Pub Date : 2022-03-02DOI: 10.47631/mejress.v3i1.423
A. Muiru
Purpose: The study examined the influence of parental ownership on the management of academic performance in Imenti South Sub County, Meru County, Kenya. Approach/Methodology/Design: The study adopted a mixed methodology approach and concurrent triangulation design. The target population of the study was a total of 17568 respondents consisting of 16800 students, 48 principals, and 720 teachers. The researcher used stratified sampling to get the 8 principals and purposive sampling to get 720 teachers and 64 students. The researcher used questionnaires and interview schedules to collect data from principals, teachers, and students. Piloting of the research instruments was done in10% of the sample size in the neighboring Igembe Sub-County. Validity was measured by face and content validity, while the reliability of research instruments was checked through test and retest method. The reliability coefficient was computed using the Pearson Product correlation coefficient where a coefficient of less than 0.07 was deemed dependable. Qualitative data was analyzed using themes and presented using narratives, while quantitative data was analyzed using SPSS version 21. Findings: The results indicate that students were not performing well in their academic performance is because many parents are not involved. The study, therefore, recommended that with increased parental engagement through volunteering, ownership, guidance and support, the learners would perform better. Originality/value: This study has significant value in the sense that if the parents own the schools where their children study, then the academic performance would improve, and at the same time, there would be greater discipline among the learners.
{"title":"The Influence of Parental Ownership Strategies on the Management of Academic Performance in Secondary Schools in Imenti South Sub-County, Meru County, Kenya","authors":"A. Muiru","doi":"10.47631/mejress.v3i1.423","DOIUrl":"https://doi.org/10.47631/mejress.v3i1.423","url":null,"abstract":"Purpose: The study examined the influence of parental ownership on the management of academic performance in Imenti South Sub County, Meru County, Kenya.\u0000Approach/Methodology/Design: The study adopted a mixed methodology approach and concurrent triangulation design. The target population of the study was a total of 17568 respondents consisting of 16800 students, 48 principals, and 720 teachers. The researcher used stratified sampling to get the 8 principals and purposive sampling to get 720 teachers and 64 students. The researcher used questionnaires and interview schedules to collect data from principals, teachers, and students. Piloting of the research instruments was done in10% of the sample size in the neighboring Igembe Sub-County. Validity was measured by face and content validity, while the reliability of research instruments was checked through test and retest method. The reliability coefficient was computed using the Pearson Product correlation coefficient where a coefficient of less than 0.07 was deemed dependable. Qualitative data was analyzed using themes and presented using narratives, while quantitative data was analyzed using SPSS version 21. \u0000Findings: The results indicate that students were not performing well in their academic performance is because many parents are not involved. The study, therefore, recommended that with increased parental engagement through volunteering, ownership, guidance and support, the learners would perform better.\u0000Originality/value: This study has significant value in the sense that if the parents own the schools where their children study, then the academic performance would improve, and at the same time, there would be greater discipline among the learners.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129847222","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}
Pub Date : 2022-03-02DOI: 10.47631/mejress.v3i1.370
Maysoon Muhammad Bani Fawaz
Purpose: The study aims to investigate the effect of using the SMART Board on primary stage students’ motivation for learning the English language. Besides, it focuses on how SMART Board enhances the four skills of the English language, namely listening, speaking, reading, and writing. Approach/Methodology/Design: The study is of a quasi-experimental design. A total number of 80 students were selected, and pre-test and post-test were administered. The results were recorded and analyzed using mean, standard deviation, t-test, and p-value. A questionnaire was also administered to measure students’ motivation. Findings: The findings of this research showed that EFL Jordanian students improved their English proficiency through SMART Board. The teachers, who have taken part in this study, agreed that English language teachers have to be trained to effectively implement SMART Board in their classrooms presenting to the students the most useful lessons on the target contents. Furthermore, it is noticed that the teachers and students found using SMART Board very beneficial as well as helpful in improving the English language. Practical Implications: The study presents practical implications for English language teachers. The results would be of use for teachers to measure the influence of incorporating instructional technologies in teaching English. Originality/value: The study findings also indicate that the SMART Board integration in a classroom has a powerful effect on the comprehension, recognition, and retention of English.
{"title":"The Effect of Using Smart Board on Primary Stage Students’ Motivation to Learn English","authors":"Maysoon Muhammad Bani Fawaz","doi":"10.47631/mejress.v3i1.370","DOIUrl":"https://doi.org/10.47631/mejress.v3i1.370","url":null,"abstract":"Purpose: The study aims to investigate the effect of using the SMART Board on primary stage students’ motivation for learning the English language. Besides, it focuses on how SMART Board enhances the four skills of the English language, namely listening, speaking, reading, and writing.\u0000Approach/Methodology/Design: The study is of a quasi-experimental design. A total number of 80 students were selected, and pre-test and post-test were administered. The results were recorded and analyzed using mean, standard deviation, t-test, and p-value. A questionnaire was also administered to measure students’ motivation.\u0000Findings: The findings of this research showed that EFL Jordanian students improved their English proficiency through SMART Board. The teachers, who have taken part in this study, agreed that English language teachers have to be trained to effectively implement SMART Board in their classrooms presenting to the students the most useful lessons on the target contents. Furthermore, it is noticed that the teachers and students found using SMART Board very beneficial as well as helpful in improving the English language.\u0000Practical Implications: The study presents practical implications for English language teachers. The results would be of use for teachers to measure the influence of incorporating instructional technologies in teaching English.\u0000Originality/value: The study findings also indicate that the SMART Board integration in a classroom has a powerful effect on the comprehension, recognition, and retention of English.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129775974","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}
Pub Date : 2022-03-02DOI: 10.47631/mejress.v3i1.442
A. Nsemo
Purpose: This study aimed to assess the perception, experiences and challenges of online and virtual learning during the COVID-19 pandemic among student midwives of the Garden City University College, Kumasi, Ghana. Approach/Methodology/Design: The study adopted a descriptive quantitative design which was achieved by the administration of questionnaires through google forms to 158 respondents. A systematic sampling technique was employed to select the participants. Data were coded and entered into Statistical Package for Social Sciences (SPSS) version 22.0 and MS. Excel for analysis. The technology acceptance model was used to direct the study. Findings: The study revealed that 51.3% of respondents perceived online and virtual learning to be useful and effective, 41.8% stated they were comfortable with the use of online and virtual learning platforms and tools. 44.3% of the participants were satisfied with the virtual learning, 50.6% stated that their experience with online and virtual learning has improved their ICT skills. However, challenges faced by the participants included the high cost of data (95.6%), poor internet connectivity (91.1%) and 81% expressed distraction when having the online and virtual learning classes. Practical Implications: The study has practical implications for the various educational institutions and concerned bodies to address the issue of high cost, among others. Originality/value: The study concluded that students found e-learning advantageous over conventional face-to-face teaching and learning, as they could study from any location despite some challenges.
{"title":"Perception, Experiences and Challenges of Online and Virtual Learning during Covid-19 Pandemic among Student Midwives of the Garden City University College, Kenyase-Kumasi, Ghana","authors":"A. Nsemo","doi":"10.47631/mejress.v3i1.442","DOIUrl":"https://doi.org/10.47631/mejress.v3i1.442","url":null,"abstract":"Purpose: This study aimed to assess the perception, experiences and challenges of online and virtual learning during the COVID-19 pandemic among student midwives of the Garden City University College, Kumasi, Ghana. Approach/Methodology/Design: The study adopted a descriptive quantitative design which was achieved by the administration of questionnaires through google forms to 158 respondents. A systematic sampling technique was employed to select the participants. Data were coded and entered into Statistical Package for Social Sciences (SPSS) version 22.0 and MS. Excel for analysis. The technology acceptance model was used to direct the study. Findings: The study revealed that 51.3% of respondents perceived online and virtual learning to be useful and effective, 41.8% stated they were comfortable with the use of online and virtual learning platforms and tools. 44.3% of the participants were satisfied with the virtual learning, 50.6% stated that their experience with online and virtual learning has improved their ICT skills. However, challenges faced by the participants included the high cost of data (95.6%), poor internet connectivity (91.1%) and 81% expressed distraction when having the online and virtual learning classes. Practical Implications: The study has practical implications for the various educational institutions and concerned bodies to address the issue of high cost, among others. Originality/value: The study concluded that students found e-learning advantageous over conventional face-to-face teaching and learning, as they could study from any location despite some challenges.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116423723","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}
Pub Date : 2022-03-02DOI: 10.47631/mejress.v3i1.428
Samad Mirza Suzani
Purpose: This article investigates the difference between Iranian male and female learners' creativity and their use of translation strategies in news translation from a sociolinguistic perspective. Approach/Methodology/Design: In terms of the sample, 50 (24 male and 26 female) M.A students of the English Translation at Islamic Azad University, Marvdasht Branch were randomly selected as participants of the study. Abedi's Creativity Test (1983) was used to differentiate male and female students' creativity. The test included 60 questions and was designed based on four different subcategories of creativity. Saibua's Model (1985) was used to assess the strategies applied in the process of translation by male and female translators. Findings: There is no significant difference between Iranian male and female students’ level of creativity and their use of translation strategies in news translation at P ≤ 0.05. Practical Implications: The results can be used to uncover the difference between male and female learners’ levels of creativity in transferring source text to target text. Various news translators can draw on the results of this study as a guideline to solve problems that could occur when translating because the strategies mentioned in this study are applicable. In addition, the results may be helpful for the translators of any kind of text because the concepts of these strategies can be adapted or applied for almost every type of text. Originality/value: The study investigates the difference between male and female learners' ability to transfer ST to TT by using translation strategies.
{"title":"Iranian Male and Female Learners' Creativity in News Translation from a Sociolinguistic Perspective","authors":"Samad Mirza Suzani","doi":"10.47631/mejress.v3i1.428","DOIUrl":"https://doi.org/10.47631/mejress.v3i1.428","url":null,"abstract":"Purpose: This article investigates the difference between Iranian male and female learners' creativity and their use of translation strategies in news translation from a sociolinguistic perspective.\u0000Approach/Methodology/Design: In terms of the sample, 50 (24 male and 26 female) M.A students of the English Translation at Islamic Azad University, Marvdasht Branch were randomly selected as participants of the study. Abedi's Creativity Test (1983) was used to differentiate male and female students' creativity. The test included 60 questions and was designed based on four different subcategories of creativity. Saibua's Model (1985) was used to assess the strategies applied in the process of translation by male and female translators.\u0000Findings: There is no significant difference between Iranian male and female students’ level of creativity and their use of translation strategies in news translation at P ≤ 0.05.\u0000Practical Implications: The results can be used to uncover the difference between male and female learners’ levels of creativity in transferring source text to target text. Various news translators can draw on the results of this study as a guideline to solve problems that could occur when translating because the strategies mentioned in this study are applicable. In addition, the results may be helpful for the translators of any kind of text because the concepts of these strategies can be adapted or applied for almost every type of text.\u0000Originality/value: The study investigates the difference between male and female learners' ability to transfer ST to TT by using translation strategies.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130478708","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}
Pub Date : 2022-03-02DOI: 10.47631/mejress.v3i1.445
Y. Hussein
Purpose: This study highlights the importance of teaching conceptual knowledge alongside procedural knowledge in mathematics. It examines the effects of a lack of conceptual knowledge on students’ responses to mathematics teaching from the perspectives of researchers and educators. Approach/Methodology/Design: This study draws on interviews with 30 secondary school mathematics teachers from Erbil in the Kurdistan region of Iraq on conceptual knowledge in mathematics. The study focuses on three main areas: mathematics teachers’ perspectives on teaching conceptual knowledge, the conditions needed to teach conceptual knowledge, and the obstacles that they face in teaching conceptual knowledge. Findings: A thematic analysis of the interviews revealed that mathematics teachers believed that conceptual knowledge is as important as procedural knowledge. In addition, they believed that achieving a balance between conceptual and procedural understanding and emphasizing the connections between them are necessary for understanding real mathematics. Practical Implications: Many mathematics teachers tend to use traditional teaching methods that focus on procedure and neglect conceptual mathematics. The results of this study would offer insights into the difficulties associated with mathematics teaching. Moreover, it would have practical implications for curriculum planning, emphasizing the balance of both conceptual and procedural knowledge. Originality/value: The study focuses on mathematics teachers’ perspectives on teaching mathematics conceptually, the conditions needed to teach conceptually, and the obstacles that they face in teaching mathematics conceptually.
{"title":"Conceptual Knowledge and Its Importance in Teaching Mathematics","authors":"Y. Hussein","doi":"10.47631/mejress.v3i1.445","DOIUrl":"https://doi.org/10.47631/mejress.v3i1.445","url":null,"abstract":"Purpose: This study highlights the importance of teaching conceptual knowledge alongside procedural knowledge in mathematics. It examines the effects of a lack of conceptual knowledge on students’ responses to mathematics teaching from the perspectives of researchers and educators.\u0000Approach/Methodology/Design: This study draws on interviews with 30 secondary school mathematics teachers from Erbil in the Kurdistan region of Iraq on conceptual knowledge in mathematics. The study focuses on three main areas: mathematics teachers’ perspectives on teaching conceptual knowledge, the conditions needed to teach conceptual knowledge, and the obstacles that they face in teaching conceptual knowledge.\u0000Findings: A thematic analysis of the interviews revealed that mathematics teachers believed that conceptual knowledge is as important as procedural knowledge. In addition, they believed that achieving a balance between conceptual and procedural understanding and emphasizing the connections between them are necessary for understanding real mathematics.\u0000Practical Implications: Many mathematics teachers tend to use traditional teaching methods that focus on procedure and neglect conceptual mathematics. The results of this study would offer insights into the difficulties associated with mathematics teaching. Moreover, it would have practical implications for curriculum planning, emphasizing the balance of both conceptual and procedural knowledge. \u0000Originality/value: The study focuses on mathematics teachers’ perspectives on teaching mathematics conceptually, the conditions needed to teach conceptually, and the obstacles that they face in teaching mathematics conceptually.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134342624","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}
Pub Date : 2022-03-02DOI: 10.47631/mejress.v3i1.440
Asma' Al-ghazu, Abdallah Baniabdelrahman
Purpose: The study aimed to investigate the effect of using a YouTube-based instructional program on university students’ listening comprehension in Jordan. Approach/Methodology/Design: The researchers followed a quasi-experimental design which consisted of one independent variable and one dependent variable. The sample included students majoring in English Language and Linguistics at Jordan University of Science and Technology (JUST), Juniors and Seniors who were distributed into two groups, a control group consisting of (46) students and an experimental group of (51) students. Findings: The results showed that there are statistically significant differences at (= 0.05) in the post-listening test scores due to the teaching method (namely, YouTube) in favor of the experimental group. Practical Implications: The results of this study might have practical implications for the Ministry of Education, teachers, and students. The recommendations should be applied to enhance students’ performance. Technology is incorporated into the teaching/learning process, and the results of this study might give insights into the students’ responses and adjustments. Originality/value: The results of this study revealed that the YouTube-based instructional program was effective in improving the students’ listening skills as compared with the conventional methodology. In this case, implementing YouTube is highly recommended and should be widely rooted in the Jordanian EFL classes as its advantages are aplenty.
{"title":"The Effect of an Instructional Program Based on YouTube on Jordanian EFL Students' Listening","authors":"Asma' Al-ghazu, Abdallah Baniabdelrahman","doi":"10.47631/mejress.v3i1.440","DOIUrl":"https://doi.org/10.47631/mejress.v3i1.440","url":null,"abstract":"Purpose: The study aimed to investigate the effect of using a YouTube-based instructional program on university students’ listening comprehension in Jordan.\u0000Approach/Methodology/Design: The researchers followed a quasi-experimental design which consisted of one independent variable and one dependent variable. The sample included students majoring in English Language and Linguistics at Jordan University of Science and Technology (JUST), Juniors and Seniors who were distributed into two groups, a control group consisting of (46) students and an experimental group of (51) students.\u0000Findings: The results showed that there are statistically significant differences at (= 0.05) in the post-listening test scores due to the teaching method (namely, YouTube) in favor of the experimental group.\u0000Practical Implications: The results of this study might have practical implications for the Ministry of Education, teachers, and students. The recommendations should be applied to enhance students’ performance. Technology is incorporated into the teaching/learning process, and the results of this study might give insights into the students’ responses and adjustments.\u0000Originality/value: The results of this study revealed that the YouTube-based instructional program was effective in improving the students’ listening skills as compared with the conventional methodology. In this case, implementing YouTube is highly recommended and should be widely rooted in the Jordanian EFL classes as its advantages are aplenty.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124072603","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}
Pub Date : 2021-11-14DOI: 10.47631/mejress.v2i4.350
Edad Mercier
Purpose: The article examines the trial of French General Paul Aussaresses (b. 1918, d. 2013) in the 2000s for war crimes committed during the Algerian War (1954 to 1962). Approach/Methodology/Design: A historiographical analysis covering topics such as colonialism, public memory, collective memory, counter-narratives, education, forgetting, and authenticity. Findings: Public history without individual memories or lived experiences of communities that have survived historical events can be viewed as inauthentic. It might even be called propaganda to present only state state-sanctioned accounts of historical events. Many governments will consequently enact laws to distinguish between what constitutes official national narratives—and what remains peripheral, or perhaps extremist individual, historical accounts. Practical Implications: This paper contributes to the scholarly literature examining oral testimonials in political and war crime tribunals, and the ethics of conducting public history research using media archives. Originality/value: Towards a greater understanding of collective memory processes, the case of the Algerian War reveals the constant negotiations, formal networks, and informal channels used to distinguish between legitimate and illegitimate sources of historical memory—and the consequences on culture, law, and society.
{"title":"Colonialism, Collective Memory, and Memory Politics: Critical Reflections on Narratives and Public Archives of the Algerian War","authors":"Edad Mercier","doi":"10.47631/mejress.v2i4.350","DOIUrl":"https://doi.org/10.47631/mejress.v2i4.350","url":null,"abstract":"Purpose: The article examines the trial of French General Paul Aussaresses (b. 1918, d. 2013) in the 2000s for war crimes committed during the Algerian War (1954 to 1962).\u0000Approach/Methodology/Design: A historiographical analysis covering topics such as colonialism, public memory, collective memory, counter-narratives, education, forgetting, and authenticity.\u0000Findings: Public history without individual memories or lived experiences of communities that have survived historical events can be viewed as inauthentic. It might even be called propaganda to present only state state-sanctioned accounts of historical events. Many governments will consequently enact laws to distinguish between what constitutes official national narratives—and what remains peripheral, or perhaps extremist individual, historical accounts.\u0000Practical Implications: This paper contributes to the scholarly literature examining oral testimonials in political and war crime tribunals, and the ethics of conducting public history research using media archives.\u0000Originality/value: Towards a greater understanding of collective memory processes, the case of the Algerian War reveals the constant negotiations, formal networks, and informal channels used to distinguish between legitimate and illegitimate sources of historical memory—and the consequences on culture, law, and society.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128206922","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}
Pub Date : 2021-11-14DOI: 10.47631/mejress.v2i4.358
Saifuddin Ahmed, Md. Zarif Rahman, Mahabuba Islam Meem
Purpose: The main objective of this study is to evaluate whether the COVID-19 pandemic has influenced the people of Bangladesh to become more fatalistic or not. Approach/Methodology/Design: The study is of a descriptive design. The study follows a mixed-method research approach where an online survey was conducted among 406 individuals and 15 interviews of experts in different criteria have been assembled to validate the survey results properly. This survey data were analyzed based on the age and economic condition of the respondents. The in-depth interviews were collected based on six categories: Academicians, religious scholars, medical practitioners, Coronavirus-infected individuals, law enforcement officials, and journalists. Findings: The study shows that most of the people of Bangladesh are not influenced by the fatalistic views. The COVID-19 pandemic has certainly made people more dependent on fate lately. Senior citizens of the society and people with low income are more fatalists than other groups of people in the society. Senior citizens are suffering the most from anxiety, youths of Bangladesh are facing the most uncertainty in this pandemic. None of the population groups are completely dependent on fate yet confident about the situation at the same time. Practical Implications: The findings of this study will pave the way forward for further research in this area and help policymakers to take necessary initiatives. In short term, it will help formulating policies for the vulnerable groups. Such as, providing economic assistance for the lowest range of income group, guaranteeing old age pension for the senior citizens, access to right information, and psychological stability. In long term, this study will allow practitioners to create awareness during disasters and pandemics through expert narratives, news, and social media awareness. Originality/value: This paper explores how the belief system of people is influenced by their socio-economic condition and how it affects their behavior in terms of combating pandemics. It also emphasizes that during disasters and pandemics, policymakers should take special initiatives for senior citizens and people with low income.
{"title":"Fatalistic Views and the Impact on Combating COVID-19: Bangladesh Context","authors":"Saifuddin Ahmed, Md. Zarif Rahman, Mahabuba Islam Meem","doi":"10.47631/mejress.v2i4.358","DOIUrl":"https://doi.org/10.47631/mejress.v2i4.358","url":null,"abstract":"Purpose: The main objective of this study is to evaluate whether the COVID-19 pandemic has influenced the people of Bangladesh to become more fatalistic or not. \u0000Approach/Methodology/Design: The study is of a descriptive design. The study follows a mixed-method research approach where an online survey was conducted among 406 individuals and 15 interviews of experts in different criteria have been assembled to validate the survey results properly. This survey data were analyzed based on the age and economic condition of the respondents. The in-depth interviews were collected based on six categories: Academicians, religious scholars, medical practitioners, Coronavirus-infected individuals, law enforcement officials, and journalists.\u0000Findings: The study shows that most of the people of Bangladesh are not influenced by the fatalistic views. The COVID-19 pandemic has certainly made people more dependent on fate lately. Senior citizens of the society and people with low income are more fatalists than other groups of people in the society. Senior citizens are suffering the most from anxiety, youths of Bangladesh are facing the most uncertainty in this pandemic. None of the population groups are completely dependent on fate yet confident about the situation at the same time.\u0000Practical Implications: The findings of this study will pave the way forward for further research in this area and help policymakers to take necessary initiatives. In short term, it will help formulating policies for the vulnerable groups. Such as, providing economic assistance for the lowest range of income group, guaranteeing old age pension for the senior citizens, access to right information, and psychological stability. In long term, this study will allow practitioners to create awareness during disasters and pandemics through expert narratives, news, and social media awareness. \u0000Originality/value: This paper explores how the belief system of people is influenced by their socio-economic condition and how it affects their behavior in terms of combating pandemics. It also emphasizes that during disasters and pandemics, policymakers should take special initiatives for senior citizens and people with low income.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125074181","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}
Pub Date : 2021-11-14DOI: 10.47631/mejress.v2i4.344
Andrea Pacino
This review article investigated the pervasive problem that contract cheating presents in higher education in the United Arab Emirates (UAE), and aimed to discover whether a solution could be found to combat the growing use of essay mills among students in the region. This literature review aimed to answer the following research questions; why do students use essay mills? Is current university student academic support adequate to facilitate branch campus learning at a level equivalent to a home campus? What methods can international branch campuses in the UAE employ to discourage the use of essay mills? What type and levels of services can universities provide in the future that better support students and stop them from becoming potential essay mill users? The point of the research was to find a means by which students can be dissuaded from using contract cheating sites by becoming so well-supported, and so aware of the threat that contract cheating poses to the value of their degree, that essay mills become a much less attractive option. The study began with a look into the possible circumstances that lead a student to cheat, which includes exploring the fraud triangle theory, the peer behaviour theory, the planned behaviour theory, and the subsequent methodology used. The study found a variety of reasons students cheat, citing laziness, a lack of ability or adequate depth of academic vocabulary in a second language learner, peer pressure, that it is so easy and convenient to use such sites, and the fact that there is a promise of plagiarism free work with a click of a mouse and simple financial transaction (Clarke & Lancaster, 2013). Furthermore, online contract cheating presents a significant challenge for higher education institutes to keep a check on standards and quality assurance. Many teachers are either unaware of or simply afraid to follow up on instances of contract cheating for fear of recriminations in the form of poor feedback or possible student dropout rates.
{"title":"An Investigation into Contract Cheating in Tertiary Education, and How to Combat the Problem in a United Arab Emirates Context","authors":"Andrea Pacino","doi":"10.47631/mejress.v2i4.344","DOIUrl":"https://doi.org/10.47631/mejress.v2i4.344","url":null,"abstract":"This review article investigated the pervasive problem that contract cheating presents in higher education in the United Arab Emirates (UAE), and aimed to discover whether a solution could be found to combat the growing use of essay mills among students in the region. This literature review aimed to answer the following research questions; why do students use essay mills? Is current university student academic support adequate to facilitate branch campus learning at a level equivalent to a home campus? What methods can international branch campuses in the UAE employ to discourage the use of essay mills? What type and levels of services can universities provide in the future that better support students and stop them from becoming potential essay mill users? The point of the research was to find a means by which students can be dissuaded from using contract cheating sites by becoming so well-supported, and so aware of the threat that contract cheating poses to the value of their degree, that essay mills become a much less attractive option. The study began with a look into the possible circumstances that lead a student to cheat, which includes exploring the fraud triangle theory, the peer behaviour theory, the planned behaviour theory, and the subsequent methodology used. The study found a variety of reasons students cheat, citing laziness, a lack of ability or adequate depth of academic vocabulary in a second language learner, peer pressure, that it is so easy and convenient to use such sites, and the fact that there is a promise of plagiarism free work with a click of a mouse and simple financial transaction (Clarke & Lancaster, 2013). Furthermore, online contract cheating presents a significant challenge for higher education institutes to keep a check on standards and quality assurance. Many teachers are either unaware of or simply afraid to follow up on instances of contract cheating for fear of recriminations in the form of poor feedback or possible student dropout rates.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127798945","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}
Pub Date : 2021-11-14DOI: 10.47631/mejress.v2i4.360
Eman Saleh Al- Sagier Shaiegy
Purpose: This study investigated the impact of teachers’ teaching experience on the implementation of English language curricula in public schools in the Aqaba Governorate, Jordan. Approach/Methodology/Design: The Rand Change Agent Theory of curriculum implementation guided this study. A descriptive survey design was adopted. The sample included 167 English language teachers who were selected purposively from 240 public school teachers in the Aqaba Governorate, Jordan. A questionnaire was developed as an instrument for data collection. It consisted of 36 items, and it was validated by presenting it to a group of arbitrators. The reliability was assured by carrying out a test-retest on a sample chosen from outside the sample of the study. Descriptive statistics were utilized to analyze data. Findings: The study findings indicated that there are statistically significant differences at (α≤0.05) between the implementation of English language curricula and the teacher’s teaching experience. This means that the teaching experience of the teacher affects the implementation of English language curricula. Practical Implications: The study presents certain implications for curriculum development policies. The study recommends engaging teachers in programs that assist them in exchanging experiences, knowledge, and skills to ensure effective execution of the curriculum in addition to the necessity for teachers to pay attention to self-development. Originality/value: Teaching experience plays a crucial role in curriculum implementation. It enables teachers to gain competence and effectiveness.
{"title":"The Impact of Teacher’s Teaching Experience on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan","authors":"Eman Saleh Al- Sagier Shaiegy","doi":"10.47631/mejress.v2i4.360","DOIUrl":"https://doi.org/10.47631/mejress.v2i4.360","url":null,"abstract":"Purpose: This study investigated the impact of teachers’ teaching experience on the implementation of English language curricula in public schools in the Aqaba Governorate, Jordan.\u0000Approach/Methodology/Design: The Rand Change Agent Theory of curriculum implementation guided this study. A descriptive survey design was adopted. The sample included 167 English language teachers who were selected purposively from 240 public school teachers in the Aqaba Governorate, Jordan. A questionnaire was developed as an instrument for data collection. It consisted of 36 items, and it was validated by presenting it to a group of arbitrators. The reliability was assured by carrying out a test-retest on a sample chosen from outside the sample of the study. Descriptive statistics were utilized to analyze data.\u0000Findings: The study findings indicated that there are statistically significant differences at (α≤0.05) between the implementation of English language curricula and the teacher’s teaching experience. This means that the teaching experience of the teacher affects the implementation of English language curricula.\u0000Practical Implications: The study presents certain implications for curriculum development policies. The study recommends engaging teachers in programs that assist them in exchanging experiences, knowledge, and skills to ensure effective execution of the curriculum in addition to the necessity for teachers to pay attention to self-development.\u0000Originality/value: Teaching experience plays a crucial role in curriculum implementation. It enables teachers to gain competence and effectiveness.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126866294","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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