the introduction in the way the research questions stated and the literature reviewed. This section should end with the commentary on the importance of the findings in brief. It should be written reasonably and justifiably and not overstated. This part should include as much as 40-60% of the length of the article.
Captions for table are written above it with sequenced numbering. Line (border) of the table requires only horizontal lines. Captions for images are placed below the picture, also with providing sequenced numbering.
Table 1
The Mean and Standard Deviation of the Pedagogical and Andragogical Scores
Category | N | % | X | SD |
Pedagogy | 7 | 11.7 | 143 | 4.358 |
Andragogy | 51 | 83.3 | 166 | 13.1 |
*z=7.698, z> 1.96 | | | | |
HEADING (Font size: 12, Times New Roman, Bold, Justify, Capital Letters)
Sub heading (Font size: 12, Times New Roman, Bold, Italic, Justify, Sentence Case)
Sub-sub heading (Font size: 12, Times New Roman, Italic, Justify, Sentence Case)
CONCLUSION (Font size: 12, Times New Roman, Bold, Capital Letters)
The conclusion is intended to answer the research questions. It also explains the implications and limitations of the study as well as recommendations for future research. This part should contain as much as 10-15% of the length of the paper
REFERENCES (Font size: 12, Times New Roman, Bold, Capital Letters)
The proceedings refer to APA 7th referencing style. The references should be in alphabetical order, use Times New Roman (12), 1spaced. It is preferable to have academic journal as the references published in the last 10 years except for main references of particular theories. It is suggested to apply reference software like Mendeley and Zotero.
Buehl, M. M., & Beck, J. S. (2015). The relationship between teachers’ beliefs and teachers’ practices. In H. Fives and M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 66-84). Routledge.
Cheung, K.Y.F., Elander, J., Stupple, E. J. N., & Flay, M. (2018). Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity. Studies in Higher Education, 43(8), 1468-1483. https://doi.org/10.1080/03075079.2016.1264382
Creswell, J. W. (2014). Research design, qualitative, quantitative, and mixed methods approaches. Sage.
Loutfi, E. (2020, October 15). New benchmarking tool for higher ed seeks to address
workplace soft skills gap. https://www.chieflearningofficer.com/2020/10/15/new-benchmarking-tool-for-higher-ed-seeks-to-address-workplace-soft-skills-gap/
Molina, R., Fernandez, M.L., & Nisbet, L. (2011, April 23). Analyzing elementary preservice teachers’ development of content and pedagogical content knowledge in mathematics through microteaching lesson study (Paper Presentation). 10thAnnual College of Education and GSN Research Conference, Miami, Florida, America.
Molina, R. V. (2012). Microteaching lesson study: Mentor interaction structure and its
relation to elementary preservice mathematics teacher knowledge development (Doctoral's Dissertation, Florida International University).FIU Digital Commons. https://digitalcommons.fiu.edu/dissertations/AAI3517029/
UNESCO. (n.d). How are you learning during the Covid-19 pandemic? https://en.unesco.org/covid19/educationresponse/learningneverstops
