This study investigates the impact of dual cultural backgrounds on student engagement in school, specifically focusing on minority students in China who are adapting to a new culture. It examines the emotional, cognitive, and behavioral dimensions of student engagement, considering factors such as gender, socio-economic status (SES), and cultural knowledge and experiences. A survey was conducted among students in a Chinese secondary school, with participants completing it using traditional pen and paper. Regression analysis was performed on the collected data to determine the influence of bicultural identities on student engagement, while considering the effects of gender, SES, and cultural knowledge and experiences. The findings indicate that students with resilient bicultural identities show significantly higher levels of emotional, cognitive, and behavioral engagement in school compared to those with weaker bicultural identities. This highlights the importance of nurturing and supporting students' ethnic, national, and cultural identities to enhance their overall engagement and participation in education. The results underscore the significance of recognizing and embracing students' dual cultural backgrounds, creating an inclusive environment, and employing culturally relevant educational approaches. This research has implications for educators, policymakers, and stakeholders in promoting a culturally inclusive educational system. It emphasizes the need to acknowledge and assess students' diverse cultural backgrounds and suggests the benefits of incorporating culturally responsive pedagogy and support systems to enhance student engagement and academics success. By understanding the impact of bicultural identities on student engagement, educators can establish an environment that fosters support and empowerment, contributing to students' overall educational experiences and outcomes.
{"title":"The positive impact of bicultural identity on emotional, cognitive, and behavioral engagement: An exploratory analysis","authors":"Fazli Rabi, Ma Fengqi, M. Aziz","doi":"10.55284/ajce.v6i1.952","DOIUrl":"https://doi.org/10.55284/ajce.v6i1.952","url":null,"abstract":"This study investigates the impact of dual cultural backgrounds on student engagement in school, specifically focusing on minority students in China who are adapting to a new culture. It examines the emotional, cognitive, and behavioral dimensions of student engagement, considering factors such as gender, socio-economic status (SES), and cultural knowledge and experiences. A survey was conducted among students in a Chinese secondary school, with participants completing it using traditional pen and paper. Regression analysis was performed on the collected data to determine the influence of bicultural identities on student engagement, while considering the effects of gender, SES, and cultural knowledge and experiences. The findings indicate that students with resilient bicultural identities show significantly higher levels of emotional, cognitive, and behavioral engagement in school compared to those with weaker bicultural identities. This highlights the importance of nurturing and supporting students' ethnic, national, and cultural identities to enhance their overall engagement and participation in education. The results underscore the significance of recognizing and embracing students' dual cultural backgrounds, creating an inclusive environment, and employing culturally relevant educational approaches. This research has implications for educators, policymakers, and stakeholders in promoting a culturally inclusive educational system. It emphasizes the need to acknowledge and assess students' diverse cultural backgrounds and suggests the benefits of incorporating culturally responsive pedagogy and support systems to enhance student engagement and academics success. By understanding the impact of bicultural identities on student engagement, educators can establish an environment that fosters support and empowerment, contributing to students' overall educational experiences and outcomes.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126209353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education institutions are positioned to meet the rising need for students to become positive change agents. Change agents does not only benefit an individual but his/her community at large. The quality of a curriculum and it’s delivery to build and nurture skills are critical drivers of becoming a positive change agent. The 2016 and 2017 Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N), in Newark, New Jersey, was the population for this study. This is the first comprehensive study aimed to obtain the perceived experience of graduates since the origin of the program in 2015. A survey was conducted to evaluate the extent the curriculum contributes to skill enhancement to become change agents, and provide recommendations for the HLLC curriculum enhancement to prepare students to become change agents. A 5-point Likert scale ranking from not at all important to extremely important was included to determine the importance of the skills needed to be a change agent. The Cronbach alph of the survey was .87, revealing an excellent level of internal consistency among indicators of change agents outcome. The study findings revealed that the HLLC curriculum and resources prepared its students to become positive change agents. Students provided recommendations to enhance the HLLC curriculum. Other higher learning institutions may consider either creating or adopting similar curriculum structures and provide resources to equip students with the necessary skills or competencies to promote students’ perceptions to become change agents.
高等教育机构的定位是满足学生成为积极变革推动者的日益增长的需求。变革推动者不仅使个人受益，而且使他/她的整个社区受益。课程的质量及其培养技能的方式是成为积极变革推动者的关键驱动因素。位于新泽西州纽瓦克的罗格斯大学(Rutgers University - Newark) 2016年和2017年的荣誉生活学习社区(HLLC)是这项研究的参与者。这是自2015年该项目启动以来，首个旨在获取毕业生感知体验的综合性研究。本研究透过问卷调查，评估课程对提升学生成为变革推动者的技能的贡献程度，并为HLLC课程提升学生成为变革推动者提供建议。从不重要到极其重要的5分李克特量表被纳入其中，以确定成为变革推动者所需技能的重要性。调查的Cronbach alpha值为0.87，表明变革动因结果的指标之间具有极好的内部一致性。研究结果表明，HLLC的课程和资源使学生成为积极的变革推动者。学生提出建议，以加强HLLC课程。其他高等院校可以考虑创建或采用类似的课程结构，并提供资源，使学生掌握必要的技能或能力，以促进学生成为变革推动者的观念。
{"title":"Exploring the curriculum of the Honors Living-Learning Community at Rutgers university in Newark, New Jersey, and the perceived experiences of students as change agents","authors":"Davy Julian Du Plessis, Macsu Hill, T. Eatman","doi":"10.55284/ajce.v6i1.949","DOIUrl":"https://doi.org/10.55284/ajce.v6i1.949","url":null,"abstract":"Higher education institutions are positioned to meet the rising need for students to become positive change agents. Change agents does not only benefit an individual but his/her community at large. The quality of a curriculum and it’s delivery to build and nurture skills are critical drivers of becoming a positive change agent. The 2016 and 2017 Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N), in Newark, New Jersey, was the population for this study. This is the first comprehensive study aimed to obtain the perceived experience of graduates since the origin of the program in 2015. A survey was conducted to evaluate the extent the curriculum contributes to skill enhancement to become change agents, and provide recommendations for the HLLC curriculum enhancement to prepare students to become change agents. A 5-point Likert scale ranking from not at all important to extremely important was included to determine the importance of the skills needed to be a change agent. The Cronbach alph of the survey was .87, revealing an excellent level of internal consistency among indicators of change agents outcome. The study findings revealed that the HLLC curriculum and resources prepared its students to become positive change agents. Students provided recommendations to enhance the HLLC curriculum. Other higher learning institutions may consider either creating or adopting similar curriculum structures and provide resources to equip students with the necessary skills or competencies to promote students’ perceptions to become change agents.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127056273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studying and applying English as a foreign language in Kurdistan Region has been used in academic and non-academic fields. The use of the first language (L1) in Learning English in a nation where it is not the primary language is known as English as a foreign language (EFL). For instance, since English isn't the Nation's official language, students in Iraq studying it are categorized as EFL students. Sessions are a source of ongoing debate among professionals and academics throughout the globe, especially whether it helps or hinders English teaching. The researcher wants to see whether the Kurdish language helps teach English in academic places. Two institute students were selected randomly. This research focused on classroom dynamics regarding the amount of L1 usage in English lecture halls in Kurdistan. This study aimed to show instructors' and students' opinions and attitudes on using first-language and second-language classrooms. The two teachers and two high and two low-achiever students were interviewed, and the lessons were watched and videotaped for six sessions. The results revealed that using Kurdish too often can demotivate learners. Thus, the students who were questioned expressed their displeasure with the inappropriate usage and use of L1 in L2 lessons. This study examines applying the first language in EFL Iraqi Kurdistan institutes. Scholars and EFL instructors throughout the globe have discussed how utilizing L1 in EFL classrooms may be an aid or a burden, depending on how we look at it.
{"title":"Using the Kurdish language in the EFL classrooms: An investigation of teachers' and students' perceptions and attitudes between two institutes in Sulaymaniyah city","authors":"Z. Ghafar, A. A. Mohamedamin","doi":"10.55284/ajce.v6i1.832","DOIUrl":"https://doi.org/10.55284/ajce.v6i1.832","url":null,"abstract":"Studying and applying English as a foreign language in Kurdistan Region has been used in academic and non-academic fields. The use of the first language (L1) in Learning English in a nation where it is not the primary language is known as English as a foreign language (EFL). For instance, since English isn't the Nation's official language, students in Iraq studying it are categorized as EFL students. Sessions are a source of ongoing debate among professionals and academics throughout the globe, especially whether it helps or hinders English teaching. The researcher wants to see whether the Kurdish language helps teach English in academic places. Two institute students were selected randomly. This research focused on classroom dynamics regarding the amount of L1 usage in English lecture halls in Kurdistan. This study aimed to show instructors' and students' opinions and attitudes on using first-language and second-language classrooms. The two teachers and two high and two low-achiever students were interviewed, and the lessons were watched and videotaped for six sessions. The results revealed that using Kurdish too often can demotivate learners. Thus, the students who were questioned expressed their displeasure with the inappropriate usage and use of L1 in L2 lessons. This study examines applying the first language in EFL Iraqi Kurdistan institutes. Scholars and EFL instructors throughout the globe have discussed how utilizing L1 in EFL classrooms may be an aid or a burden, depending on how we look at it.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124683601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The application of mathematical concepts to real-world problems causes students to have difficulty with the concepts. On undergraduate students, a quasi-experimental research study and visualisation of calculus concepts were conducted as part of a larger project. They were discovered to have a preference for mathematics. As a result, students gained a better understanding of concepts and a more positive attitude. In our class, we had two groups of students who were both from the computer science department and who had both taken the same calculus course. Each group, consisting of fifteen students, was divided into two groups: the control group and the experimental group. Using a traditional learning method, the students in the control group were taught topics such as differentiation and integration, among others. The experiment group, on the other hand, had taught the same lesson using a Microsoft Mathematics visualisation tool, instead. The findings revealed that using Microsoft Mathematics visualisation, the students gained a more significant, positive, broader, and conceptual understanding of calculus than they would have otherwise. In addition, the quasi-experimental study found that there was a statistically significant difference in students' attitudes between the pre-test and the post-test. With the help of Microsoft Mathematics visualisation, students were more fascinated and attracted towards calculus concepts than before.
{"title":"The Impact of the Use of Microsoft Mathematics Calculus Visualization on Student's Attitude","authors":"Fazli Rabi, Ma Fengqi, M. Aziz","doi":"10.55284/ajce.v5i2.803","DOIUrl":"https://doi.org/10.55284/ajce.v5i2.803","url":null,"abstract":"The application of mathematical concepts to real-world problems causes students to have difficulty with the concepts. On undergraduate students, a quasi-experimental research study and visualisation of calculus concepts were conducted as part of a larger project. They were discovered to have a preference for mathematics. As a result, students gained a better understanding of concepts and a more positive attitude. In our class, we had two groups of students who were both from the computer science department and who had both taken the same calculus course. Each group, consisting of fifteen students, was divided into two groups: the control group and the experimental group. Using a traditional learning method, the students in the control group were taught topics such as differentiation and integration, among others. The experiment group, on the other hand, had taught the same lesson using a Microsoft Mathematics visualisation tool, instead. The findings revealed that using Microsoft Mathematics visualisation, the students gained a more significant, positive, broader, and conceptual understanding of calculus than they would have otherwise. In addition, the quasi-experimental study found that there was a statistically significant difference in students' attitudes between the pre-test and the post-test. With the help of Microsoft Mathematics visualisation, students were more fascinated and attracted towards calculus concepts than before.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117328675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The education sector is becoming more and more reliant on modern technology, which has led to constant communication with students and the availability of many forums for learning support. The study adopted a correlational survey research designed to examine the impact of modern technology on undergraduate students for teaching and learning in tertiary institutions. Three research objectives, three research questions and three hypotheses guided the study. The population of the study is 122 year two students from the department of library and information science, Faculty of Education, Rivers State University and 128 year two students from the department of curriculum studies/instructional technology, Faculty of Education, Ignatius Ajuru University of Education. A sample of 100 students was used for the study. A structured questionnaire was used for the study with a 32 item. Face validity and a reliability coefficient of 0.82 was obtained. Mean and Z test were the statistical tools used for the study. According to the report, modern technology gives teachers and students immediate feedback and enables students to pick up practical life skills. It was suggested that teachers give students a list of places in their school district that offer free internet access (cafés, libraries, restaurants, etc.).
{"title":"Impact of Modern Technology on Undergraduate Students for Teaching and Learning in Tertiary Institutions","authors":"Kasumu Rebecca Oluwayimika, Augustine Sandra Eberechukwu","doi":"10.55284/ajce.v5i2.779","DOIUrl":"https://doi.org/10.55284/ajce.v5i2.779","url":null,"abstract":"The education sector is becoming more and more reliant on modern technology, which has led to constant communication with students and the availability of many forums for learning support. The study adopted a correlational survey research designed to examine the impact of modern technology on undergraduate students for teaching and learning in tertiary institutions. Three research objectives, three research questions and three hypotheses guided the study. The population of the study is 122 year two students from the department of library and information science, Faculty of Education, Rivers State University and 128 year two students from the department of curriculum studies/instructional technology, Faculty of Education, Ignatius Ajuru University of Education. A sample of 100 students was used for the study. A structured questionnaire was used for the study with a 32 item. Face validity and a reliability coefficient of 0.82 was obtained. Mean and Z test were the statistical tools used for the study. According to the report, modern technology gives teachers and students immediate feedback and enables students to pick up practical life skills. It was suggested that teachers give students a list of places in their school district that offer free internet access (cafés, libraries, restaurants, etc.).","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132041706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The significance of school environmental factors to girls’ education remains central because they have a tremendous impact on the quality of teaching and learning of pupils as well as the extent of attention they pay to lessons when in classrooms. This means that schools that fail to provide a conducive atmosphere for teaching and learning may hardly achieve quality in their pupils particularly the aspect of educational excellence. This situation continues to be among the reasons for wider disparities in the performance of girls and boys in a number of districts in Uganda. The main thrust of this research was to determine the effect of physical facilities on girls’ education in Oyam district. The study was guided by the cross-sectional survey using a mixed methods approach and structured questionnaires were administered to 139 respondents. Both Means and Standard Deviations were used to describe the variables while correlation analysis and regression analysis were used to determine the relationship and the effect respectively. The results reveal that physical facilities predict approximately 21% variation of all the possible factors that are likely to account for the quality of girls’ education in Oyam district (Adj. R2= 0.205). It is encouraged that a conducive school environment in terms of quality physical facilities becomes a central concern among key stakeholders if the quality of girls’ education is to be enhanced in Oyam district.
{"title":"Physical Facilities as Predictors of the Quality of Girls’ Education at Primary School Level in Oyam District, Lango sub-region, Uganda","authors":"Alem Robert Okwang, D. Mwesigwa","doi":"10.55284/ajce.v5i2.778","DOIUrl":"https://doi.org/10.55284/ajce.v5i2.778","url":null,"abstract":"The significance of school environmental factors to girls’ education remains central because they have a tremendous impact on the quality of teaching and learning of pupils as well as the extent of attention they pay to lessons when in classrooms. This means that schools that fail to provide a conducive atmosphere for teaching and learning may hardly achieve quality in their pupils particularly the aspect of educational excellence. This situation continues to be among the reasons for wider disparities in the performance of girls and boys in a number of districts in Uganda. The main thrust of this research was to determine the effect of physical facilities on girls’ education in Oyam district. The study was guided by the cross-sectional survey using a mixed methods approach and structured questionnaires were administered to 139 respondents. Both Means and Standard Deviations were used to describe the variables while correlation analysis and regression analysis were used to determine the relationship and the effect respectively. The results reveal that physical facilities predict approximately 21% variation of all the possible factors that are likely to account for the quality of girls’ education in Oyam district (Adj. R2= 0.205). It is encouraged that a conducive school environment in terms of quality physical facilities becomes a central concern among key stakeholders if the quality of girls’ education is to be enhanced in Oyam district.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125399826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of Facebook Social Networking Platform (FSNP) boost pedagogical interactions between students and teachers which impacts on learner academic achievement. The purpose of the study was to establish the effect of time spend on FSNP on learner academic achievement in Computer Studies in public secondary schools, Nairobi County, Kenya. The objective was to establish the difference in learner academic achievement between learners who spent different amounts of time on FSNP and those who did not. The study targeted form three students taking Computer Studies. Quantitative data was obtained using pre-test and post-tests scores and qualitative data using a questionnaire and lesson observation. Purposive sampling was used to obtain 250 students from 3 boys’ and 3 girls’ public secondary schools which offer Computer Studies. Descriptive statistics computed included frequencies, means, variances and standard deviation. Inferential statistics included ANOVA and t tests. Findings shown a statistically significant differences in learner academic achievements between learners who spent different amount of time on FSNP and those who did not; t statistic [t (110) = 10.10, p = .00] and [t (145) = 11.37, p = .00] for the post-test mean scores of the students who spent regulated time (less than 3) and unregulated time (more than 3) hours per day on the platform respectively for five weeks. The study concluded that time spend on FSNP has a positive effect on learner academic achievement among Computer Studies students and that regulating the time students spend on the platform enable them to post higher achievement.
Facebook社交网络平台(FSNP)的使用促进了学生与教师之间的教学互动，从而影响了学习者的学业成就。本研究的目的是在肯尼亚奈洛比县的公立中学建立FSNP时间对学生计算机学习成绩的影响。目的是确定在FSNP上花费不同时间的学习者和没有FSNP的学习者之间学习成绩的差异。这项研究针对的是三名学习计算机专业的学生。定量数据通过测试前和测试后的分数获得，定性数据通过问卷调查和课堂观察获得。采用有目的抽样的方法，从开设计算机课程的3所男校和3所女校的公立中学获得250名学生。计算的描述性统计包括频率、平均值、方差和标准差。推论统计包括方差分析和t检验。研究结果显示，在FSNP上花费不同时间的学习者和没有花费不同时间的学习者在学习成绩上存在统计学上的显著差异;T统计量[T (110) = 10.10, p = .00]和[T (145) = 11.37, p = .00]分别为5周每天在平台上花费固定时间(少于3小时)和固定时间(超过3小时)的学生的测试后平均分数。该研究得出结论，在FSNP上花费的时间对计算机专业学生的学习成绩有积极影响，并且调节学生在平台上花费的时间可以使他们取得更高的成绩。
{"title":"Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya","authors":"P. Mulwa, E. Muriithi, S. Mwanda, Jc Gatumu","doi":"10.55284/ajce.v5i2.655","DOIUrl":"https://doi.org/10.55284/ajce.v5i2.655","url":null,"abstract":"The use of Facebook Social Networking Platform (FSNP) boost pedagogical interactions between students and teachers which impacts on learner academic achievement. The purpose of the study was to establish the effect of time spend on FSNP on learner academic achievement in Computer Studies in public secondary schools, Nairobi County, Kenya. The objective was to establish the difference in learner academic achievement between learners who spent different amounts of time on FSNP and those who did not. The study targeted form three students taking Computer Studies. Quantitative data was obtained using pre-test and post-tests scores and qualitative data using a questionnaire and lesson observation. Purposive sampling was used to obtain 250 students from 3 boys’ and 3 girls’ public secondary schools which offer Computer Studies. Descriptive statistics computed included frequencies, means, variances and standard deviation. Inferential statistics included ANOVA and t tests. Findings shown a statistically significant differences in learner academic achievements between learners who spent different amount of time on FSNP and those who did not; t statistic [t (110) = 10.10, p = .00] and [t (145) = 11.37, p = .00] for the post-test mean scores of the students who spent regulated time (less than 3) and unregulated time (more than 3) hours per day on the platform respectively for five weeks. The study concluded that time spend on FSNP has a positive effect on learner academic achievement among Computer Studies students and that regulating the time students spend on the platform enable them to post higher achievement.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131676151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examined the effectiveness of paired reading strategy on reading ability of struggling readers in Uyo Local Government Area, Akwa Ibom State, Nigeria. A quasi-experimental study was adopted. The study population was all the 2,974 primary three pupils in all the 47 public primary schools. The purposive sampling technique was used to select a sample size of 73 primary three pupils from two intact classes. Reading Level Classificatory Test (RLCT) (Beginners), Reading Level Classificatory Test (RLCT) (Intermediate), Reading Level Classificatory Test (RLCT) (Proficient) and Struggling Readers Reading Ability Test (SRRAT) were used as the instruments for the study.. Kudar Richardson Formula 21 was used to determine the internal consistency of the instruments, which yielded coefficient indexes of 0.68 for Reading Level Classificatory Test (Beginners), 0.74 for intermediate, 0.69 for proficient and 0.90 for SRRAT. Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypothesis. The study revealed a significant difference in the mean reading ability scores of struggling readers exposed to paired reading strategy and those exposed to choral reading strategy. Based on the study's findings, the researchers recommended, among others, that all classroom teachers make efforts to integrate paired reading strategy into teaching reading.
{"title":"Effectiveness of Paired Reading Strategy on Reading Ability of Struggling Readers in Primary Schools in Uyo L.G.A, Akwa Ibom State","authors":"Olota Philip Olaoluwa, Samitha Ebey","doi":"10.55284/ajce.v5i1.648","DOIUrl":"https://doi.org/10.55284/ajce.v5i1.648","url":null,"abstract":"The study examined the effectiveness of paired reading strategy on reading ability of struggling readers in Uyo Local Government Area, Akwa Ibom State, Nigeria. A quasi-experimental study was adopted. The study population was all the 2,974 primary three pupils in all the 47 public primary schools. The purposive sampling technique was used to select a sample size of 73 primary three pupils from two intact classes. Reading Level Classificatory Test (RLCT) (Beginners), Reading Level Classificatory Test (RLCT) (Intermediate), Reading Level Classificatory Test (RLCT) (Proficient) and Struggling Readers Reading Ability Test (SRRAT) were used as the instruments for the study.. Kudar Richardson Formula 21 was used to determine the internal consistency of the instruments, which yielded coefficient indexes of 0.68 for Reading Level Classificatory Test (Beginners), 0.74 for intermediate, 0.69 for proficient and 0.90 for SRRAT. Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypothesis. The study revealed a significant difference in the mean reading ability scores of struggling readers exposed to paired reading strategy and those exposed to choral reading strategy. Based on the study's findings, the researchers recommended, among others, that all classroom teachers make efforts to integrate paired reading strategy into teaching reading.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"163 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131653342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study reports findings that profiled students at the University of Namibia and discusses major dimensions enabling or hindering learning and teaching in higher education. The study further assesses the various teaching strategies preferred by students. Information ranging from gender, marital status, ethnicity, age, educational background and funding was analysed. To collect data, an online questionnaire survey link was distributed to 99 third year nursing students using their student emails. Simple random sampling method was quantitatively used to select 30 participants email addresses. About 21 students completed online survey questionnaires. Captured data was analysed descriptively through google documents to describe the study features. A five point Likert scale was used to measure participation, motivation, support, performance and inclusion, which remain crucial in enabling or hindering learning in higher education. Findings show that there was diversity in the classroom in terms of ethnicity, age, home languages. The student population dominantly comprised of northern tribes of Namibia. There were also students with disability, requiring special educational needs. The study revealed that students participated in the classroom through asking questions and get motivated by teacher feedback, and aspirations of having a brighter future. Students agreed that studying hard and attending classes will improve their academic performance, despite time and financial challenges. The study recommends that the university should re-assess student admission into programmes to ensure ethnic diversity. Further, the School of Nursing should hold career fairs to mobilise prospective students on the nursing career, especially with the aim to attract male candidates.
{"title":"Student Profiling and Key Dimensions- Enhancing Higher Education Learning and Teaching in Namibia","authors":"Dortea Shipena, N. Mbukusa, Timothy Sibanda","doi":"10.55284/ajce.v5i1.603","DOIUrl":"https://doi.org/10.55284/ajce.v5i1.603","url":null,"abstract":"The study reports findings that profiled students at the University of Namibia and discusses major dimensions enabling or hindering learning and teaching in higher education. The study further assesses the various teaching strategies preferred by students. Information ranging from gender, marital status, ethnicity, age, educational background and funding was analysed. To collect data, an online questionnaire survey link was distributed to 99 third year nursing students using their student emails. Simple random sampling method was quantitatively used to select 30 participants email addresses. About 21 students completed online survey questionnaires. Captured data was analysed descriptively through google documents to describe the study features. A five point Likert scale was used to measure participation, motivation, support, performance and inclusion, which remain crucial in enabling or hindering learning in higher education. Findings show that there was diversity in the classroom in terms of ethnicity, age, home languages. The student population dominantly comprised of northern tribes of Namibia. There were also students with disability, requiring special educational needs. The study revealed that students participated in the classroom through asking questions and get motivated by teacher feedback, and aspirations of having a brighter future. Students agreed that studying hard and attending classes will improve their academic performance, despite time and financial challenges. The study recommends that the university should re-assess student admission into programmes to ensure ethnic diversity. Further, the School of Nursing should hold career fairs to mobilise prospective students on the nursing career, especially with the aim to attract male candidates.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130584069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Valentine Joseph Owan, B. Bassey, Mercy Bassey Ekpe
Assessment of students’ attitudes towards test-taking in secondary schools in Afikpo Education Zone of Ebonyi State, Nigeria was the main thrust of this study. The study was guided by four null hypotheses in line with the ex-post facto research design. Proportionate stratified random sampling technique was employed in selecting a sample 1,276 respondents from a population of 12,763 students distributed across 43 public and 71 private secondary schools in the study area. Students’ Attitudes Towards Test-Taking Questionnaire (SATTQ) with Cronbach's alpha reliability coefficient of .893 was used for data collection. The null hypotheses were all tested at .05 level of significance using population t-test and independent t-test statistical methods. Emerging findings showed that the level of students’ attitudes towards test-taking as an academic activity in secondary schools is significantly high. It was also shown that males students, students in urban and private schools significantly differ in their attitudes towards test-taking as an academic activity, from female students and students in rural and public secondary schools. Based on these findings, it was recommended, amongst others, that all students irrespective of gender, school type and school location should be properly counselled by both teachers and professional counsellors to develop positive attitudes towards taking tests in schools.
{"title":"Assessment of Students’ Attitude towards Test-Taking in Secondary Schools in Afikpo Education Zone Ebonyi State, Nigeria","authors":"Valentine Joseph Owan, B. Bassey, Mercy Bassey Ekpe","doi":"10.20448/815.31.1.9","DOIUrl":"https://doi.org/10.20448/815.31.1.9","url":null,"abstract":"Assessment of students’ attitudes towards test-taking in secondary schools in Afikpo Education Zone of Ebonyi State, Nigeria was the main thrust of this study. The study was guided by four null hypotheses in line with the ex-post facto research design. Proportionate stratified random sampling technique was employed in selecting a sample 1,276 respondents from a population of 12,763 students distributed across 43 public and 71 private secondary schools in the study area. Students’ Attitudes Towards Test-Taking Questionnaire (SATTQ) with Cronbach's alpha reliability coefficient of .893 was used for data collection. The null hypotheses were all tested at .05 level of significance using population t-test and independent t-test statistical methods. Emerging findings showed that the level of students’ attitudes towards test-taking as an academic activity in secondary schools is significantly high. It was also shown that males students, students in urban and private schools significantly differ in their attitudes towards test-taking as an academic activity, from female students and students in rural and public secondary schools. Based on these findings, it was recommended, amongst others, that all students irrespective of gender, school type and school location should be properly counselled by both teachers and professional counsellors to develop positive attitudes towards taking tests in schools.","PeriodicalId":132897,"journal":{"name":"American Journal of Creative Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128635952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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