Magyar Pedagógia

magyar

Nikolett Turzó-Sovák — 2025-03-31

The mathematical thinking and performance of students is crucial for their school success. Although there are numerous standardized tests to measure mathematical performance (which include skills, content knowledge, and strategies), research focused on measuring the use of strategies by students during mathematical problem solving has garnered particular attention in recent decades. Using elementary school mathematical word problems, a wealth of evidence has already been gathered regarding students’ inflexible and ineffective strategy use. Elementary school students tend to adhere strongly to prescribed patterns or algorithms (Csíkos & Szitányi, 2020) when solving word problems. Various solution strategies employed by students can be detected through different methods, including eye tracking (Strohmeier et al., 2020). In our research, we sought to determine how flexible students are in their strategy use when solving mathematical word problems. Our results indicate that students rigidly cling to their previously made decisions, not changing them even when a new possible solution is presented. Based on the results of the eye movement study, we can say that students often do not examine the illustration beside the answer, even though it would aid them in responding. These findings could be important elements in expanding the methodological aspects of mathematics teaching. Educators might place greater emphasis on helping students reconsider their previously made responses, deemed “good”, after learning about alternative, broader interpretations.

WHAT MUSIC ATTITUDES DO STUDENTS BRING TO THEIR HIGH SCHOOL EDUCATION?

Tünde Kornélia Pintér — 2025-03-31

The current research aims to explore the challenges and circumstances surrounding high school singing and music education. A total of 427 4th- and 6th-grade students participated in a questionnaire survey. The purpose of the research is to uncover the musical experiences and attitudes of students as they transition from elementary to high school. The results indicated that students in elementary school preferred subjects such as foreign languages, history, mathematics, and chemistry, while they expressed negative or indifferent feelings towards music classes (Mean = 3.18). Additionally, it was found that the music teachers often changed during elementary school; in some cases, students received instruction from 7 to 8 different music teachers. In the lower grades, music lessons often involved group singing and rhythmic skill development tasks. However, in the upper grades, students reported that singing activities were frequently not prioritized. Students found that singing across a wider vocal range and accurately recognizing and producing pitches were the most challenging aspects of music classes. In contrast, their rhythmic skills were generally assessed positively. To improve their overall experience in music classes, most students called for a modernization of the curriculum, including listening to music and studying popular music in class.

Individual differences in artificial intelligence literacy among university students

Imre Fekete — 2025-03-31

This study explored university students’ artificial intelligence (AI) use across multiple European contexts, with a focus on key AI use dimensions, their application in learning, and individual differences. Using a non-representative convenience sample (N = 226), data were collected through a 15-construct questionnaire. Key findings revealed that students exhibited high levels of awareness in dimensions like Ethics and Responsibility, while reporting moderate to low engagement in General attitude and Study-use attitude, highlighting gaps in AI integration within educational routines. Notably, teachers’ influence was rated the lowest, signalling limited institutional support for AI-driven learning. A regression analysis identified four major predictors of Study-use attitude: positive General attitude and Perceived effectiveness boosted AI integration in learning, while Responsibility had a slight negative effect. Self-efficacy emerged as the strongest positive predictor, pointing towards the importance of confidence in tool selection and application for broader adoption. Several significant individual differences were observed in the sample. Male students reported higher scores in Experience, Study-use attitude, and Self-efficacy. Younger students displayed better Conceptual knowledge, while older students demonstrated greater Willingness to learn about them. Students in business disciplines outperformed their counterparts in humanities and education in both Experience and Reliability. Part-time students showed higher Responsibility and Ethics scores, whereas full-time students exhibited stronger Conceptual knowledge. These findings align with previous studies on AI literacy and highlight the need for tailored interventions to address gaps in AI integration and competence in education. Future research should examine longitudinal changes in AI literacy and the role of educators’ AI literacy in shaping students’ perceptions and practices. Enhanced focus on curriculum development for both bachelor’s and master’s programs is recommended to ensure comprehensive AI literacy training.