{"title":"Design Thinking, a Novel Approach for an Effective and Improved Educational System–A Review","authors":"S. Charles","doi":"10.30935/ijpdll/12010","DOIUrl":"https://doi.org/10.30935/ijpdll/12010","url":null,"abstract":"","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116644517","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}
Emeka Joshua Chukwuemeka, O. Falode, Kadinebari Dome, M. E. Falode
Today ’ s schooling which is characterized by over-population, insufficient learning resources and incessant closure due to civic crises and pandemic demands more efficient learning models that allow the deployment of technology for students ’ active participation in their education. Hence, this study was conducted to develop an interactive mobile application for learning undergraduate educational technology concepts in Nigeria. The ADDIE instructional design model was adopted, and 15 well-structured topics with interactive learning contents and elements were embedded in the developed application built using JavaScript, Html, CSS, Cordova, Articulate 360, Moodle platform, and PHP programming language. The validation of the application was done in three stages and experts involved in the development and validation included educational technology specialists and computer programmers. The mobile application was tested on 30-randomly selected year three undergraduate educational technology students. Findings revealed that exposure to the application improved students ’ academic achievement (mean gain=27.87), and there was significant difference (df=28, t=19.97, p<0.05) between the academic achievement score of students at pre-and post-test in favor of the later. The application is therefore considered suitable for teaching and learning of undergraduate educational technology concepts.
{"title":"Development of an Interactive Mobile Application for Learning Undergraduate Educational Technology Concepts","authors":"Emeka Joshua Chukwuemeka, O. Falode, Kadinebari Dome, M. E. Falode","doi":"10.30935/ijpdll/12009","DOIUrl":"https://doi.org/10.30935/ijpdll/12009","url":null,"abstract":"Today ’ s schooling which is characterized by over-population, insufficient learning resources and incessant closure due to civic crises and pandemic demands more efficient learning models that allow the deployment of technology for students ’ active participation in their education. Hence, this study was conducted to develop an interactive mobile application for learning undergraduate educational technology concepts in Nigeria. The ADDIE instructional design model was adopted, and 15 well-structured topics with interactive learning contents and elements were embedded in the developed application built using JavaScript, Html, CSS, Cordova, Articulate 360, Moodle platform, and PHP programming language. The validation of the application was done in three stages and experts involved in the development and validation included educational technology specialists and computer programmers. The mobile application was tested on 30-randomly selected year three undergraduate educational technology students. Findings revealed that exposure to the application improved students ’ academic achievement (mean gain=27.87), and there was significant difference (df=28, t=19.97, p<0.05) between the academic achievement score of students at pre-and post-test in favor of the later. The application is therefore considered suitable for teaching and learning of undergraduate educational technology concepts.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130113967","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}
{"title":"Approach to Realistic Mathematics Education in Teaching Calculus for High School Students: A Case of the Application of Derivatives","authors":"N. T. Da","doi":"10.30935/ijpdll/11832","DOIUrl":"https://doi.org/10.30935/ijpdll/11832","url":null,"abstract":"","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127540735","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}
Needs Assessment for Facilitators in Teaching Subjects in ABSTRACT The aim of the study was to determine the various needs facilitators and schools lack for effective teaching of science, technology, engineering, and mathematics (STEM) subjects, in both the primary and secondary under-resourced rural schools. This survey was conducted from February 2019 to March 2019, in Lupane and Hwange Districts. A multi-stage sampling method was used for collecting data. Focus group discussions were also used in collecting data and were conducted prior to issuance of questionnaires for completion by the participants. In analyzing data, odds ratio (OR) were calculated to compare the relative odds between outcomes and variables of interest. The survey found out that female facilitators were lagging behind in the uptake and training of teaching of STEM subjects, which could be attributed to family responsibilities. It was established that some needs such as lesson delivery skills, research skills and capacitation were highly needed in primary schools as compared to secondary schools. While other needs identified were equally needed in both primary and secondary schools. These include but are not limited to conducting team teaching with other facilitators, linking topics and lessons across classes and lessons, application skills and STEM activities. It was highly recommended that primary and secondary school facilitators be funded to attend capacitation platforms in teaching of STEM subjects for effective teaching of STEM in rural schools and using locally available resources, as limited resources is the order of the day in rural schools. Schools must be equipped with tools and structures such as laboratories. If schools cannot build laboratories, it was recommended that mobile laboratories be established to improve teaching of STEM subjects in under-resourced rural schools. One mobile laboratory can service many schools in the district and improve the pass rate of STEM subjects.
{"title":"Needs Assessment for Facilitators in Teaching of STEM Subjects in Under-Resourced Rural Schools: Case of Lupane and Hwange Districts in Zimbabwe","authors":"Desmond Mwembe, Isabel Linda Zulu, P. Mdlongwa","doi":"10.30935/ijpdll/11666","DOIUrl":"https://doi.org/10.30935/ijpdll/11666","url":null,"abstract":"Needs Assessment for Facilitators in Teaching Subjects in ABSTRACT The aim of the study was to determine the various needs facilitators and schools lack for effective teaching of science, technology, engineering, and mathematics (STEM) subjects, in both the primary and secondary under-resourced rural schools. This survey was conducted from February 2019 to March 2019, in Lupane and Hwange Districts. A multi-stage sampling method was used for collecting data. Focus group discussions were also used in collecting data and were conducted prior to issuance of questionnaires for completion by the participants. In analyzing data, odds ratio (OR) were calculated to compare the relative odds between outcomes and variables of interest. The survey found out that female facilitators were lagging behind in the uptake and training of teaching of STEM subjects, which could be attributed to family responsibilities. It was established that some needs such as lesson delivery skills, research skills and capacitation were highly needed in primary schools as compared to secondary schools. While other needs identified were equally needed in both primary and secondary schools. These include but are not limited to conducting team teaching with other facilitators, linking topics and lessons across classes and lessons, application skills and STEM activities. It was highly recommended that primary and secondary school facilitators be funded to attend capacitation platforms in teaching of STEM subjects for effective teaching of STEM in rural schools and using locally available resources, as limited resources is the order of the day in rural schools. Schools must be equipped with tools and structures such as laboratories. If schools cannot build laboratories, it was recommended that mobile laboratories be established to improve teaching of STEM subjects in under-resourced rural schools. One mobile laboratory can service many schools in the district and improve the pass rate of STEM subjects.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117249735","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}
Application Monopoly Media to Improve Readiness for Class VI Students in Facing the National ABSTRACT Try-outs are supported by adequate media. The result of the preliminary study is known that the try-out activity is only done as a general test so that we need a media that can be used in the try-out activity. In this study the media developed in the form of a monopoly. This research aims to develop a monopoly game media. This type of research is a development study using the Dick & Carey development model. The target of this research is learning media as a practice of national exam questions which are packaged in the form of monopoly games and learning tools. Monopoly game media can be implemented for teaching and learning activities in the practice of national exam questions in the form of games.
{"title":"Application of Monopoly Media to Improve Readiness for Class VI Students in Facing the National Examination of Mathematics Learning","authors":"A. Surur","doi":"10.30935/ijpdll/11419","DOIUrl":"https://doi.org/10.30935/ijpdll/11419","url":null,"abstract":"Application Monopoly Media to Improve Readiness for Class VI Students in Facing the National ABSTRACT Try-outs are supported by adequate media. The result of the preliminary study is known that the try-out activity is only done as a general test so that we need a media that can be used in the try-out activity. In this study the media developed in the form of a monopoly. This research aims to develop a monopoly game media. This type of research is a development study using the Dick & Carey development model. The target of this research is learning media as a practice of national exam questions which are packaged in the form of monopoly games and learning tools. Monopoly game media can be implemented for teaching and learning activities in the practice of national exam questions in the form of games.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133263042","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}
Modular distance learning is the most implemented learning delivery modality in the Philippines, wherein students learn the lessons through the help of self-learning modules. However, students struggle to learn mathematics lessons independently under this modality based on summative tests and performance tasks ’ results from the first grading period using self-learning modules. So, interventions must be placed by using social media platforms preferred by most of the students to reach and help them. The study aimed to assess the utilization of Facebook and Messenger groups as platforms for delivering video lessons and activities, learning materials, administering the test, and answering queries of the students in grade 9 Mathematics following the modified PDSA model. The study employed a practical action research design utilizing surveys, interviews, and test materials as data collection methods validated by master teachers and a head teacher. The pretest was administered before two months of interventions. After that, the posttest, survey, and interview were administered. Based on the results, the pretest scores are statistically different from the posttest scores. It means the interventions via Facebook and Messenger groups help students cope with modular distance learning challenges. The interventions done by the teacher were effective based on the computed effect size so that the students able to learn mathematics competencies despite having in the comfort of their houses. As a result, students better understand the mathematics lessons and enjoy learning at their own pace.
{"title":"Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics Interventions in Modular Distance Learning","authors":"A. Insorio, Jocelynda Almendrala Olivarez","doi":"10.30935/ijpdll/11290","DOIUrl":"https://doi.org/10.30935/ijpdll/11290","url":null,"abstract":"Modular distance learning is the most implemented learning delivery modality in the Philippines, wherein students learn the lessons through the help of self-learning modules. However, students struggle to learn mathematics lessons independently under this modality based on summative tests and performance tasks ’ results from the first grading period using self-learning modules. So, interventions must be placed by using social media platforms preferred by most of the students to reach and help them. The study aimed to assess the utilization of Facebook and Messenger groups as platforms for delivering video lessons and activities, learning materials, administering the test, and answering queries of the students in grade 9 Mathematics following the modified PDSA model. The study employed a practical action research design utilizing surveys, interviews, and test materials as data collection methods validated by master teachers and a head teacher. The pretest was administered before two months of interventions. After that, the posttest, survey, and interview were administered. Based on the results, the pretest scores are statistically different from the posttest scores. It means the interventions via Facebook and Messenger groups help students cope with modular distance learning challenges. The interventions done by the teacher were effective based on the computed effect size so that the students able to learn mathematics competencies despite having in the comfort of their houses. As a result, students better understand the mathematics lessons and enjoy learning at their own pace.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116066019","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 diversity of cultures in schools is on its rapid growth. Consequently, the knowledge of teachers on cultural background becomes a valuable input to the way they manage their classroom. This study aimed to find out the relationship of cultural sensitivity with the classroom management of teachers. The study employed correlational research design. It is quantitative in nature that was complemented by interviews. It involved thirty-one (31) accessible respondents who were public school teachers of Dadiangas South Central Elementary School, General Santos City employed during the school year 2015-2016. Three (3) of the teachers were randomly chosen for an interview. The data needed were gathered using questionnaires following the survey method and interviews of randomly chosen teachers. The data were analyzed using frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient. The result of the study revealed that teachers display a high-level cultural sensitivity. They employed ideal classroom management to a great extent. The findings also disclosed that a moderate significant relationship between cultural sensitivity and classroom management exists. Based on the findings, the cultural sensitivity of teachers influences their classroom management. The study recommends capacity-building programs for the teachers such as seminar-workshop on multicultural approaches to education and culturally responsive classroom management strategies for them to enhance their knowledge and skills on culture-sensitive classroom management.
{"title":"Cultural Sensitivity and Classroom Management of Teachers","authors":"Kenneth Akiatan Garcia, Jovar Pantao","doi":"10.30935/IJPDLL/11093","DOIUrl":"https://doi.org/10.30935/IJPDLL/11093","url":null,"abstract":"The diversity of cultures in schools is on its rapid growth. Consequently, the knowledge of teachers on cultural background becomes a valuable input to the way they manage their classroom. This study aimed to find out the relationship of cultural sensitivity with the classroom management of teachers.\u0000The study employed correlational research design. It is quantitative in nature that was complemented by interviews. It involved thirty-one (31) accessible respondents who were public school teachers of Dadiangas South Central Elementary School, General Santos City employed during the school year 2015-2016. Three (3) of the teachers were randomly chosen for an interview. The data needed were gathered using questionnaires following the survey method and interviews of randomly chosen teachers. The data were analyzed using frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient.\u0000The result of the study revealed that teachers display a high-level cultural sensitivity. They employed ideal classroom management to a great extent. The findings also disclosed that a moderate significant relationship between cultural sensitivity and classroom management exists. Based on the findings, the cultural sensitivity of teachers influences their classroom management. The study recommends capacity-building programs for the teachers such as seminar-workshop on multicultural approaches to education and culturally responsive classroom management strategies for them to enhance their knowledge and skills on culture-sensitive classroom management.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124962126","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}
This paper investigated the perception of Nigerian lecturers on usefulness, ease of use and adequacy of use of digital technologies for research based on university ownership. The use of digital technologies for research in the 21st century for ease and access of information cannot be underscored irrespective of lecturers’ university ownership. The study was descriptive of survey type using structured questionnaire to elicit response from the respondents. A total of 742 respondents were drawn purposively from 13 public comprising state and federal universities in South-west, Nigeria. The research instrument was validated by 3 educational technologists and the reliability indices of r=0.92, 0.85 and 0.83 using Cronbach Alpha was attained on perceived usefulness, ease of use and adequacy of use of digital technologies respectively for research at 0.05 level of significance. Frequency counts, means and percentages were used to answer research questions 1-3, while 3 research hypotheses were tested using independent t-test statistical instrument. The finding revealed that lecturers in the federal government owned universities exemplified high perception on the usefulness and ease of use of digital technologies. However, lecturers from state government owned universities perceived adequacy of use of digital technologies for accomplishing research task effectively with minimum error. The study among others provision of institutional support, procurement of needed digital technologies and internet facilities, seminars, workshops and trainings to all university lecturers on usefulness, ease of use of newer digital technologies and skills to possess in accomplishing research task effectively with minimum error; irrespective of university ownership.
{"title":"Perception of Nigerian Lecturers on Usefulness, Ease of Use and Adequacy of Use of Digital Technologies for Research Based on University Ownership","authors":"Samuel Nathaniel, S. O. Makinde, O. Ogunlade","doi":"10.30935/IJPDLL/10881","DOIUrl":"https://doi.org/10.30935/IJPDLL/10881","url":null,"abstract":"This paper investigated the perception of Nigerian lecturers on usefulness, ease of use and adequacy of use of digital technologies for research based on university ownership. The use of digital technologies for research in the 21st century for ease and access of information cannot be underscored irrespective of lecturers’ university ownership. The study was descriptive of survey type using structured questionnaire to elicit response from the respondents. A total of 742 respondents were drawn purposively from 13 public comprising state and federal universities in South-west, Nigeria. The research instrument was validated by 3 educational technologists and the reliability indices of r=0.92, 0.85 and 0.83 using Cronbach Alpha was attained on perceived usefulness, ease of use and adequacy of use of digital technologies respectively for research at 0.05 level of significance. Frequency counts, means and percentages were used to answer research questions 1-3, while 3 research hypotheses were tested using independent t-test statistical instrument. The finding revealed that lecturers in the federal government owned universities exemplified high perception on the usefulness and ease of use of digital technologies. However, lecturers from state government owned universities perceived adequacy of use of digital technologies for accomplishing research task effectively with minimum error. The study among others provision of institutional support, procurement of needed digital technologies and internet facilities, seminars, workshops and trainings to all university lecturers on usefulness, ease of use of newer digital technologies and skills to possess in accomplishing research task effectively with minimum error; irrespective of university ownership.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115172216","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}
There is a paucity of research and unresolved debate on the criterion of relevance in curriculum development across educational contexts. This paper is an initial research with the goal to propose a conceptual model of relevance in the context of teacher education. Following a qualitative research design, this study involved a maximum variation sampled participants from different sectors of teacher education. The main data analysis technique used was the thematic analysis. The result illustrates relevance through three themes; personal relevance, professional relevance, and societal relevance. This paper demonstrates relevance in the context of teacher education as a multifaceted criterion and can be presented through three expanding levels. A conceptual model of the relevance of the teacher education curriculum is depicted in the discussion of this study. Acknowledging further the robust process of model development in curriculum studies, continuous validation of the proposed model is recommended.
{"title":"A Proposed Conceptual Model of Relevance of Teacher Education Curriculum","authors":"M. Cahapay","doi":"10.30935/IJPDLL/10880","DOIUrl":"https://doi.org/10.30935/IJPDLL/10880","url":null,"abstract":"There is a paucity of research and unresolved debate on the criterion of relevance in curriculum development across educational contexts. This paper is an initial research with the goal to propose a conceptual model of relevance in the context of teacher education. Following a qualitative research design, this study involved a maximum variation sampled participants from different sectors of teacher education. The main data analysis technique used was the thematic analysis. The result illustrates relevance through three themes; personal relevance, professional relevance, and societal relevance. This paper demonstrates relevance in the context of teacher education as a multifaceted criterion and can be presented through three expanding levels. A conceptual model of the relevance of the teacher education curriculum is depicted in the discussion of this study. Acknowledging further the robust process of model development in curriculum studies, continuous validation of the proposed model is recommended.","PeriodicalId":133780,"journal":{"name":"International Journal of Professional Development, Learners and Learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125439872","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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