Purpose: This research aims to critically analyze the potential ramifications of comprehensive assessments on marginalized communities, with a specific focus on Afro-descendant students in the Caribbean/Atlantic region of Costa Rica. It intends to identify the potential effects of these assessments and propose policy and practice adjustments that can enhance their educational outcomes. Research methodology: This research analyzes the recent assessment requirements and the historical background of educational assessments in Costa Rica and explores alternative teaching methods, including culturally responsive pedagogy (CRP) and the impact of the dialect and language continuum. Furthermore, the potential benefits of integrating the International Baccalaureate (IB) philosophy into the curriculum of all public schools are also investigated. Results: Based on the analysis conducted, recommendations for policy and practice changes to address the potential impact of assessments on Afro-descendant students include creating a culturally responsive curriculum, recognizing non-standard dialects, using alternative assessment approaches, and emphasizing consideration of marginalized communities' needs and experiences in educational policy and practice decisions. Limitations: This review does not provide an empirical investigation but rather synthesizes existing literature and provides recommendations for future research. Contribution: This research significantly contributes to the existing literature on educational policy and practice in marginalized communities, particularly in relation to students of African descent in Costa Rica and suggests ways to improve their educational outcomes. Its insight can be of interest to policymakers, educators, and future researchers in education and social justice.
{"title":"Beyond assessments: Exploring strategies for Afro-Descendant students’ success in Costa Rica","authors":"D. Bernard","doi":"10.35912/jshe.v3i3.1475","DOIUrl":"https://doi.org/10.35912/jshe.v3i3.1475","url":null,"abstract":"Purpose: This research aims to critically analyze the potential ramifications of comprehensive assessments on marginalized communities, with a specific focus on Afro-descendant students in the Caribbean/Atlantic region of Costa Rica. It intends to identify the potential effects of these assessments and propose policy and practice adjustments that can enhance their educational outcomes. Research methodology: This research analyzes the recent assessment requirements and the historical background of educational assessments in Costa Rica and explores alternative teaching methods, including culturally responsive pedagogy (CRP) and the impact of the dialect and language continuum. Furthermore, the potential benefits of integrating the International Baccalaureate (IB) philosophy into the curriculum of all public schools are also investigated. Results: Based on the analysis conducted, recommendations for policy and practice changes to address the potential impact of assessments on Afro-descendant students include creating a culturally responsive curriculum, recognizing non-standard dialects, using alternative assessment approaches, and emphasizing consideration of marginalized communities' needs and experiences in educational policy and practice decisions. Limitations: This review does not provide an empirical investigation but rather synthesizes existing literature and provides recommendations for future research. Contribution: This research significantly contributes to the existing literature on educational policy and practice in marginalized communities, particularly in relation to students of African descent in Costa Rica and suggests ways to improve their educational outcomes. Its insight can be of interest to policymakers, educators, and future researchers in education and social justice.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126172549","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}
Purpose: The main purpose of this study is to determine the Blackboard System's effectiveness on students' academic performance in Araling Panlipunan. Research methodology: The study employed a quasi-experimental pre-test and post-test non-equivalent group design and was entirely quantitative. Seventy (70) Ligaya High School students in Grade 7 who were divided into the control and experimental groups made up the study's subjects. Both groups received instruction on related subjects throughout the first quarter of the Araling Panlipunan grading period. The t-test for dependent and independent samples was the statistical tool employed to evaluate the hypothesis. Results: Results indicate that using the Blackboard System to teach Araling Panlipunan is a more effective approach than using the traditional lecture technique. Further, it has a significant impact on students and learning processes. Teachers also gained great benefits in using this system since it provided them an easy way of tracking student progress reducing a lot of paperwork load. Limitations: This study was limited to only Grade 7 Araling Panlipunan learners in the school year 2019-2020. The duration of the experiment was only focused on the First Quarter grading period. Contribution: One of the key goals of the study is to raise the standard of education by using new technological trends, which will assist them to advance their skills and competencies in technology. Teachers will also benefit from the study to help them improve their craft with the use of effective pedagogy with ICT to cope with the changing world.
{"title":"Blackboard System and Students’ Academic Performance: An Experimental Study in The Philippines","authors":"Jomarie V. Baron","doi":"10.35912/jshe.v3i3.1186","DOIUrl":"https://doi.org/10.35912/jshe.v3i3.1186","url":null,"abstract":"Purpose: The main purpose of this study is to determine the Blackboard System's effectiveness on students' academic performance in Araling Panlipunan. Research methodology: The study employed a quasi-experimental pre-test and post-test non-equivalent group design and was entirely quantitative. Seventy (70) Ligaya High School students in Grade 7 who were divided into the control and experimental groups made up the study's subjects. Both groups received instruction on related subjects throughout the first quarter of the Araling Panlipunan grading period. The t-test for dependent and independent samples was the statistical tool employed to evaluate the hypothesis. Results: Results indicate that using the Blackboard System to teach Araling Panlipunan is a more effective approach than using the traditional lecture technique. Further, it has a significant impact on students and learning processes. Teachers also gained great benefits in using this system since it provided them an easy way of tracking student progress reducing a lot of paperwork load. Limitations: This study was limited to only Grade 7 Araling Panlipunan learners in the school year 2019-2020. The duration of the experiment was only focused on the First Quarter grading period. Contribution: One of the key goals of the study is to raise the standard of education by using new technological trends, which will assist them to advance their skills and competencies in technology. Teachers will also benefit from the study to help them improve their craft with the use of effective pedagogy with ICT to cope with the changing world.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128957069","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}
Purpose: This study provides an analytical framework based on the literature to evaluate the effectiveness of E-learning portals. The study aims to contrast the accessibility of e-learning portals from the perspectives of business and engineering students. Research methodology: Using convenience and snowball sampling methods with the help of Google polls, the data was acquired from 482 students, including engineering and business students. The study used a seven-point Likert-type questionnaire to gather data. The study employed PLS-SEM to do a multi-group analysis and examine group differences. Results: The results revealed user satisfaction predicts the system used for both models. Only e-service quality is the significant predictor of user satisfaction and the system used in the business model, but the system and information qualities are also predictors in the engineering model. Finally, the success of an e-learning portal is positively correlated with user satisfaction and system use. Limitations: This study consists of only a sample of 482 students. Future research may take into account using a bigger sample size. Additionally, this study mostly focused on how students perceived the efficacy of the e-learning portal while ignoring the viewpoints of the instructors and the institution, which may vary. Contribution: Higher administration in Bangladeshi educational institutions will find the study helpful in building policies and plans for the growth of e-learning portals. Novelty: This work validates the DeLone and McLean Model in the context of Bangladeshi undergraduate students. The study shows how business and engineering students' access to e-learning portals varies.
{"title":"E-learning Portal Success in higher education organizations: A multi-group comparison","authors":"S. Roy","doi":"10.35912/jshe.v3i3.1294","DOIUrl":"https://doi.org/10.35912/jshe.v3i3.1294","url":null,"abstract":"Purpose: This study provides an analytical framework based on the literature to evaluate the effectiveness of E-learning portals. The study aims to contrast the accessibility of e-learning portals from the perspectives of business and engineering students. Research methodology: Using convenience and snowball sampling methods with the help of Google polls, the data was acquired from 482 students, including engineering and business students. The study used a seven-point Likert-type questionnaire to gather data. The study employed PLS-SEM to do a multi-group analysis and examine group differences. Results: The results revealed user satisfaction predicts the system used for both models. Only e-service quality is the significant predictor of user satisfaction and the system used in the business model, but the system and information qualities are also predictors in the engineering model. Finally, the success of an e-learning portal is positively correlated with user satisfaction and system use. Limitations: This study consists of only a sample of 482 students. Future research may take into account using a bigger sample size. Additionally, this study mostly focused on how students perceived the efficacy of the e-learning portal while ignoring the viewpoints of the instructors and the institution, which may vary. Contribution: Higher administration in Bangladeshi educational institutions will find the study helpful in building policies and plans for the growth of e-learning portals. Novelty: This work validates the DeLone and McLean Model in the context of Bangladeshi undergraduate students. The study shows how business and engineering students' access to e-learning portals varies.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127954692","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}
Nuruddin Ahmed Masud, Joshua Mensah, San Su Su San, M. Subarna, Mahmudul Hasan
Purpose: The primary purpose of the research is to pursue the international student's perception of the learning environment related to academic achievement in international universities to establish the elements of an educational culture that contribute to the academic achievement of international students. Research methodology: Numerous studies have been conducted over the last few decades to determine how students perceive their learning environment as reflected by their average level of academic achievement. The impact of international students from the Asian & African continent and their social, cultural, and educational experiences on their academic achievement was evaluated by reviewing global and local materials conducted at one Chinese university in Zhejiang province. This study commenced with a search of computerized educational, sociology, and psychology databases using the exploratory phase method. The materials for the review are divided into two sections: a synopsis of academic, social, and cultural consequences & a description and criticism of strategies for promoting international competitiveness and fostering intercultural understanding. Results: International students' perception of the learning environment has a significant impact on academic achievement at international foreign universities, and the findings of this study stimulate the researcher to emerge with new strategies that can heighten the performance of international students.
{"title":"A comprehensive review of international students' perceptions of the learning environment in relation to academic achievement","authors":"Nuruddin Ahmed Masud, Joshua Mensah, San Su Su San, M. Subarna, Mahmudul Hasan","doi":"10.35912/jshe.v3i3.1434","DOIUrl":"https://doi.org/10.35912/jshe.v3i3.1434","url":null,"abstract":"Purpose: The primary purpose of the research is to pursue the international student's perception of the learning environment related to academic achievement in international universities to establish the elements of an educational culture that contribute to the academic achievement of international students. Research methodology: Numerous studies have been conducted over the last few decades to determine how students perceive their learning environment as reflected by their average level of academic achievement. The impact of international students from the Asian & African continent and their social, cultural, and educational experiences on their academic achievement was evaluated by reviewing global and local materials conducted at one Chinese university in Zhejiang province. This study commenced with a search of computerized educational, sociology, and psychology databases using the exploratory phase method. The materials for the review are divided into two sections: a synopsis of academic, social, and cultural consequences & a description and criticism of strategies for promoting international competitiveness and fostering intercultural understanding. Results: International students' perception of the learning environment has a significant impact on academic achievement at international foreign universities, and the findings of this study stimulate the researcher to emerge with new strategies that can heighten the performance of international students.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116990096","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}
Purpose: This study aims to identify factors that contribute to depression and increase suicidal ideation in students to measure the types of depression among the students. To know the extent of depression they suffered and identify the factors that stimulate suicide. Research methodology: The study wants to assess the factors that affect depression and suicidal tendencies among the students of Shahjalal University of Science and Technology and MC College, Sylhet. For collecting data, and questionnaire method was followed. The researcher selected 50 samples from both of these institutions. In this study, a mixed research approach has been followed. Results: The study disclosed that among the respondents, 90% had an idea about depression, and 90% got depression once in their lifetime. They suffered from major depressive disorder, bipolar disorder, premenstrual dysphoric disorder, etc. and suffered from bipolar disorder. Depression has an adverse effect on student's academic life. Besides, 72% said that they need more consciousness about their depression. The study also revealed that 8% are addicted to drugs and alcohol. The study further revealed that 64% thought the severity of depression could lead someone to suicide, and 28% said that they thought about suicide during their depression period. Limitations: The respondents wanted to keep the truth private in some cases. The researcher may have failed to collect the pros and cons of this issue. Contribution: Shahjalal University of Science and Technology and MC College, Bangladesh.
{"title":"Factors affecting depression and suicidal tendency among the students for the educational process","authors":"Md Mehdi Rahman, Md. Al Amin","doi":"10.35912/jshe.v3i3.1430","DOIUrl":"https://doi.org/10.35912/jshe.v3i3.1430","url":null,"abstract":"Purpose: This study aims to identify factors that contribute to depression and increase suicidal ideation in students to measure the types of depression among the students. To know the extent of depression they suffered and identify the factors that stimulate suicide. Research methodology: The study wants to assess the factors that affect depression and suicidal tendencies among the students of Shahjalal University of Science and Technology and MC College, Sylhet. For collecting data, and questionnaire method was followed. The researcher selected 50 samples from both of these institutions. In this study, a mixed research approach has been followed. Results: The study disclosed that among the respondents, 90% had an idea about depression, and 90% got depression once in their lifetime. They suffered from major depressive disorder, bipolar disorder, premenstrual dysphoric disorder, etc. and suffered from bipolar disorder. Depression has an adverse effect on student's academic life. Besides, 72% said that they need more consciousness about their depression. The study also revealed that 8% are addicted to drugs and alcohol. The study further revealed that 64% thought the severity of depression could lead someone to suicide, and 28% said that they thought about suicide during their depression period. Limitations: The respondents wanted to keep the truth private in some cases. The researcher may have failed to collect the pros and cons of this issue. Contribution: Shahjalal University of Science and Technology and MC College, Bangladesh.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134043528","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}
Purpose: This article’s purpose is to explore the challenges and experiences PhD students in selected Ugandan state universities endure during their studies. Research methodology: The approach of the research focused on three public universities thus; Kabale University, Makerere University, and Gulu University. To explore these challenges, we undertook an extensive literature review of the external supervisors and evaluations of PhD students who attempted to submit their final dissertations. Results: The main findings of the results indicate that due to institutional, individual, and supervisory inefficiency, many students who enroll in their PhD programs at these universities are unable to graduate within the given timeframe. Limitations: The limitations of the study conclude that the problems addressed in this research and the suggestions presented provide the basis for improving university training programs and facilitating students, timely completion of the PhD program. Contribution: In terms of contribution, this research will improve scholarly writing and publication abilities, in addition to increasing the identity of doctoral education in Uganda. Evidently, there is no substantial work exploring the difficulties and challenges faced by PhD students in Uganda. Novelty: it is crucial to remember that when pursuing their PhDs, scholars are not just learning about the research topic, but are also developing fundamental skills in critical thinking, to construct their own knowledge within their own indigenous context, it is essential that they acquire the capacity to assess assertions, and evaluate arguments in a critical manner.
{"title":"The experiences and challenges of Doctoral Education in Public Universities compared","authors":"Ocan Johnson, Eton Marus, A. Adyanga, N. Ayiga","doi":"10.35912/jshe.v3i3.1454","DOIUrl":"https://doi.org/10.35912/jshe.v3i3.1454","url":null,"abstract":"Purpose: This article’s purpose is to explore the challenges and experiences PhD students in selected Ugandan state universities endure during their studies. Research methodology: The approach of the research focused on three public universities thus; Kabale University, Makerere University, and Gulu University. To explore these challenges, we undertook an extensive literature review of the external supervisors and evaluations of PhD students who attempted to submit their final dissertations. Results: The main findings of the results indicate that due to institutional, individual, and supervisory inefficiency, many students who enroll in their PhD programs at these universities are unable to graduate within the given timeframe. Limitations: The limitations of the study conclude that the problems addressed in this research and the suggestions presented provide the basis for improving university training programs and facilitating students, timely completion of the PhD program. Contribution: In terms of contribution, this research will improve scholarly writing and publication abilities, in addition to increasing the identity of doctoral education in Uganda. Evidently, there is no substantial work exploring the difficulties and challenges faced by PhD students in Uganda. Novelty: it is crucial to remember that when pursuing their PhDs, scholars are not just learning about the research topic, but are also developing fundamental skills in critical thinking, to construct their own knowledge within their own indigenous context, it is essential that they acquire the capacity to assess assertions, and evaluate arguments in a critical manner.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130734511","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}
Purpose: This research aimed to discuss the form and function of the directive speech acts of teacher and students in online teaching and learning interactions at SMP Ignatius Global School (IGS) Palembang. Methodology: The method used was descriptive qualitative, and the data source contained directive speech acts of teacher and students in online teaching at SMP IGS. Results: Based on the results, there were forms and functions of teacher and students’ directive speech acts. Furthermore, transactions were found in the discourse of classroom interactions. The forms of teacher directive speech acts in online teaching and learning interactions were requertives, questions, requirements, prohibitives, permissive, and advisories. Meanwhile, the forms of students’ directive speech acts are requertives, questions, and advisories. Limitations: This research is limited to discussing only the directive speech acts of teacher and students in teaching and learning interactions. Contribution: This research can contribute to the interaction of students and teacher regarding the directive speech acts in online teaching and learning interactions.
{"title":"Directive Speech Acts of Teacher and Students in Online Teaching Learning Interactions at SMP Ignatius Global School Palembang","authors":"Ayu Meidini, Didi Suhendi, Izzah Izzah","doi":"10.35912/jshe.v3i2.1321","DOIUrl":"https://doi.org/10.35912/jshe.v3i2.1321","url":null,"abstract":"Purpose: This research aimed to discuss the form and function of the directive speech acts of teacher and students in online teaching and learning interactions at SMP Ignatius Global School (IGS) Palembang. Methodology: The method used was descriptive qualitative, and the data source contained directive speech acts of teacher and students in online teaching at SMP IGS. Results: Based on the results, there were forms and functions of teacher and students’ directive speech acts. Furthermore, transactions were found in the discourse of classroom interactions. The forms of teacher directive speech acts in online teaching and learning interactions were requertives, questions, requirements, prohibitives, permissive, and advisories. Meanwhile, the forms of students’ directive speech acts are requertives, questions, and advisories. Limitations: This research is limited to discussing only the directive speech acts of teacher and students in teaching and learning interactions. Contribution: This research can contribute to the interaction of students and teacher regarding the directive speech acts in online teaching and learning interactions.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113933519","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}
Purpose: The purpose of the study is to assess the implementation of the spiral progression approach in teaching science according to the threat of its volatility, uncertainty, complexity, and ambiguity (vuca). Methodology of Research: Descriptive research design was employed in this study, and the total enumeration technique was used to determine the respondents. A valid and reliable self-made questionnaire was utilized in the conduct of the study. Results: As viewed in the result of the study, it was found that the VUCA level of the spiral progression approach in teaching science is Low, therefore there is a minimal threat and issues that need to be addressed properly since if ignored, it will pose a bigger problem in the future. Likewise, the implementation of the spiral progression approach in science teaching is geared toward the right track. Limitations: This study looks into the implementation of the spiral progression approach and assesses its volatilities, uncertainties, complexities, and ambiguities (VUCA) as a way to cope with its complex conditions as perceived by science teachers and serves as variables of the study. Respondents of the study were limited only to those teachers teaching secondary science in the school year 2021-2022. Contribution: This research endeavor will be beneficial as it aims to add knowledge on the implementation of the Spiral Progression Approach with a special focus on its volatility, uncertainty, complexity, and ambiguity which will become the basis of future programs and policies to illuminate the current set of understanding about this educational reform program.
{"title":"The spiral progression approach in teaching science: Its Volatilities, Uncertainties, Complexities, and Ambiguities (VUCA)","authors":"Jomarie V. Baron, Jaycob A. Dela Cruz","doi":"10.35912/jshe.v3i2.1194","DOIUrl":"https://doi.org/10.35912/jshe.v3i2.1194","url":null,"abstract":"Purpose: The purpose of the study is to assess the implementation of the spiral progression approach in teaching science according to the threat of its volatility, uncertainty, complexity, and ambiguity (vuca). Methodology of Research: Descriptive research design was employed in this study, and the total enumeration technique was used to determine the respondents. A valid and reliable self-made questionnaire was utilized in the conduct of the study. Results: As viewed in the result of the study, it was found that the VUCA level of the spiral progression approach in teaching science is Low, therefore there is a minimal threat and issues that need to be addressed properly since if ignored, it will pose a bigger problem in the future. Likewise, the implementation of the spiral progression approach in science teaching is geared toward the right track. Limitations: This study looks into the implementation of the spiral progression approach and assesses its volatilities, uncertainties, complexities, and ambiguities (VUCA) as a way to cope with its complex conditions as perceived by science teachers and serves as variables of the study. Respondents of the study were limited only to those teachers teaching secondary science in the school year 2021-2022. Contribution: This research endeavor will be beneficial as it aims to add knowledge on the implementation of the Spiral Progression Approach with a special focus on its volatility, uncertainty, complexity, and ambiguity which will become the basis of future programs and policies to illuminate the current set of understanding about this educational reform program.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127782139","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}
Purpose: The purpose of this study was to examine the perspectives and experiences of educators who practice Soka (value-creating) pedagogy in their teaching and learning environment. Methodology: The participants were educators who were teaching, or had taught, in a formal public or private education system in Canada and were also affiliated with the Soka Gakkai International Association of Canada Educators Group. An online survey was distributed to the educators describing the study and requesting their participation in a semi-structured interview. Fourteen survey respondents were chosen for an interview. Results: The study’s findings revealed important themes concerning how Soka education positively influenced the educators’ relationships with their students, how teachers structured their teaching and learning environment, how teachers perceived their role as educators, and how the teachers’ Buddhist spiritual practice inspired and guided their application of Soka education. Limitations: The findings are best interpreted within the study’s limitation of selecting participants from a teacher population that would likely perceive Soka education in a largely favorable light. Contribution: Our research poses potential inquiries for further study, given the novelty of the finding that identified how teachers used their Buddhist practice to inspire and advance their teaching. This aspect of teaching practice is not widely represented to date in the Soka education discourse and may have implications for future investigation.
{"title":"SGI Canada Educators' Perspectives on Creating Value in the Teaching and Learning Environment","authors":"Paul Sherman, Olivia Boukydis","doi":"10.35912/jshe.v3i2.1312","DOIUrl":"https://doi.org/10.35912/jshe.v3i2.1312","url":null,"abstract":"Purpose: The purpose of this study was to examine the perspectives and experiences of educators who practice Soka (value-creating) pedagogy in their teaching and learning environment. Methodology: The participants were educators who were teaching, or had taught, in a formal public or private education system in Canada and were also affiliated with the Soka Gakkai International Association of Canada Educators Group. An online survey was distributed to the educators describing the study and requesting their participation in a semi-structured interview. Fourteen survey respondents were chosen for an interview. Results: The study’s findings revealed important themes concerning how Soka education positively influenced the educators’ relationships with their students, how teachers structured their teaching and learning environment, how teachers perceived their role as educators, and how the teachers’ Buddhist spiritual practice inspired and guided their application of Soka education. Limitations: The findings are best interpreted within the study’s limitation of selecting participants from a teacher population that would likely perceive Soka education in a largely favorable light. Contribution: Our research poses potential inquiries for further study, given the novelty of the finding that identified how teachers used their Buddhist practice to inspire and advance their teaching. This aspect of teaching practice is not widely represented to date in the Soka education discourse and may have implications for future investigation.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125394836","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}
Purpose: This study investigated the contribution of the YLP towards enhancing self-reliance among the youths in the west division of Lira City. Methodology/approach: The study employed a descriptive cross-sectional design. A closed-ended structured questionnaire with a five Likert scale was used to collect data from a sample of 249 respondents based on the program theory postulated by Reynolds (1998); it entails the logic behind how programs are built, with particular emphasis on the program process. Data were analyzed using both descriptive statistics and inferential statistics aided by SPSS (version 20). Results: The findings suggested that the YLP program enhanced self-reliance among the youths by 11.1%. The youths in Lira City West Division moderately benefited from livelihood support (3.10, SD = 1.08) and institutional support (Mean = 2.71, SD = 1.241). A robust regression analysis revealed a positive and significant relationship between the YLP program and self-reliance (R2 = 0.111). Livelihood support (Coef = 0.159, p-value 0.0025) was found to be positively and significantly correlated with self-reliance. However, the statistical analysis revealed that institutional support had a negative relationship with self-reliance (p-value > 0.05, 95% CI). Limitations: During the study, it was difficult to find some respondents since they were scattered looking for activities to earn a living therefore extra efforts were ensured such as using research assistants in order to find the respondents. Inadequate funds to facilitate the study like transport to the field, and printing questionnaires were also a problem. The researcher got a loan from friends and the bank to cover the gap. Contributions: This study contributes to the understanding of local community development initiatives using the empowerment approach.
{"title":"Analysis of the contribution of the Youth Livelihood Program towards enhancing Self-Reliance among the Youths in Lira City, Uganda","authors":"Elizabeth Dorky Achiro, D. Mwesigwa","doi":"10.35912/jshe.v3i2.1337","DOIUrl":"https://doi.org/10.35912/jshe.v3i2.1337","url":null,"abstract":"Purpose: This study investigated the contribution of the YLP towards enhancing self-reliance among the youths in the west division of Lira City. Methodology/approach: The study employed a descriptive cross-sectional design. A closed-ended structured questionnaire with a five Likert scale was used to collect data from a sample of 249 respondents based on the program theory postulated by Reynolds (1998); it entails the logic behind how programs are built, with particular emphasis on the program process. Data were analyzed using both descriptive statistics and inferential statistics aided by SPSS (version 20). Results: The findings suggested that the YLP program enhanced self-reliance among the youths by 11.1%. The youths in Lira City West Division moderately benefited from livelihood support (3.10, SD = 1.08) and institutional support (Mean = 2.71, SD = 1.241). A robust regression analysis revealed a positive and significant relationship between the YLP program and self-reliance (R2 = 0.111). Livelihood support (Coef = 0.159, p-value 0.0025) was found to be positively and significantly correlated with self-reliance. However, the statistical analysis revealed that institutional support had a negative relationship with self-reliance (p-value > 0.05, 95% CI). Limitations: During the study, it was difficult to find some respondents since they were scattered looking for activities to earn a living therefore extra efforts were ensured such as using research assistants in order to find the respondents. Inadequate funds to facilitate the study like transport to the field, and printing questionnaires were also a problem. The researcher got a loan from friends and the bank to cover the gap. Contributions: This study contributes to the understanding of local community development initiatives using the empowerment approach.","PeriodicalId":198092,"journal":{"name":"Journal of Social, Humanity, and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126784873","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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