Investigating Myths and Misconceptions Within the Maltese Primary School Setting
DOI:
https://doi.org/10.62695/IWAZ9789Keywords:
Educational Myths, Evidence-Based Education, Learning Styles, Bilingualism, Digital Learners, HomeworkAbstract
Educational myths occur when evidence-based research does not confirm common beliefs about learning and teaching methodology. On the other hand, educational misconceptions are beliefs which have been debunked by research but are still being used in a classroom setting. This research aims to investigate the beliefs of Maltese primary school educators concerning the main educational myths and misconceptions. The researcher seeks to provide a perspective of the local educators in relation to common educational myths and how these beliefs could infiltrate the Maltese educational system. A quantitative explorative design was utilised to evaluate the beliefs of Maltese primary school educators concerning four areas: Learning Styles, Bilingualism, Digital Learners and Homework. One hundred and seventy-nine educators responded to an online questionnaire. The researcher used descriptive and inferential statistics to analyse the data. Results indicate that primary school educators believe in myths related to learning styles the most, followed by misconceptions about homework provision. Chi-square analysis revealed that myths were widespread throughout different cohorts, where no difference between educators’ roles and level of education could be identified; however, some differences between sectors could be identified.
References
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism. Review of Educational Research, 80(2), 207–245. https://doi.org/10.3102/0034654310368803
Adey, P., & Dillon, J. (2012). Bad education: Debunking myths in education. McGraw-Hill Education (UK).
Albert, R. T., Albert, R. E., & Radsma, J. (2002). Relationships among bilingualism, critical thinking ability, and critical thinking disposition. Journal of Professional Nursing, 18(4), 220–229. https://doi.org/https://doi.org/10.1053/jpnu.2002.127015
Alivernini, F., & Lucidi, F. (2011). Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study. The Journal of Educational Research, 104(4), 241–252. https://doi.org/10.1080/00220671003728062
Armon-Lotem, S., de Jong, J., & Meir, N. (2015). Assessing multilingual children: Disentangling bilingualism from language impairment. Multilingual Matters.
Baron, N. S. (2017). Reading in a digital age. Phi Delta Kappan, 99(2), 15–20. https://doi.org/10.1177/0031721717734184/FORMAT/EPUB
Borges, R., & Lyddy, F. (2023). Language affects endorsement of misconceptions about bilingualism. International Journal of Bilingual Education and Bilingualism, 1–10. https://doi.org/10.1080/13670050.2022.2164478
Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the science says. LEARNing Landscapes, 7(1), 95–112.
Cheung, A. C. K., & Slavin, R. E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3), 198-215. https://doi.org/10.1016/J.EDUREV.2012.05.002
Comeau, L., Genesee, F., & Lapaquette, L. (2003). The modeling hypothesis and child bilingual codemixing. International Journal of Bilingualism, 7(2), 113–126. https://doi.org/10.1177/13670069030070020101
Cope, B., & Kalantzis, M. (1999). Multiliteracies: Literacy Learning and the Design of Social Futures. Multiliteracies: Literacy Learning and the Design of Social Futures, 1–348. https://doi.org/10.4324/9780203979402
De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2015). Urban myths about learning and education. Academic Press.
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3(OCT), 429. https://doi.org/10.3389/FPSYG.2012.00429/BIBTEX
Dolean, D. D., & Lervag, A. (2022). Variations of homework amount assigned in elementary school can impact academic achievement. The Journal of Experimental Education, 90(2), 280–296. https://doi.org/10.1080/00220973.2020.1861422
Dweck, C. (2015, August 22). Carol Dweck Revisits the ‘Growth Mindset’ (Opinion). Education Week. https://www.edweek.org/leadership/opinion-carol-dweck-revisits-the-growth-mindset/2015/09
Esteban Vázquez, C. (2012). Technology enhanced learning. New Educational Review, 29, 134–147.
Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2021). Using Multilevel Mixture Models in Educational Research: An Illustration with Homework Research. The Journal of Experimental Education, 89(1), 209–236. https://doi.org/10.1080/00220973.2019.1652137
Fuchs, T., & Woessmann, L. (2004). Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School. IDEAS Working Paper Series from RePEc.
Furey, W. (2020, April). The Stubborn Myth of ‘Learning Styles’. Education Next. https://web-s-ebscohost-com.ife.idm.oclc.org/eli/pdfviewer/pdfviewer?vid=0&sid=d8576eec-0d02-4e2b-a561-62d88ea5d026%40redis
Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic Effects of Homework in Privileged, High-Performing High Schools. The Journal of Experimental Education, 81(4), 490–510. https://doi.org/10.1080/00220973.2012.745469
Genesee, F. (2009). Early childhood bilingualism: Perils and possibilities. Journal of Applied Research on Learning, 2.
Goodchild, T., & Speed, E. (n.d.). Technology enhanced learning. Teaching in Higher Education. Critical Perspectives, 24(8), 948–963. https://doi.org/https://doi.org/10.1080/13562517.2018.1518900
Guiberson, M. (2013). Bilingual Myth-Busters Series Language Confusion in Bilingual Children. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 20(1), 5–14. https://doi.org/10.1044/cds20.1.5
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/J.TATE.2017.05.016
Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166–171. https://doi.org/10.1016/J.COMPEDU.2016.12.006
Koć-Januchta, M. M., Höffler, T. N., Eckhardt, M., & Leutner, D. (2019). Does modality play a role? Visual-verbal cognitive style and multimedia learning. Journal of Computer Assisted Learning, 35(6), 747–757. https://doi.org/10.1111/JCAL.12381
Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43(6), 456–473. https://doi.org/10.1016/j.jcomdis.2010.02.002
Kramarski, B., & Feldman, Y. (2010). Internet in the Classroom: Effects on Reading Comprehension, Motivation and Metacognitive Awareness. Educational Media International, 37(3), 149–155. https://doi.org/10.1080/09523980050184709
Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning and Individual Differences, 16(4), 321–335. https://doi.org/10.1016/J.LINDIF.2006.10.001
Matei, Ş., & Ciascai, L. (2015). Primary Teachers Opinion about Homework. Acta Didactica Napocensia, 8(3), 29–36.
Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation – Advances in Research and Theory, 41, 85–139. https://doi.org/10.1016/S0079-7421(02)80005-6
McAfee, M. (2018). Development and Validation of a Scale to Measure Development and Validation of a Scale to Measure Misconceptions About Educational Psychology Among Pre-Service Teachers [Doctoral Dissertation]. University of Central Florida. http://library.ucf.edu
Mifsud, C. L., & Vella, L. A. (2018). To Mix Languages or Not? Preschool Bilingual Education in Malta. In M. Schwartz (Ed.), Preschool Bilingual Education. Multilingual Education, vol 25 (pp. 57–98). Springer, Cham. https://doi.org/10.1007/978-3-319-77228-8_3
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Cognitive Science, 45(10), Article e13047. https://doi.org/10.1111/cogs.13047
Newton, P. M., & Miah, M. (2017). Evidence-based higher education – Is the learning styles ‘myth’ important? Frontiers in Psychology, 8(3), 444. https://doi.org/10.3389/FPSYG.2017.00444/BIBTEX
OECD. (2011). PISA 2009 Results: Students On Line: Digital Technologies and Performance (Volume VI). Organisation for Economic Co-operation and Development. https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/pisa2009resultsstudentsonlinedigitaltechnologiesandperformancevolumevi.htm
Paleczek, L., Pölzl-Stefanec, E., & Otrel-Cass, K. (2022). Special Issue: Rethinking educational practices and responsibilities in the light of digitalisation. International Journal of Educational Research, Article 102075. https://doi.org/10.1016/J.IJER.2022.102075
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts and evidence. Psychological Science in the Public Interest, Supplement, 9(3), 105–119. https://doi.org/10.1111/J.1539-6053.2009.01038.X/ASSET/IMAGES/LARGE/10.1111_J.1539-6053.2009.01038.X-FIG2.JPEG
Renwick, M. (2015). 5 Myths About Classroom Technology: How do we integrate digital tools to truly enhance learning? ASCD Arias.
Sawyer, R. K. (2008). Optimising Learning: Implications of Learning Sciences Research. Innovating to learn, learning to innovate, 45, 35–98.
Sayers, J., Petersson, J., Rosenqvist, E., & Andrews, P. (2021). Swedish parents’ perspectives on homework: Manifestations of principled pragmatism. Education Inquiry, 14. https://doi.org/10.1080/20004508.2021.1950275
Simmonds, A. (2014). How neuroscience is affecting education: Report of teacher and parent surveys. https://wellcome.ac.uk/sites/default/files/wtp055240.pdf
Statistics | Eurostat. (2021). Retrieved 9 June 2023, from https://ec.europa.eu/eurostat/databrowser/view/EDUC_UOE_PERP01__custom_6492691/default/table?lang=en
Thiemann, P. (2020). The different effects of digital devices on students’ motivation. Evidence from the United States. [Master Dissertation]. Lund University.
Thomas, S. (2016). Future Ready Learning: Reimagining the Role of Technology in Education. National Education Technology Plan. Office of Educational Technology, US Department of Education. http://tech.ed.gov
Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students’ homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101, 176–189. https://doi.org/10.1037/0022-0663.101.1.176
Vázquez-Cano, E., Gómez-Galán, J., Infante-Moro, A., & López-Meneses, E. (2020). Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa. https://doi.org/10.3390/su12020749
Walker, K. (2007). Homework: Too Much, Too Little? Research Brief. Education Partnerships, Inc. http://www.nwrel.org/request/oct00/most.html
Xu, J., Du, J., Cunha, J., & Rosário, P. (2021). Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects. Teaching and Teacher Education, 108, 1–15. https://doi.org/10.1016/j.tate.2021.103508