The research aims to identify the factors contributing to school dropout from the perspective of school principals; and to demonstrate the impact of a set of variables including gender, educational qualifications, and teaching experience. The research sample consisted of 123 male and female principals, selected randomly. A questionnaire was developed comprising three domains: school factors, social factors, and economic factors. The results were as follows: The factors contributing to school dropout for students in the schools of Aqaba Governorate were of moderate degree. There were statistically significant differences in the gender variable in favor of females, while there were no differences in the educational qualifications and teaching experience. In light of the results, some recommendations were proposed, including expanding the development of training programs for school counselors to deal with dropout students and conducting further studies on the satisfaction of students' parents with the counseling and social services provided to their children to mitigate the phenomenon of dropout as a preventive measure. Received: 16 March 2024 / Accepted: 24 June 2024 / Published: 5 July 2024
{"title":"The Factors Contributing to School Dropout in Schools in Aqaba Governorate, Jordan: The Perspective of School Principals","authors":"Tharwh Abed Almajid Alsagarat","doi":"10.36941/jesr-2024-0108","DOIUrl":"https://doi.org/10.36941/jesr-2024-0108","url":null,"abstract":"The research aims to identify the factors contributing to school dropout from the perspective of school principals; and to demonstrate the impact of a set of variables including gender, educational qualifications, and teaching experience. The research sample consisted of 123 male and female principals, selected randomly. A questionnaire was developed comprising three domains: school factors, social factors, and economic factors. The results were as follows: The factors contributing to school dropout for students in the schools of Aqaba Governorate were of moderate degree. There were statistically significant differences in the gender variable in favor of females, while there were no differences in the educational qualifications and teaching experience. In light of the results, some recommendations were proposed, including expanding the development of training programs for school counselors to deal with dropout students and conducting further studies on the satisfaction of students' parents with the counseling and social services provided to their children to mitigate the phenomenon of dropout as a preventive measure. \u0000 \u0000Received: 16 March 2024 / Accepted: 24 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141675493","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}
Gender equality is one of the 17 fundamental targets of the Sustainable Development Goals to be achieved by 2030. Many countries including Saudi Arabia have made intensive efforts to close gender gap. This paper aims to uncover how Saudi Arabia is addressing gender inequality in higher education, mainly at public universities. The paper employs both Gender Parity Index (GPI) and Gender Gap Global Index (GGGI) generated by the World Economic Forum (WEF). This is enhanced by the critical analysis of the most recent documents and statistical data related to the topic published inside and outside Saudi Arabia. The main sources of statistical data include UNESCO, the World Bank, and the United Nations organizations. The paper affirms that gender parity in higher education is almost achieved and even indicates a reversal of the situation. Political will, political stability, and the implementation of rational policies are the key factors behind achieving gender parity in higher education. The gross enrolment ratio (GER) has risen from 1% in 1975 to 70.6 % in 2020, with 67.9% for males, and 73.5% for females. Moreover, the GPI measure in 2021 was 1.15 indicating that females are surpassing males and dominating public universities. Despite these positive remarks, gender disparities do exist in the field of study, university staff and leadership positions. The paper fills in the research gap as there is a scarcity of comprehensive studies addressing gender inequality in Saudi higher education. Further studies are needed to address this issue and ensure equal representation and opportunities. Received: 3 March 2024 / Accepted: 16 June 2024 / Published: 5 July 2024
{"title":"Gender Equality at Public Universities in Saudi Arabia: Achievements and Ambitions","authors":"Yasin Elhadary Hillo Abdelatti","doi":"10.36941/jesr-2024-0084","DOIUrl":"https://doi.org/10.36941/jesr-2024-0084","url":null,"abstract":"Gender equality is one of the 17 fundamental targets of the Sustainable Development Goals to be achieved by 2030. Many countries including Saudi Arabia have made intensive efforts to close gender gap. This paper aims to uncover how Saudi Arabia is addressing gender inequality in higher education, mainly at public universities. The paper employs both Gender Parity Index (GPI) and Gender Gap Global Index (GGGI) generated by the World Economic Forum (WEF). This is enhanced by the critical analysis of the most recent documents and statistical data related to the topic published inside and outside Saudi Arabia. The main sources of statistical data include UNESCO, the World Bank, and the United Nations organizations. The paper affirms that gender parity in higher education is almost achieved and even indicates a reversal of the situation. Political will, political stability, and the implementation of rational policies are the key factors behind achieving gender parity in higher education. The gross enrolment ratio (GER) has risen from 1% in 1975 to 70.6 % in 2020, with 67.9% for males, and 73.5% for females. Moreover, the GPI measure in 2021 was 1.15 indicating that females are surpassing males and dominating public universities. Despite these positive remarks, gender disparities do exist in the field of study, university staff and leadership positions. The paper fills in the research gap as there is a scarcity of comprehensive studies addressing gender inequality in Saudi higher education. Further studies are needed to address this issue and ensure equal representation and opportunities. \u0000 \u0000Received: 3 March 2024 / Accepted: 16 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673181","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}
Following the results of the TIMSS survey qualifying the school crisis, the Moroccan education system in its reform has launched the "Learner-Centered Teaching" (LCT) model which is part of a plan which aims to linking the classroom space to the two school spaces on the one hand and the socio-economic environment on the other hand, and this, through a new teaching practice that exploits the pedagogical and didactic elements of the competency-based approach, of interdisciplinarity, project-based pedagogy and institutional communication. This article presents the training adopted for the benefit of teachers within the framework of the LCT according to four professional situations whose competence aimed at the end of the training is to manage, in terms of learning, mathematical concepts by taking into account the mathematics education resources and tools. Received: 18 March 2024 / Accepted: 26 May 2024 / Published: 5 July 2024
{"title":"Towards Learner-Centered Teaching: The Case of Mathematics Teachers","authors":"Aicha Ouailal, Jamal Mouline","doi":"10.36941/jesr-2024-0083","DOIUrl":"https://doi.org/10.36941/jesr-2024-0083","url":null,"abstract":"Following the results of the TIMSS survey qualifying the school crisis, the Moroccan education system in its reform has launched the \"Learner-Centered Teaching\" (LCT) model which is part of a plan which aims to linking the classroom space to the two school spaces on the one hand and the socio-economic environment on the other hand, and this, through a new teaching practice that exploits the pedagogical and didactic elements of the competency-based approach, of interdisciplinarity, project-based pedagogy and institutional communication. This article presents the training adopted for the benefit of teachers within the framework of the LCT according to four professional situations whose competence aimed at the end of the training is to manage, in terms of learning, mathematical concepts by taking into account the mathematics education resources and tools. \u0000 \u0000Received: 18 March 2024 / Accepted: 26 May 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"197 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674062","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 examines the relationship between learning styles and mental health in university students through a systematic review and bibliometric analysis. Three specific research questions are formulated: (1) Is there an association between learning styles and mental health outcomes? (2) Do these associations vary based on sociodemographic characteristics? and (3) What are the most used instruments to assess these constructs? The methodology includes a systematic review, bibliometric analysis, and evaluation of methodological quality. After applying strict criteria, 30 relevant observational studies are selected. The NIH tool assesses the risk of bias, and bibliometric analysis identifies patterns in academic production. The diversity of instruments is notable, with the Kolb questionnaire being the most prevalent. Academic production has increased since 2018, with Scopus as the main source. In mental health, depressive symptoms are the most evaluated. Most studies have a low risk of bias. The review provides an updated synthesis of the relationship between learning styles and mental health in university students, identifying patterns and gaps. Although methodological quality is generally high, potential biases and variable instruments are acknowledged. Future research is proposed to explore specific associations and consider contextual factors, emphasizing the importance of addressing this complex relationship in the university environment. Received: 6 March 2024 / Accepted: 26 May 2024 / Published: 5 July 2024
{"title":"Learning Styles and Mental Health in Higher Education Students","authors":"Verónica Adriana Freire Palacios, Ramiro Eduardo Torres Vizuete, Adriana Carolina Sánchez Acosta, Renata Patricia Aguilera Vásconez, Diego Armando Santos Pazos, Adriana Salomé Polo Ureña","doi":"10.36941/jesr-2024-0109","DOIUrl":"https://doi.org/10.36941/jesr-2024-0109","url":null,"abstract":"The study examines the relationship between learning styles and mental health in university students through a systematic review and bibliometric analysis. Three specific research questions are formulated: (1) Is there an association between learning styles and mental health outcomes? (2) Do these associations vary based on sociodemographic characteristics? and (3) What are the most used instruments to assess these constructs? The methodology includes a systematic review, bibliometric analysis, and evaluation of methodological quality. After applying strict criteria, 30 relevant observational studies are selected. The NIH tool assesses the risk of bias, and bibliometric analysis identifies patterns in academic production. The diversity of instruments is notable, with the Kolb questionnaire being the most prevalent. Academic production has increased since 2018, with Scopus as the main source. In mental health, depressive symptoms are the most evaluated. Most studies have a low risk of bias. The review provides an updated synthesis of the relationship between learning styles and mental health in university students, identifying patterns and gaps. Although methodological quality is generally high, potential biases and variable instruments are acknowledged. Future research is proposed to explore specific associations and consider contextual factors, emphasizing the importance of addressing this complex relationship in the university environment. \u0000 \u0000Received: 6 March 2024 / Accepted: 26 May 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674572","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 review aims to offer an integrative perspective on findings regarding the ways in which the ultra-Orthodox education system addresses challenges posed by underachieving students, as they often face distress and risk of dropping out. Findings of both male and female students within the ultra-Orthodox society are presented. The review delves into the evolving ultra-Orthodox society, highlighting changes and developments. First, characteristics of underachieving and at-risk youth in ultra-Orthodox society are described. Following this, an exploration of family relationships involving underachieving and at-risk students is presented. Finally, ultra-Orthodox institutions’ attitude towards underachieving and at-risk students is examined. Consequences are discussed. Received: 9 March 2024 / Accepted: 29 June 2024 / Published: xx July 2024
{"title":"Underachieving, At-Risk, and Distressed Students Within the Ultra-Orthodox Education System: A Comprehensive Review","authors":"Flora Mor","doi":"10.36941/jesr-2024-0081","DOIUrl":"https://doi.org/10.36941/jesr-2024-0081","url":null,"abstract":"This review aims to offer an integrative perspective on findings regarding the ways in which the ultra-Orthodox education system addresses challenges posed by underachieving students, as they often face distress and risk of dropping out. Findings of both male and female students within the ultra-Orthodox society are presented. The review delves into the evolving ultra-Orthodox society, highlighting changes and developments. First, characteristics of underachieving and at-risk youth in ultra-Orthodox society are described. Following this, an exploration of family relationships involving underachieving and at-risk students is presented. Finally, ultra-Orthodox institutions’ attitude towards underachieving and at-risk students is examined. Consequences are discussed. \u0000 \u0000Received: 9 March 2024 / Accepted: 29 June 2024 / Published: xx July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674767","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}
Sthembiso Brian Dlamini, Samantha Govender, H. Mhlongo
Research suggests that most South African learners are struggling to write effectively. Previous studies show misconceptions about teaching strategies for teaching creative writing skills. This paper sought to establish teachers’ views about how they teach creative writing skills to English First Additional Language learners in grade 12. This research analysed process writing approach and genre-based approach in teaching creative writing skills. The study is grounded in an interpretive research paradigm within a qualitative approach. Purposive sampling technique was employed to select ten teachers from five schools in uMkhanyakude district in KwaZulu Natal Province in South Africa. Socio-cultural theory and genre-theory underpinned this study. Data were collected using semi-structured interviews, non-participatory classroom observations and document analysis. Thematic analysis was employed for data analysis. Findings revealed that teachers were poorly aligning their pedagogical practices to the Curriculum Assessment Policy Statement. Moreover, there were teacher misconceptions of teaching strategies. Teachers lacked Pedagogical Content Knowledge to effectively teach complex skills required for creative writing. The findings in this study also suggest that teachers are poorly trained in curriculum interpretation. Furthermore, many teachers were unable to effectively utilise teaching strategies that enhance creative writing skills and design engaging writing activities that stimulate learners imagination. It is therefore recommended that teachers are capacitated on effective pedagogies and various genres that will improve and broaden their learners writing skills. The Department of Basic Education would need to strengthen their support and regularly monitor and evaluate teachers regarding policy implementation to avoid policy misinterpretation. Received: 29 March 2024 / Accepted: 29 June 2024 / Published: 5 July 2024
{"title":"Teaching Strategies for Improving Creative Writing in English First Additional Language","authors":"Sthembiso Brian Dlamini, Samantha Govender, H. Mhlongo","doi":"10.36941/jesr-2024-0106","DOIUrl":"https://doi.org/10.36941/jesr-2024-0106","url":null,"abstract":"Research suggests that most South African learners are struggling to write effectively. Previous studies show misconceptions about teaching strategies for teaching creative writing skills. This paper sought to establish teachers’ views about how they teach creative writing skills to English First Additional Language learners in grade 12. This research analysed process writing approach and genre-based approach in teaching creative writing skills. The study is grounded in an interpretive research paradigm within a qualitative approach. Purposive sampling technique was employed to select ten teachers from five schools in uMkhanyakude district in KwaZulu Natal Province in South Africa. Socio-cultural theory and genre-theory underpinned this study. Data were collected using semi-structured interviews, non-participatory classroom observations and document analysis. Thematic analysis was employed for data analysis. Findings revealed that teachers were poorly aligning their pedagogical practices to the Curriculum Assessment Policy Statement. Moreover, there were teacher misconceptions of teaching strategies. Teachers lacked Pedagogical Content Knowledge to effectively teach complex skills required for creative writing. The findings in this study also suggest that teachers are poorly trained in curriculum interpretation. Furthermore, many teachers were unable to effectively utilise teaching strategies that enhance creative writing skills and design engaging writing activities that stimulate learners imagination. It is therefore recommended that teachers are capacitated on effective pedagogies and various genres that will improve and broaden their learners writing skills. The Department of Basic Education would need to strengthen their support and regularly monitor and evaluate teachers regarding policy implementation to avoid policy misinterpretation. \u0000 \u0000Received: 29 March 2024 / Accepted: 29 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673695","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}
Mark Joreez A. Catubig, Ronnel Victor B. Kilat, Mia E. Laurito, Trisha Marie T. Patoc, Lislee C. Valle
In the 21st century education, the advent of highly developed technology resulted in integrating technological innovations such as software and applications that promote efficiency and productivity. An exemplification of this is the utilization of the graphic design platform Canva as a medium of instruction in the academe. This qualitative study aims to formulate a theory on understanding students' lived experiences of using Canva and its ability to improve visual literacy. The research uses a triadic coding procedure: open, axial, and selective coding and theory generation based on a grounded theory to uncover the significant impact of Canva on the student's visual literacy. After a thorough analysis of the lived experiences of the students on using the graphic design platform, four essential themes emerged under the core category, namely: (1) Assessing college students' familiarity with Canva; (2) Investigating the effectiveness of Canva as a visual communication tool; (3) The influence of visual design on learning outcomes; (4) Visual communication and its significance in the digital age. With further refinement of the essential themes, the study concludes with the emergence of Ritoca's Theory which explains the general influence of Canva. Ritoca's Theory can be divided into three parts: Familiarity, Efficiency, and Creativity, which follow a sequential pattern from being familiar with the graphic design platform to unveiling its efficiency and, lastly, discovering the ability to be creative. Received: 6 March 2024 / Accepted: 30 June 2024 / Published: 5 July 2024
{"title":"Visual Literacy in the Lived Experiences of BSED Students in Utilizing Canva","authors":"Mark Joreez A. Catubig, Ronnel Victor B. Kilat, Mia E. Laurito, Trisha Marie T. Patoc, Lislee C. Valle","doi":"10.36941/jesr-2024-0090","DOIUrl":"https://doi.org/10.36941/jesr-2024-0090","url":null,"abstract":"In the 21st century education, the advent of highly developed technology resulted in integrating technological innovations such as software and applications that promote efficiency and productivity. An exemplification of this is the utilization of the graphic design platform Canva as a medium of instruction in the academe. This qualitative study aims to formulate a theory on understanding students' lived experiences of using Canva and its ability to improve visual literacy. The research uses a triadic coding procedure: open, axial, and selective coding and theory generation based on a grounded theory to uncover the significant impact of Canva on the student's visual literacy. After a thorough analysis of the lived experiences of the students on using the graphic design platform, four essential themes emerged under the core category, namely: (1) Assessing college students' familiarity with Canva; (2) Investigating the effectiveness of Canva as a visual communication tool; (3) The influence of visual design on learning outcomes; (4) Visual communication and its significance in the digital age. With further refinement of the essential themes, the study concludes with the emergence of Ritoca's Theory which explains the general influence of Canva. Ritoca's Theory can be divided into three parts: Familiarity, Efficiency, and Creativity, which follow a sequential pattern from being familiar with the graphic design platform to unveiling its efficiency and, lastly, discovering the ability to be creative. \u0000 \u0000Received: 6 March 2024 / Accepted: 30 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141676135","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}
Measuring and understanding job satisfaction is increasingly crucial over time, both for organizations and academics. Identifying factors influencing job satisfaction is pivotal for taking proactive measures to enhance it. The task itself has been found to be one of the elements influencing academics' job satisfaction. This study focuses on investigating the specific tasks influencing the overall job satisfaction of university professors. Through hierarchical regression analysis involving 301 professors from Albanian universities, it was found that tasks related to teaching and knowledge transfer, and supervising PhD students positively impacted job satisfaction. Additionally, gender emerged as a demographic factor affecting this relationship, with women reporting higher satisfaction levels than men. Other demographic variables were not found to be significant. The study highlights key tasks contributing to academics' job satisfaction, providing valuable insights for policymakers and administrators in higher education. These findings underscore the necessity for tailored strategies aimed at addressing task-related issues and enhancing satisfaction levels. Received: 2 May 2024 / Accepted: 30 June 2024 / Published: 5 July 2024
{"title":"Tasks that Influence Overall Job Satisfaction Among Academics in Albania","authors":"Megi Çali, Malvina Mesuli, Xheni Rusi","doi":"10.36941/jesr-2024-0091","DOIUrl":"https://doi.org/10.36941/jesr-2024-0091","url":null,"abstract":"Measuring and understanding job satisfaction is increasingly crucial over time, both for organizations and academics. Identifying factors influencing job satisfaction is pivotal for taking proactive measures to enhance it. The task itself has been found to be one of the elements influencing academics' job satisfaction. This study focuses on investigating the specific tasks influencing the overall job satisfaction of university professors. Through hierarchical regression analysis involving 301 professors from Albanian universities, it was found that tasks related to teaching and knowledge transfer, and supervising PhD students positively impacted job satisfaction. Additionally, gender emerged as a demographic factor affecting this relationship, with women reporting higher satisfaction levels than men. Other demographic variables were not found to be significant. The study highlights key tasks contributing to academics' job satisfaction, providing valuable insights for policymakers and administrators in higher education. These findings underscore the necessity for tailored strategies aimed at addressing task-related issues and enhancing satisfaction levels. \u0000 \u0000Received: 2 May 2024 / Accepted: 30 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141676977","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 purpose of this article is to evaluate the impact of digital marketing in the Albanian tourism sector. Regardless of the fact that the effects of this form of marketing have been noticed for years in the Albanian tourism sector, since we have a significant increase in foreign tourists who are choosing to visit the beautiful Albanian destinations, the aim is that through some questionnaires randomly distributed among of tourists, to see if this influx is mainly attributed to digital marketing. The research aims to unravel the nuanced ways in which digital marketing strategies impact the perceived quality of services, offering insights to guide policymakers, marketers, and service providers. As Albania endeavors to position itself prominently on the world tourism stage, this study contributes valuable insights to inform strategic decisions, foster innovation, and enhance the overall tourist experience in the country. Received: 12 May 2024 / Accepted: 26 June 2024 / Published: 5 July 2024
{"title":"The Impact of Digital Marketing on Tourism in Albania","authors":"Blerim Kola, Jehona Gjermizi, Ikbale Tepelena","doi":"10.36941/jesr-2024-0094","DOIUrl":"https://doi.org/10.36941/jesr-2024-0094","url":null,"abstract":"The purpose of this article is to evaluate the impact of digital marketing in the Albanian tourism sector. Regardless of the fact that the effects of this form of marketing have been noticed for years in the Albanian tourism sector, since we have a significant increase in foreign tourists who are choosing to visit the beautiful Albanian destinations, the aim is that through some questionnaires randomly distributed among of tourists, to see if this influx is mainly attributed to digital marketing. The research aims to unravel the nuanced ways in which digital marketing strategies impact the perceived quality of services, offering insights to guide policymakers, marketers, and service providers. As Albania endeavors to position itself prominently on the world tourism stage, this study contributes valuable insights to inform strategic decisions, foster innovation, and enhance the overall tourist experience in the country. \u0000 \u0000Received: 12 May 2024 / Accepted: 26 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674033","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 study examines the potential of motion infographics in enhancing high school students' programming skills. It employs a quasi-experimental design, dividing participants into two groups. To collect the data for the study, the achievement test and performance observation sheet for programming skills are prepared. A random sample of high school students is selected, with 30 students assigned to the control group, which follows traditional learning methods, and 31 students assigned to the experimental group, which utilizes motion infographics for learning. The results indicate statistically significant differences in mean scores between the control group and the experimental group, favoring the posttest and performance observation of the experimental group. Based on these findings, the study recommends the integration of motion infographics in teaching programming skills to students at various stages. Received: 13 March 2024 / Accepted: 29 June 2024 / Published: 5 July 2024
{"title":"Effects of Motion Infographics on High School Students’ Programming Skills","authors":"Jufayn Abdullah Alqahtani","doi":"10.36941/jesr-2024-0099","DOIUrl":"https://doi.org/10.36941/jesr-2024-0099","url":null,"abstract":"This study examines the potential of motion infographics in enhancing high school students' programming skills. It employs a quasi-experimental design, dividing participants into two groups. To collect the data for the study, the achievement test and performance observation sheet for programming skills are prepared. A random sample of high school students is selected, with 30 students assigned to the control group, which follows traditional learning methods, and 31 students assigned to the experimental group, which utilizes motion infographics for learning. The results indicate statistically significant differences in mean scores between the control group and the experimental group, favoring the posttest and performance observation of the experimental group. Based on these findings, the study recommends the integration of motion infographics in teaching programming skills to students at various stages. \u0000 \u0000Received: 13 March 2024 / Accepted: 29 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673427","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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