Pub Date : 2021-11-04DOI: 10.47631/mejress.v2i4.367
Olatoye Mukaila Ayinde
Purpose: This study examined TPACK model as it relates to teacher’s knowledge categories such as methods of teaching subject matter (content knowledge) curriculum knowledge, knowledge about technology and pedagogical know-how etc. Approach/Methodology/Design: Conceptual analysis was discussed to establish content selection, performance procedure and problem-solving while designing an object-based game. Among the templates identified and used for Object-Based Game model are analog game model, managing learning procedure etc. The study adopted formative research in order to elucidate functional concepts and variables within the study. Findings: Games are repertoire of teaching aids and research paradigm which revolves philosophical learning theories and gaming processes. The quality of game developed depends on the qualifications; i.e. proficiency in mathematical theories and their interrelations to suit instructional concepts of game development and creative thinking abilities, pedagogical skills are required to identify learning pattern. There is a need to incorporate self-motivated experience scenes such as gaming, which characterize play and activity as being the young child’s most powerful tool in all areas of learning particularly Mathematics. Practical Implications: The study presents practical implications for teachers of mathematics. Contextualization helps learners to link new ideas to prior knowledge, and the proposed model in this study could be validated and applied in teaching mathematic concepts. Originality/value: The study adopted formative research in order to elucidate functional concepts and variables within the study. Technological Pedagogical and Content Knowledge (TPACK) object-based Mathematic card games model is designed as powerful and potential learning tools.
{"title":"An Instructional Design Model for TPACK Object-Based Mathematics Card Games","authors":"Olatoye Mukaila Ayinde","doi":"10.47631/mejress.v2i4.367","DOIUrl":"https://doi.org/10.47631/mejress.v2i4.367","url":null,"abstract":"Purpose: This study examined TPACK model as it relates to teacher’s knowledge categories such as methods of teaching subject matter (content knowledge) curriculum knowledge, knowledge about technology and pedagogical know-how etc.\u0000Approach/Methodology/Design: Conceptual analysis was discussed to establish content selection, performance procedure and problem-solving while designing an object-based game. Among the templates identified and used for Object-Based Game model are analog game model, managing learning procedure etc. The study adopted formative research in order to elucidate functional concepts and variables within the study.\u0000Findings: Games are repertoire of teaching aids and research paradigm which revolves philosophical learning theories and gaming processes. The quality of game developed depends on the qualifications; i.e. proficiency in mathematical theories and their interrelations to suit instructional concepts of game development and creative thinking abilities, pedagogical skills are required to identify learning pattern. There is a need to incorporate self-motivated experience scenes such as gaming, which characterize play and activity as being the young child’s most powerful tool in all areas of learning particularly Mathematics. \u0000Practical Implications: The study presents practical implications for teachers of mathematics. Contextualization helps learners to link new ideas to prior knowledge, and the proposed model in this study could be validated and applied in teaching mathematic concepts.\u0000Originality/value: The study adopted formative research in order to elucidate functional concepts and variables within the study. Technological Pedagogical and Content Knowledge (TPACK) object-based Mathematic card games model is designed as powerful and potential learning tools.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121058698","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 : 2021-11-04DOI: 10.47631/mejress.v2i4.339
Andrea Pacino, Faiza Qureshi
Purpose: This article is focused on the high attrition rate of English as a Foreign Language (EFL) teachers in the Kingdom of Saudi Arabia. It looks into the possible reasons that cause teachers to leave the country or the profession after spending a short time there, based on data collected from EFL teachers from across the Kingdom. Approach/Methodology/Design: This study used a mixed methods enquiry design, initially carried out through semi-structured interviews in a qualitative manner. Five teachers who worked in various higher education institutes across the Kingdom were interviewed and questioned about various aspects of their professional life as a teacher in the KSA. Those interviews were subsequently analysed to create questionnaires which were then administered to a sample of 20 teachers. The returned questionnaires were analysed and reported in numerical charts for ease of visual clarity. The lower the figure, the less motivation or satisfaction there was in the field. Findings: NEST attrition rates in Saudi Arabia are abnormally high due to a serious lack of cultural training by management and/or provider, poor induction once a teacher arrives in country and culture. NNEST attrition rates are more aligned to professional reasons, as they feel they are treated poorly by comparison with their NEST counterparts: lower wages, fewer promotion opportunities, not being taken as seriously by students and employers, and sudden discontinuance of contracts among the main reasons for NNESTs leaving their posts. Practical Implications: The study makes suggestions as to how teachers’ needs might be addressed in order to reduce the outflow of professional teachers from Saudi Arabia. Originality/value: There is very little continuity in teaching due to large numbers of teachers exiting the Kingdom after a very short period of time. NEST attrition rates in Saudi Arabia are abnormally high due to a number of reasons.
{"title":"Why Is Saudi Arabia’s EFL Teacher Attrition Rate So High, And What Can Be Done to Stem the Tide of Transient Teachers?","authors":"Andrea Pacino, Faiza Qureshi","doi":"10.47631/mejress.v2i4.339","DOIUrl":"https://doi.org/10.47631/mejress.v2i4.339","url":null,"abstract":"Purpose: This article is focused on the high attrition rate of English as a Foreign Language (EFL) teachers in the Kingdom of Saudi Arabia. It looks into the possible reasons that cause teachers to leave the country or the profession after spending a short time there, based on data collected from EFL teachers from across the Kingdom.\u0000Approach/Methodology/Design: This study used a mixed methods enquiry design, initially carried out through semi-structured interviews in a qualitative manner. Five teachers who worked in various higher education institutes across the Kingdom were interviewed and questioned about various aspects of their professional life as a teacher in the KSA. Those interviews were subsequently analysed to create questionnaires which were then administered to a sample of 20 teachers. The returned questionnaires were analysed and reported in numerical charts for ease of visual clarity. The lower the figure, the less motivation or satisfaction there was in the field.\u0000Findings: NEST attrition rates in Saudi Arabia are abnormally high due to a serious lack of cultural training by management and/or provider, poor induction once a teacher arrives in country and culture. NNEST attrition rates are more aligned to professional reasons, as they feel they are treated poorly by comparison with their NEST counterparts: lower wages, fewer promotion opportunities, not being taken as seriously by students and employers, and sudden discontinuance of contracts among the main reasons for NNESTs leaving their posts.\u0000Practical Implications: The study makes suggestions as to how teachers’ needs might be addressed in order to reduce the outflow of professional teachers from Saudi Arabia.\u0000Originality/value: There is very little continuity in teaching due to large numbers of teachers exiting the Kingdom after a very short period of time. NEST attrition rates in Saudi Arabia are abnormally high due to a number of reasons.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123050982","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 : 2021-11-04DOI: 10.47631/mejress.v2i4.320
A. Asukwo, Grace James, A. Asukwo
Purpose: This study examined the perceived family-related determinants and implications of the low enrolment of female students in electrical installation and maintenance works in government science technical colleges of Adamawa State. Approach/Methodology/Design: A descriptive survey research design was adopted for the study. The population of the study consisted of 13 Electrical Installation and Maintenance Work Trade (EIMWT) teachers and 129 parents of National Technical Certificate Two (NTCII) EIMWT students (either father or mother) in three Government Science Technical Colleges of Adamawa State. The sample of the study comprised of the entire population, thus no sampling was done. A 20-item questionnaire was developed by the researcher and used for data collection. The questionnaire was validated by three lecturers from the Department of Electrical Technology Education, Modibbo Adama University, Yola, Adamawa State. A reliability coefficient of 0.87 was obtained for the instrument using Cronbach Alpha. Mean was used to answer the research questions while a t-test was used to test the hypotheses. Findings: The findings of the study revealed low contribution from the female gender to family income in households and increased level of dependency of the female gender on the males in Adamawa State as major perceived family-related implications. Practical Implications: The study presents practical implications for concerned authorities to work on dismantling the negative perceptions about female education. The results suggest working closely with several institutions to raise awareness and enlighten parents and family members on the prospects of EIMWT, especially to the female gender. Originality/value: The study concludes that EIMWT is a way of investing in the education of females in view of breaking cycles of poverty and social vices that the females might be lured into.
{"title":"Family-Related Determinants and Implications of Low Female Enrolment in Electrical Trade in Adamawa State","authors":"A. Asukwo, Grace James, A. Asukwo","doi":"10.47631/mejress.v2i4.320","DOIUrl":"https://doi.org/10.47631/mejress.v2i4.320","url":null,"abstract":"Purpose: This study examined the perceived family-related determinants and implications of the low enrolment of female students in electrical installation and maintenance works in government science technical colleges of Adamawa State.\u0000Approach/Methodology/Design: A descriptive survey research design was adopted for the study. The population of the study consisted of 13 Electrical Installation and Maintenance Work Trade (EIMWT) teachers and 129 parents of National Technical Certificate Two (NTCII) EIMWT students (either father or mother) in three Government Science Technical Colleges of Adamawa State. The sample of the study comprised of the entire population, thus no sampling was done. A 20-item questionnaire was developed by the researcher and used for data collection. The questionnaire was validated by three lecturers from the Department of Electrical Technology Education, Modibbo Adama University, Yola, Adamawa State. A reliability coefficient of 0.87 was obtained for the instrument using Cronbach Alpha. Mean was used to answer the research questions while a t-test was used to test the hypotheses.\u0000Findings: The findings of the study revealed low contribution from the female gender to family income in households and increased level of dependency of the female gender on the males in Adamawa State as major perceived family-related implications. \u0000Practical Implications: The study presents practical implications for concerned authorities to work on dismantling the negative perceptions about female education. The results suggest working closely with several institutions to raise awareness and enlighten parents and family members on the prospects of EIMWT, especially to the female gender.\u0000Originality/value: The study concludes that EIMWT is a way of investing in the education of females in view of breaking cycles of poverty and social vices that the females might be lured into.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125941956","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 : 2021-11-04DOI: 10.47631/mejress.v2i4.327
Shaun Robison
Purpose: Research on teacher educators is fragmented but different trends are emerging from a variety of contexts that recognize it as a distinct profession. This research aims to highlight the features of a potential UAE teacher educator framework that has emerged from my research on authentic professional learning, and where professional learning might be focused in the future to build on teacher educators’ professional knowledge in the UAE. This paper explores the potential characteristics of a UAE Teacher Educator Framework through the methodological lens of narrative inquiry. Approach/Methodology/Design: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates. Drawing on the work of Keltchermans (2018), Kreijns (2019) and the existing frameworks from other contexts, this paper illustrates the potential blueprint for the UAE education sector. Findings: The findings suggest that inter-cultural learning and sensory awareness of the contextual factors that underpin the sector may allow teacher educators to feel empowered to support teachers and their peers in a complex cultural and economic environment. Practical Implications: The practical implications propose a new way of working and thinking within the UAE context, and the framework can be applied and adapted to both the public and private sectors. Originality/value: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates so this work offers significant value in an under-researched space.
{"title":"Maturity on the Horizon: Is the United Arab Emirates Ready for a Teacher Educator Framework?","authors":"Shaun Robison","doi":"10.47631/mejress.v2i4.327","DOIUrl":"https://doi.org/10.47631/mejress.v2i4.327","url":null,"abstract":"Purpose: Research on teacher educators is fragmented but different trends are emerging from a variety of contexts that recognize it as a distinct profession. This research aims to highlight the features of a potential UAE teacher educator framework that has emerged from my research on authentic professional learning, and where professional learning might be focused in the future to build on teacher educators’ professional knowledge in the UAE. This paper explores the potential characteristics of a UAE Teacher Educator Framework through the methodological lens of narrative inquiry.\u0000Approach/Methodology/Design: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates. Drawing on the work of Keltchermans (2018), Kreijns (2019) and the existing frameworks from other contexts, this paper illustrates the potential blueprint for the UAE education sector.\u0000Findings: The findings suggest that inter-cultural learning and sensory awareness of the contextual factors that underpin the sector may allow teacher educators to feel empowered to support teachers and their peers in a complex cultural and economic environment.\u0000Practical Implications: The practical implications propose a new way of working and thinking within the UAE context, and the framework can be applied and adapted to both the public and private sectors.\u0000Originality/value: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates so this work offers significant value in an under-researched space.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125375394","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 : 2021-07-27DOI: 10.47631/mejress.v2i3.294
S. Saleh, Shahen Jamal Majeed
Purpose: This study aimed to examine motivation toward learning the English Language among learners from different universities in Iraq. The study focused on identifying the type of, instrumental and integrative, and also the activities that learners prefer to use in the classroom. Methodology/Approach/Design: The study applied both qualitative and quantitative design. The instruments used in the study included questionnaires and semi-structured interviews. A sample of 200 participants were engaged in an online survey and filled the questionnaire questions. An interview through zoom was also conducted with the selected group of learners. Results: The findings of the study revealed that learners were motivated more instrumentally as compared to integratively. It was also evident that the students were interested in different learning activities. Practical Implication: This study will have a greater contribution to the pedagogy of English language learning. The findings of the study might be used by curriculum developers to make changes and implement the best techniques of teaching English in the Iraqi EFL curriculum. Originality/Value: The results of this study may make the university teachers and students aware of the significance of motivation in enhancing the English learning process. Also, the findings may make university teachers more creative in developing interactive learning activities that will be suitable for students.
{"title":"Motivation toward English Language Learning among Iraqi University Students","authors":"S. Saleh, Shahen Jamal Majeed","doi":"10.47631/mejress.v2i3.294","DOIUrl":"https://doi.org/10.47631/mejress.v2i3.294","url":null,"abstract":"Purpose: This study aimed to examine motivation toward learning the English Language among learners from different universities in Iraq. The study focused on identifying the type of, instrumental and integrative, and also the activities that learners prefer to use in the classroom.\u0000Methodology/Approach/Design: The study applied both qualitative and quantitative design. The instruments used in the study included questionnaires and semi-structured interviews. A sample of 200 participants were engaged in an online survey and filled the questionnaire questions. An interview through zoom was also conducted with the selected group of learners.\u0000Results: The findings of the study revealed that learners were motivated more instrumentally as compared to integratively. It was also evident that the students were interested in different learning activities.\u0000Practical Implication: This study will have a greater contribution to the pedagogy of English language learning. The findings of the study might be used by curriculum developers to make changes and implement the best techniques of teaching English in the Iraqi EFL curriculum.\u0000Originality/Value: The results of this study may make the university teachers and students aware of the significance of motivation in enhancing the English learning process. Also, the findings may make university teachers more creative in developing interactive learning activities that will be suitable for students.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115154290","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 : 2021-07-27DOI: 10.47631/mejress.v2i3.268
Bassem Kandil
Purpose: The purpose of this study is to examine the effects of integrated Science, Technology, Engineering, and Mathematics (STEM) education on academic achievement in the science classroom. Methodology: This study is a quasi-experimental using non-equivalent control group pretest-posttest design. Fifty-one Grade 8 students, taught by the same teacher, constituted the participants of this study. The study consisted of an experimental group that followed a STEM approach to education and a control group that was taught the usual way. Results: The findings showed an encouraging improvement in the science achievement of the experimental group as compared to that of the control one. Students belonging to the experimental group demonstrated conceptual understanding of the topics covered by the assigned problems. Practical Implications: An initial implication is that STEM education is a promising approach that, if properly implemented, facilitates meaningful learning. Originality/Value: The problem/project-based way of teaching and learning allows students to appreciate the relevance of their school work to their own lives and the world around them. Besides the positive impact of STEM education on science achievement, the findings of this study revealed that a STEM approach is a promising approach in terms of developing conceptual understanding and promoting transfer of learning.
{"title":"The Stem of Meaningful Learning","authors":"Bassem Kandil","doi":"10.47631/mejress.v2i3.268","DOIUrl":"https://doi.org/10.47631/mejress.v2i3.268","url":null,"abstract":"Purpose: The purpose of this study is to examine the effects of integrated Science, Technology, Engineering, and Mathematics (STEM) education on academic achievement in the science classroom.\u0000Methodology: This study is a quasi-experimental using non-equivalent control group pretest-posttest design. Fifty-one Grade 8 students, taught by the same teacher, constituted the participants of this study. The study consisted of an experimental group that followed a STEM approach to education and a control group that was taught the usual way.\u0000Results: The findings showed an encouraging improvement in the science achievement of the experimental group as compared to that of the control one. Students belonging to the experimental group demonstrated conceptual understanding of the topics covered by the assigned problems.\u0000Practical Implications: An initial implication is that STEM education is a promising approach that, if properly implemented, facilitates meaningful learning.\u0000Originality/Value: The problem/project-based way of teaching and learning allows students to appreciate the relevance of their school work to their own lives and the world around them. Besides the positive impact of STEM education on science achievement, the findings of this study revealed that a STEM approach is a promising approach in terms of developing conceptual understanding and promoting transfer of learning.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126119198","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 : 2021-07-27DOI: 10.47631/mejress.v2i3.277
Edwin Nuvianto Al Azis, Gita Yusanti
Purpose: This research investigates the impact of being part-time-worker students towards their academic achievement. Methodology/Approach/Design: This research used qualitative descriptive research method which is appropriate for the design of this research. The data were collected from 44 higher students for the questionnaire and 10 students for the interview at English Department, IAIN Kediri by administering 32 questions for the questionnaire and 14 questions for the interview. Results: The finding of this research is discovering that there are two main motivations to be a part-time-worker student, financial factor and experience factor. However, the part-time-worker students are still able to achieve good grade point average (GPA) or even they can achieve better academic achievement caused by the experience they got by being part-time-worker student and it cannot be got from only being an ordinary academic student. Therefore, higher students can be a part-time worker students by paying attention on time management which plays a pivotal role and finding out a minimum duration for working but it can cover what their purposes are. Practical Implication: The findings of this study present various implications for concerned authorities to address the emerging issues of university students. Joining a part-time job has its merits and demerits. However, further exploration of this phenomenon has to be implemented. Originality/Value: The study examines a social issue that is continually aggravating. The results of the study offer an insider look into the students’ motifs and pressures exerted upon them to join part-time jobs.
{"title":"Part-Time Working Opportunities and the Impact on Students’ Academic Achievement","authors":"Edwin Nuvianto Al Azis, Gita Yusanti","doi":"10.47631/mejress.v2i3.277","DOIUrl":"https://doi.org/10.47631/mejress.v2i3.277","url":null,"abstract":"Purpose: This research investigates the impact of being part-time-worker students towards their academic achievement.\u0000Methodology/Approach/Design: This research used qualitative descriptive research method which is appropriate for the design of this research. The data were collected from 44 higher students for the questionnaire and 10 students for the interview at English Department, IAIN Kediri by administering 32 questions for the questionnaire and 14 questions for the interview.\u0000Results: The finding of this research is discovering that there are two main motivations to be a part-time-worker student, financial factor and experience factor. However, the part-time-worker students are still able to achieve good grade point average (GPA) or even they can achieve better academic achievement caused by the experience they got by being part-time-worker student and it cannot be got from only being an ordinary academic student. Therefore, higher students can be a part-time worker students by paying attention on time management which plays a pivotal role and finding out a minimum duration for working but it can cover what their purposes are.\u0000Practical Implication: The findings of this study present various implications for concerned authorities to address the emerging issues of university students. Joining a part-time job has its merits and demerits. However, further exploration of this phenomenon has to be implemented.\u0000Originality/Value: The study examines a social issue that is continually aggravating. The results of the study offer an insider look into the students’ motifs and pressures exerted upon them to join part-time jobs.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130770272","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 : 2021-07-27DOI: 10.47631/mejress.v2i3.293
Dan Manolescu
The present review article aims to emphasize the importance of ESL as a relevant tool, not only in education, but in global communication as well. While different approaches to the teaching of ESL and its methodological implications still pose challenges to teachers and learners all over the world, educators should be made aware of the colossal power of this new tool that plays such an important role in teaching and learning about other cultures, in exchanging ideas and new concepts, and eventually in making the world a better place to live, learn, and grow. Four basic principles are introduced and discussed in detail, with a focus on the idea that lessons should be interesting, informative, communicative, and motivating. ESL, with its magic and mysteries, may very well be a formidable tool in learning not only about language, but also about the way we communicate with each other.
{"title":"The Magic and Mysteries of Teaching ESL","authors":"Dan Manolescu","doi":"10.47631/mejress.v2i3.293","DOIUrl":"https://doi.org/10.47631/mejress.v2i3.293","url":null,"abstract":"The present review article aims to emphasize the importance of ESL as a relevant tool, not only in education, but in global communication as well. While different approaches to the teaching of ESL and its methodological implications still pose challenges to teachers and learners all over the world, educators should be made aware of the colossal power of this new tool that plays such an important role in teaching and learning about other cultures, in exchanging ideas and new concepts, and eventually in making the world a better place to live, learn, and grow. Four basic principles are introduced and discussed in detail, with a focus on the idea that lessons should be interesting, informative, communicative, and motivating. ESL, with its magic and mysteries, may very well be a formidable tool in learning not only about language, but also about the way we communicate with each other. ","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133798077","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 : 2021-07-27DOI: 10.47631/mejress.v2i3.282
D. Moses, Mujittapha Idris Wawo, I. J. Ibanga, Isah Muhammad Musa
Purpose: The main purpose of this study is to assess the impact of ICT integration on Electrical Installation and Maintenance work trade teachers in technical colleges in Kano state, Nigeria. Approach/Methodology/Design: Descriptive survey research design was adopted for the study. The population of the study was 57 which consisted of 26 experienced 31 inexperienced teachers of Electrical Installation and Maintenance Works Trade. No sampling technique was employed as the entire population was used. The instrument used for data collection was a structured questionnaire titled: Impact of ICT Integration on Electrical Installation and Maintenance Work Trade Questionnaire (IICTIEIMWTQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.89 was obtained using Cronbach’s Alpha reliability method. Mean and standard deviation was used to answer the research questions, while z-test was used to test the null hypotheses at 0.05 level of significance. Findings: The finding of the study revealed that the level of ICT integration in teaching electrical installation and maintenance trade is low; the impact of ICT on the performance of electrical installation and maintenance trade teachers indicated negative impact. Practical Implications: The study has practical implications for teachers. Based on the findings, Electrical Installation and Maintenance Work Trade Teachers should engage themselves in group discussion and idea sharing among them on improving ICT integration in teaching electrical installation and maintenance trade among others. Originality/value: The performance of ICT users will improve as there are several platforms available for the ICT.
{"title":"Impact of Information and Communications Technology Integration on Electrical Installation and Maintenance Work Trade Teachers in Technical Colleges of Kano State, Nigeria","authors":"D. Moses, Mujittapha Idris Wawo, I. J. Ibanga, Isah Muhammad Musa","doi":"10.47631/mejress.v2i3.282","DOIUrl":"https://doi.org/10.47631/mejress.v2i3.282","url":null,"abstract":"Purpose: The main purpose of this study is to assess the impact of ICT integration on Electrical Installation and Maintenance work trade teachers in technical colleges in Kano state, Nigeria.\u0000Approach/Methodology/Design: Descriptive survey research design was adopted for the study. The population of the study was 57 which consisted of 26 experienced 31 inexperienced teachers of Electrical Installation and Maintenance Works Trade. No sampling technique was employed as the entire population was used. The instrument used for data collection was a structured questionnaire titled: Impact of ICT Integration on Electrical Installation and Maintenance Work Trade Questionnaire (IICTIEIMWTQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.89 was obtained using Cronbach’s Alpha reliability method. Mean and standard deviation was used to answer the research questions, while z-test was used to test the null hypotheses at 0.05 level of significance.\u0000Findings: The finding of the study revealed that the level of ICT integration in teaching electrical installation and maintenance trade is low; the impact of ICT on the performance of electrical installation and maintenance trade teachers indicated negative impact.\u0000Practical Implications: The study has practical implications for teachers. Based on the findings, Electrical Installation and Maintenance Work Trade Teachers should engage themselves in group discussion and idea sharing among them on improving ICT integration in teaching electrical installation and maintenance trade among others.\u0000Originality/value: The performance of ICT users will improve as there are several platforms available for the ICT.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"97 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122557589","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 : 2021-07-27DOI: 10.47631/mejress.v2i3.279
Mujittapha Idris Wawo, D. Moses, N. Mohammed, Rabiu Falama Akila
Purpose: The main purpose of this study is to assess of information and communications technology skills possessed by technical teachers in technical colleges of Kano State, Nigeria. Approach/Methodology/Design: A descriptive survey research design was adopted for the study. The population of the study was 157 which consisted of 86 experienced and 71 inexperienced technical teachers of Technical Colleges in Kano State. The instrument used for data collection was a structured questionnaire titled: Assessment of Information and Communications Technology Skills Possession Question (AICTSPQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.78 was obtained using Cronbach Alpha reliability method. Mean and standard deviation was used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. Findings: The finding of the study revealed that Technical teachers are unskillful in ICT operation such as MS excel, Photoshop, database, animation, forum and Corel draw; and have a low level of ICT utilization. Practical Implications: The findings of the study have implications for concerned authorities. The Government should provide ICT infrastructure in the State’s Technical Colleges in order to have conducive environment for teaching of the trade subjects and enforce integration by regular supervision among others. Originality/value: The technical teachers were unskilful in the following; MS excel, Photoshop, database, animation, forum and Corel draw, video conferencing, instructional game, interactive whiteboard and online teaching as the utilization of ICT facilities was low among technical teachers in Technical Colleges of Kano State.
{"title":"Assessment of Information and Communications Technology Skills Possessed by Teachers in Technical Colleges of Kano State, Nigeria","authors":"Mujittapha Idris Wawo, D. Moses, N. Mohammed, Rabiu Falama Akila","doi":"10.47631/mejress.v2i3.279","DOIUrl":"https://doi.org/10.47631/mejress.v2i3.279","url":null,"abstract":"Purpose: The main purpose of this study is to assess of information and communications technology skills possessed by technical teachers in technical colleges of Kano State, Nigeria.\u0000Approach/Methodology/Design: A descriptive survey research design was adopted for the study. The population of the study was 157 which consisted of 86 experienced and 71 inexperienced technical teachers of Technical Colleges in Kano State. The instrument used for data collection was a structured questionnaire titled: Assessment of Information and Communications Technology Skills Possession Question (AICTSPQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.78 was obtained using Cronbach Alpha reliability method. Mean and standard deviation was used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance.\u0000Findings: The finding of the study revealed that Technical teachers are unskillful in ICT operation such as MS excel, Photoshop, database, animation, forum and Corel draw; and have a low level of ICT utilization.\u0000Practical Implications: The findings of the study have implications for concerned authorities. The Government should provide ICT infrastructure in the State’s Technical Colleges in order to have conducive environment for teaching of the trade subjects and enforce integration by regular supervision among others.\u0000Originality/value: The technical teachers were unskilful in the following; MS excel, Photoshop, database, animation, forum and Corel draw, video conferencing, instructional game, interactive whiteboard and online teaching as the utilization of ICT facilities was low among technical teachers in Technical Colleges of Kano State.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132526320","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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