The study investigated within educational institutions, specifically focusing on the allocation and utilization of Maintenance and Other Operating Expenses (MOOE) for the Annual Improvement Plan (AIP). Through a quantitative approach, it explored how MOOE funds were allocated and employed to bolster AIP initiatives, aiming to enhance student performance and academic endeavors. Findings emphasized the consistent alignment of MOOE utilization with AIP guidelines, reflecting a robust commitment to strategic resource allocation. Moreover, the study revealed a notable positive correlation between MOOE utilization and budget allocation for school expenses, highlighting the importance of synchronized financial decisions in optimizing resource distribution. School heads exhibited strong confidence in the efficient utilization of MOOE funds, emphasizing the pivotal role of strategic allocation practices in advancing school operations and educational goals. Future research avenues should explore additional factors influencing MOOE utilization and its long-term impact on educational outcomes, offering insights to inform resource allocation strategies and foster continuous improvement within educational institutions.
{"title":"Optimizing Resource Management: Examining MOOE Allocation Utilization for Annual Improvement Plan (AIP)","authors":"Joel P Longaquit","doi":"10.54536/ajet.v3i3.3148","DOIUrl":"https://doi.org/10.54536/ajet.v3i3.3148","url":null,"abstract":"The study investigated within educational institutions, specifically focusing on the allocation and utilization of Maintenance and Other Operating Expenses (MOOE) for the Annual Improvement Plan (AIP). Through a quantitative approach, it explored how MOOE funds were allocated and employed to bolster AIP initiatives, aiming to enhance student performance and academic endeavors. Findings emphasized the consistent alignment of MOOE utilization with AIP guidelines, reflecting a robust commitment to strategic resource allocation. Moreover, the study revealed a notable positive correlation between MOOE utilization and budget allocation for school expenses, highlighting the importance of synchronized financial decisions in optimizing resource distribution. School heads exhibited strong confidence in the efficient utilization of MOOE funds, emphasizing the pivotal role of strategic allocation practices in advancing school operations and educational goals. Future research avenues should explore additional factors influencing MOOE utilization and its long-term impact on educational outcomes, offering insights to inform resource allocation strategies and foster continuous improvement within educational institutions.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"41 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924362","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}
Kirk John Ponce Tonido, Tiffanie Limapajan Arana, Florannie Lapara Cenabre, J. M. E. Ocdenaria
This phenomenological study explores the experiences of Filipino teachers dealing with frequent changes in school principals within the Department of Education (DepEd) system. The research aims to understand the impact of these leadership transitions on teachers’ professional experiences and classroom dynamics, the strategies they employ to overcome associated challenges, and the insights they can share with their peers. The study gathered in-depth qualitative data from teachers across various educational levels and subjects using semi-structured interviews and focus group discussions. The findings reveal that frequent principal turnover leads to instability, disrupts academic performance, affects staff morale, and complicates the implementation of long-term initiatives. Teachers employ strategies such as maintaining continuity and stability, establishing clear communication channels, and fostering robust support systems to navigate these challenges. The study underscores the importance of adaptability, building strong relationships, effective communication, and ongoing professional development. The results highlight the need for educational policymakers to prioritize stability in leadership and provide support systems that help teachers adapt to changes, ensuring a conducive learning environment for students and a supportive atmosphere for educators. This research contributes to the broader understanding of the ecological impacts of leadership turnover and offers practical recommendations for enhancing teacher well-being and school performance amidst frequent administrative changes.
{"title":"Understanding Teacher Experiences Amidst Principal Reshuffling: A Phenomenological Inquiry","authors":"Kirk John Ponce Tonido, Tiffanie Limapajan Arana, Florannie Lapara Cenabre, J. M. E. Ocdenaria","doi":"10.54536/ajet.v3i3.3215","DOIUrl":"https://doi.org/10.54536/ajet.v3i3.3215","url":null,"abstract":"This phenomenological study explores the experiences of Filipino teachers dealing with frequent changes in school principals within the Department of Education (DepEd) system. The research aims to understand the impact of these leadership transitions on teachers’ professional experiences and classroom dynamics, the strategies they employ to overcome associated challenges, and the insights they can share with their peers. The study gathered in-depth qualitative data from teachers across various educational levels and subjects using semi-structured interviews and focus group discussions. The findings reveal that frequent principal turnover leads to instability, disrupts academic performance, affects staff morale, and complicates the implementation of long-term initiatives. Teachers employ strategies such as maintaining continuity and stability, establishing clear communication channels, and fostering robust support systems to navigate these challenges. The study underscores the importance of adaptability, building strong relationships, effective communication, and ongoing professional development. The results highlight the need for educational policymakers to prioritize stability in leadership and provide support systems that help teachers adapt to changes, ensuring a conducive learning environment for students and a supportive atmosphere for educators. This research contributes to the broader understanding of the ecological impacts of leadership turnover and offers practical recommendations for enhancing teacher well-being and school performance amidst frequent administrative changes.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828006","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}
Makarios Kizito Chimowa, Dannie Soko, Stewart Maganga, Paul Muotcha, Gerald Nkowani
The study set out to investigate the level of collaboration among stakeholders with regard to promoting inclusive education in primary and secondary schools in Lilongwe Rural East and Mthandiza zone in Dedza. Twenty-six schools under the Research on Inclusive Education, Sanitation, Environment and Hygiene (RIESEH) project were targeted upon. The study provides contemporary insights into how teachers and stakeholders view their collaborative roles in securing better outcomes for students with special educational needs (SEN). The study demonstrated that teachers showed their willingness to learn best practices and strategies to guide the students with SEN in pursuit to their education. It further revealed that teachers understand and know about inclusive education practices upon attending different workshops in addition to what they learnt while at teacher training colleges. Despite this, the study demonstrated that the main concern of the teachers was the little support received from stakeholders when it came to promoting inclusive practices in their classes and schools. Parents in this study acknowledged that collaboration was vital should inclusive education be achieved in schools. They indicated that they are aware of their roles in promoting inclusive education through collaboration with teachers. The study’s findings further indicated that collaboration between mainstream teachers and other stakeholders was limited in scope and that the nature of collaboration was conditional, erratic and unplanned. The results further revealed that many activities are done on an individual basis rather than teamwork where the groups share ideas in order to achieve the intended goals of inclusive education. The study attributes this to lack of policy clarity especially the National Strategy on Inclusive Education 2017 – 2021 and several other factors and thereby proposes a collaboration model or framework deemed most appropriate for the schools in the Malawian context.
{"title":"Level of Collaboration among Stakeholders to Promote Inclusive Education in Schools: The Case of Lilongwe Rural East and Mthandiza Zone in Dedza","authors":"Makarios Kizito Chimowa, Dannie Soko, Stewart Maganga, Paul Muotcha, Gerald Nkowani","doi":"10.54536/ajet.v3i3.3090","DOIUrl":"https://doi.org/10.54536/ajet.v3i3.3090","url":null,"abstract":"The study set out to investigate the level of collaboration among stakeholders with regard to promoting inclusive education in primary and secondary schools in Lilongwe Rural East and Mthandiza zone in Dedza. Twenty-six schools under the Research on Inclusive Education, Sanitation, Environment and Hygiene (RIESEH) project were targeted upon. The study provides contemporary insights into how teachers and stakeholders view their collaborative roles in securing better outcomes for students with special educational needs (SEN). The study demonstrated that teachers showed their willingness to learn best practices and strategies to guide the students with SEN in pursuit to their education. It further revealed that teachers understand and know about inclusive education practices upon attending different workshops in addition to what they learnt while at teacher training colleges. Despite this, the study demonstrated that the main concern of the teachers was the little support received from stakeholders when it came to promoting inclusive practices in their classes and schools. Parents in this study acknowledged that collaboration was vital should inclusive education be achieved in schools. They indicated that they are aware of their roles in promoting inclusive education through collaboration with teachers. The study’s findings further indicated that collaboration between mainstream teachers and other stakeholders was limited in scope and that the nature of collaboration was conditional, erratic and unplanned. The results further revealed that many activities are done on an individual basis rather than teamwork where the groups share ideas in order to achieve the intended goals of inclusive education. The study attributes this to lack of policy clarity especially the National Strategy on Inclusive Education 2017 – 2021 and several other factors and thereby proposes a collaboration model or framework deemed most appropriate for the schools in the Malawian context.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"59 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141658132","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}
Information Communication Technology (ICT), gives University students a better understanding of how an academic work should be presented and submitted for assignments, exercises, examinations, research work and others. The impact of ICT on students’ academic performance in early stages of University Education includes benefits like developing the ability to use the University’s academic standards of writing or presenting class work or assignments, seminars, and also research-related presentations. The benefits of using ICT outweigh its challenges once one acquires the skill, though society may view the use of ICT as unattainable. This study investigated the impact of Information Communication Technology (ICT) illiteracy levels on the academic performance of first year students at Emmanuel University. Based on SDT, ICT Engagement Theory, it is suggested that students’ interests, positive social interactions, autonomy and competence related to ICT increase their intrinsic motivation. This enables them to challenge themselves with self-driven technology use, which can generate conditions conducive to optimal academic performance. Results of the study revealed that lack of knowledge in ICT affects the academic performance of first year university students in many ways. The study recommends that universities should focus on adequately orienting or training first year students in the use of various types of ICT and encourage that they keep practicing the skill to become more skillful and experienced.
{"title":"Investigating the Impact of Information Communication Technology (ICT) Illiteracy Levels on the Academic Performance of First-Year Students: A Case of Emmanuel University","authors":"Makarios Kizito Chimowa, Paul Muotcha","doi":"10.54536/ajet.v3i3.2726","DOIUrl":"https://doi.org/10.54536/ajet.v3i3.2726","url":null,"abstract":"Information Communication Technology (ICT), gives University students a better understanding of how an academic work should be presented and submitted for assignments, exercises, examinations, research work and others. The impact of ICT on students’ academic performance in early stages of University Education includes benefits like developing the ability to use the University’s academic standards of writing or presenting class work or assignments, seminars, and also research-related presentations. The benefits of using ICT outweigh its challenges once one acquires the skill, though society may view the use of ICT as unattainable. This study investigated the impact of Information Communication Technology (ICT) illiteracy levels on the academic performance of first year students at Emmanuel University. Based on SDT, ICT Engagement Theory, it is suggested that students’ interests, positive social interactions, autonomy and competence related to ICT increase their intrinsic motivation. This enables them to challenge themselves with self-driven technology use, which can generate conditions conducive to optimal academic performance. Results of the study revealed that lack of knowledge in ICT affects the academic performance of first year university students in many ways. The study recommends that universities should focus on adequately orienting or training first year students in the use of various types of ICT and encourage that they keep practicing the skill to become more skillful and experienced.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"121 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141656902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research paper explores the implementation of OBE (Outcome-Based Education) in the context of disparate educational institutions, including the case of AGCA (Angeli Gilbert Christian Academy). This study uses a qualitative research method (in-depth interviews and thematic analysis), which examines how OBE complies with Spady’s five pillars (Paradigm, purposes, philosophy, principle, and outcome of significance) and its effect on the student learning outcomes. The study’s responses were gathered from teachers (15) and parents (15) through Zoom meetings, allowing for a deeper understanding of the OBE and its implementation in AGCA. This analysis highlights the crucial importance of OBE in the creation of student-centered learning approaches that are targeted to meet educational objectives, and that contribute to the formation of a favorable learning environment. The implementation of the OBE manual is proposed, and it will be tailored to fit the purpose and objectives of AGCA, which will guide the curriculum, instruction, and assessment alignment. In general, the study underscores that understanding and integrating OBE principles can help enhance education’s quality and relevance. OBE implementation of AGCA has been successful, gathering positive feedback from parents and educators. This research also indicates some adjustments to the AGCA structure, involving changes to the vision and mission statements as well as to the program with a focus on the OBE manual. Future research could consider integration effectiveness, longitudinal surveys of alumni, and comparative analogy of informing other educational reform strategies for students.
{"title":"Designing and Evaluating an Outcome-Based Education Model: A Case Study at Angeli Gilbert Christian Academy","authors":"Richard Paolo B Deluria","doi":"10.54536/ajet.v3i2.2881","DOIUrl":"https://doi.org/10.54536/ajet.v3i2.2881","url":null,"abstract":"This research paper explores the implementation of OBE (Outcome-Based Education) in the context of disparate educational institutions, including the case of AGCA (Angeli Gilbert Christian Academy). This study uses a qualitative research method (in-depth interviews and thematic analysis), which examines how OBE complies with Spady’s five pillars (Paradigm, purposes, philosophy, principle, and outcome of significance) and its effect on the student learning outcomes. The study’s responses were gathered from teachers (15) and parents (15) through Zoom meetings, allowing for a deeper understanding of the OBE and its implementation in AGCA. This analysis highlights the crucial importance of OBE in the creation of student-centered learning approaches that are targeted to meet educational objectives, and that contribute to the formation of a favorable learning environment. The implementation of the OBE manual is proposed, and it will be tailored to fit the purpose and objectives of AGCA, which will guide the curriculum, instruction, and assessment alignment. In general, the study underscores that understanding and integrating OBE principles can help enhance education’s quality and relevance. OBE implementation of AGCA has been successful, gathering positive feedback from parents and educators. This research also indicates some adjustments to the AGCA structure, involving changes to the vision and mission statements as well as to the program with a focus on the OBE manual. Future research could consider integration effectiveness, longitudinal surveys of alumni, and comparative analogy of informing other educational reform strategies for students.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"78 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268445","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}
E-learning has emerged as an essential component of sustainable education. This study is a clarification evaluation of e-learning implementation at a private higher education institution. This developmental research design was utilized to evaluate the CIPP model using the criteria of the OECD with the data gathered from nine participants. The researcher used a validated interview guide to determine the implementation’s context, input, process, and product. In the context of implementation, four themes emerged: efficient compliance with curriculum standards, relevant 21st-century skills, perceived efficiency of teachers and students, and inadequate availability of equipment. Two themes emerged for the inputs: a sustainable learning management system and relevant curriculum content. In the process, four steps emerged: planning, pre-implementation, implementation, and monitoring. Two themes that impacted product outputs emerged: workload reduction for teachers and efficient access and student monitoring. This concluded that a clear, thoughtful, and clever implementation policy can guarantee smoother and more effective services. Additionally, deliberate steps and various actions were taken to ensure the program’s successful delivery. The implementation positively impacted on both teachers’ and students’ output.
{"title":"Clarification Evaluation of E-learning Implementation: A Developmental Research Design","authors":"Eric D Palmerola","doi":"10.54536/ajet.v3i2.2890","DOIUrl":"https://doi.org/10.54536/ajet.v3i2.2890","url":null,"abstract":"E-learning has emerged as an essential component of sustainable education. This study is a clarification evaluation of e-learning implementation at a private higher education institution. This developmental research design was utilized to evaluate the CIPP model using the criteria of the OECD with the data gathered from nine participants. The researcher used a validated interview guide to determine the implementation’s context, input, process, and product. In the context of implementation, four themes emerged: efficient compliance with curriculum standards, relevant 21st-century skills, perceived efficiency of teachers and students, and inadequate availability of equipment. Two themes emerged for the inputs: a sustainable learning management system and relevant curriculum content. In the process, four steps emerged: planning, pre-implementation, implementation, and monitoring. Two themes that impacted product outputs emerged: workload reduction for teachers and efficient access and student monitoring. This concluded that a clear, thoughtful, and clever implementation policy can guarantee smoother and more effective services. Additionally, deliberate steps and various actions were taken to ensure the program’s successful delivery. The implementation positively impacted on both teachers’ and students’ output.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141275057","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}
Jeffry M Saro, Arlyn O Barol, Ardelyn L Glodobe, Florelyn S Grana, Nova P Billuga
Reading proficiency extends beyond mere word comprehension; it demands active engagement with text, analysis of its content, and synthesis of information to generate new insights and perspectives. This study aimed to investigate the reading proficiency levels of Grade 10 students during the implementation of Catch-Up Friday at Prosperidad National High School in the 2023-2024 school year and determine whether significant differences existed in the students’ reading proficiency levels between pre- and post-assessments during Catch-Up Friday sessions. The study included 182 females and 205 males, selected based on attendance, with thirty Grade 10 students further interviewed to gather insights on the implementation of Catch-Up Friday. Pre-assessment occurred over two Fridays (January 12-19, 2024) with the same number of participants, while post-assessment took place from February 1-8, 2024, utilizing school-provided reading materials. Descriptive statistics, including frequency, percentage, and mean, were employed, and a t-test for independent samples compared Grade 10 students’ mean scores in pre- and post-assessments during Catch-Up Friday sessions. The qualitative analysis utilized thematic guidelines by Bruan and Clarke (2006). The analysis revealed that implementing Catch-Up Friday sessions and contextualized reading materials significantly impacted Grade 10 students’ reading proficiency levels, highlighting the importance of tailored interventions and learning resources to enhance reading proficiency. Furthermore, the study emphasized the need for ongoing efforts to provide comprehensive support for students to improve their reading proficiency levels. Findings indicated that students enjoyed diverse reading activities during Catch-Up Friday sessions, felt supported by teachers, and believed the sessions effectively addressed their individual needs. The materials used were relevant and engaging, boosting students’ confidence in reading. Additionally, five themes emerged from student responses: Feedback on Catch-Up Fridays, Strategies for Reading Proficiency on Catch-Up Friday, Reading Importance and Catch-Up Friday, Challenges in Catch-Up Fridays: Share and Overcome, and Catch-Up Friday Effectiveness: Expanding Perspectives. These findings posited the effectiveness of Catch-Up Friday sessions in enhancing reading proficiency and fostering a stimulating learning environment conducive to academic growth and development.
{"title":"Catch-Up Friday: Improving the Reading Proficiency Levels and Perspectives of Grade 10 Students","authors":"Jeffry M Saro, Arlyn O Barol, Ardelyn L Glodobe, Florelyn S Grana, Nova P Billuga","doi":"10.54536/ajet.v3i2.2533","DOIUrl":"https://doi.org/10.54536/ajet.v3i2.2533","url":null,"abstract":"Reading proficiency extends beyond mere word comprehension; it demands active engagement with text, analysis of its content, and synthesis of information to generate new insights and perspectives. This study aimed to investigate the reading proficiency levels of Grade 10 students during the implementation of Catch-Up Friday at Prosperidad National High School in the 2023-2024 school year and determine whether significant differences existed in the students’ reading proficiency levels between pre- and post-assessments during Catch-Up Friday sessions. The study included 182 females and 205 males, selected based on attendance, with thirty Grade 10 students further interviewed to gather insights on the implementation of Catch-Up Friday. Pre-assessment occurred over two Fridays (January 12-19, 2024) with the same number of participants, while post-assessment took place from February 1-8, 2024, utilizing school-provided reading materials. Descriptive statistics, including frequency, percentage, and mean, were employed, and a t-test for independent samples compared Grade 10 students’ mean scores in pre- and post-assessments during Catch-Up Friday sessions. The qualitative analysis utilized thematic guidelines by Bruan and Clarke (2006). The analysis revealed that implementing Catch-Up Friday sessions and contextualized reading materials significantly impacted Grade 10 students’ reading proficiency levels, highlighting the importance of tailored interventions and learning resources to enhance reading proficiency. Furthermore, the study emphasized the need for ongoing efforts to provide comprehensive support for students to improve their reading proficiency levels. Findings indicated that students enjoyed diverse reading activities during Catch-Up Friday sessions, felt supported by teachers, and believed the sessions effectively addressed their individual needs. The materials used were relevant and engaging, boosting students’ confidence in reading. Additionally, five themes emerged from student responses: Feedback on Catch-Up Fridays, Strategies for Reading Proficiency on Catch-Up Friday, Reading Importance and Catch-Up Friday, Challenges in Catch-Up Fridays: Share and Overcome, and Catch-Up Friday Effectiveness: Expanding Perspectives. These findings posited the effectiveness of Catch-Up Friday sessions in enhancing reading proficiency and fostering a stimulating learning environment conducive to academic growth and development.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"36 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368451","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}
Cyril S Kpodo, Francis Ankyiah, Glover Reuben Agbelengor, Samuel Dah
Visual arts education is important in developing students’ creativity, critical thinking, and cultural awareness. However, in Ghana, visual arts subjects at the secondary school level often need help with challenges such as lack of resources, large class sizes, and misconceptions about the value of art education. This study aimed to explore innovative approaches and interventions that could address misconceptions and promote effective visual arts education in Ghana’s secondary schools. A qualitative document analysis and thematic analysis were conducted. Relevant policy documents, national curriculum frameworks, and previous research studies related to visual arts education in Ghana were analyzed to identify existing challenges, opportunities, and recommendations. Key emerging themes included misconceptions about visual arts subjects, lack of resources, training for art teachers and large class sizes that do not augur well for hands-on learning. The analysis also identified recommendations such as integrating visual arts across the curriculum, promoting art exhibitions, and leveraging community resources and partnerships to support visual arts programmes. This study provides insights into existing challenges in visual arts education in Ghana’s secondary schools and highlights innovative approaches that could help address misconceptions and strengthen visual arts programmes. Integrating visual arts across subject areas, promoting art exhibitions, improving teacher training, and leveraging community partnerships may help promote effective visual arts education.
{"title":"Exploring Innovative Approaches and Interventions to Address Misconceptions and Promote Effective Visual Arts Education in Secondary Schools in Ghana","authors":"Cyril S Kpodo, Francis Ankyiah, Glover Reuben Agbelengor, Samuel Dah","doi":"10.54536/ajet.v3i2.2524","DOIUrl":"https://doi.org/10.54536/ajet.v3i2.2524","url":null,"abstract":"Visual arts education is important in developing students’ creativity, critical thinking, and cultural awareness. However, in Ghana, visual arts subjects at the secondary school level often need help with challenges such as lack of resources, large class sizes, and misconceptions about the value of art education. This study aimed to explore innovative approaches and interventions that could address misconceptions and promote effective visual arts education in Ghana’s secondary schools. A qualitative document analysis and thematic analysis were conducted. Relevant policy documents, national curriculum frameworks, and previous research studies related to visual arts education in Ghana were analyzed to identify existing challenges, opportunities, and recommendations. Key emerging themes included misconceptions about visual arts subjects, lack of resources, training for art teachers and large class sizes that do not augur well for hands-on learning. The analysis also identified recommendations such as integrating visual arts across the curriculum, promoting art exhibitions, and leveraging community resources and partnerships to support visual arts programmes. This study provides insights into existing challenges in visual arts education in Ghana’s secondary schools and highlights innovative approaches that could help address misconceptions and strengthen visual arts programmes. Integrating visual arts across subject areas, promoting art exhibitions, improving teacher training, and leveraging community partnerships may help promote effective visual arts education.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140216712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study sought to develop engagement skills in learning and digital trust among university students by designing an interactive e-learning environment based on integrating the edX digital platform with some artificial intelligence applications. It was achieved by a random sample of undergraduate students at the College of Education, King Khalid University, was selected and divided into two groups: The first empirical group numbered (28) students and used the edX platform with some AI applications, and the other empirical group numbered (29) students who used Blackboard platform. A scale of engagement in learning was prepared, and a scale of digital trust and a t-test were used to analyze the study’s findings. The study found a statistical significance between integrating the edX digital platform with some AI applications and the Blackboard platform in developing engagement skills in learning in favor of the edX digital platform. The calculated T-value for both groups was 7.923, statistically significant at p<0.05. The T-value for integrating the edX digital platform with some AI and the Blackboard platform applications in developing digital trust skills in both groups was 1.368, which was insignificant at p<0.05.
本研究旨在通过设计一种基于 edX 数字平台和一些人工智能应用的交互式电子学习环境，培养大学生的学习参与技能和数字信任。研究随机抽取了哈立德国王大学教育学院的本科生，并将其分为两组：第一实证组有（28）名学生，他们使用的是带有一些人工智能应用的 edX 平台；另一个实证组有（29）名学生，他们使用的是 Blackboard 平台。研究编制了学习参与量表，并使用数字信任量表和 t 检验来分析研究结果。研究发现，edX 数字平台与一些人工智能应用软件的整合与 Blackboard 平台在培养学习参与技能方面的统计显著性更倾向于 edX 数字平台。两组的 T 值均为 7.923，P<0.05，具有统计学意义。两组学生在将edX数字平台与部分人工智能应用和Blackboard平台应用相结合以培养数字信任技能方面的T值均为1.368，在P<0.05时不显著。
{"title":"The Effect of Digital Platforms and Artificial Intelligence on the Development of Engagement Skills in Learning and DigitalTrust among University Students","authors":"A. S. Abdelmagid, N. Jabli, A. Qahmash","doi":"10.54536/ajet.v3i1.2459","DOIUrl":"https://doi.org/10.54536/ajet.v3i1.2459","url":null,"abstract":"The current study sought to develop engagement skills in learning and digital trust among university students by designing an interactive e-learning environment based on integrating the edX digital platform with some artificial intelligence applications. It was achieved by a random sample of undergraduate students at the College of Education, King Khalid University, was selected and divided into two groups: The first empirical group numbered (28) students and used the edX platform with some AI applications, and the other empirical group numbered (29) students who used Blackboard platform. A scale of engagement in learning was prepared, and a scale of digital trust and a t-test were used to analyze the study’s findings. The study found a statistical significance between integrating the edX digital platform with some AI applications and the Blackboard platform in developing engagement skills in learning in favor of the edX digital platform. The calculated T-value for both groups was 7.923, statistically significant at p<0.05. The T-value for integrating the edX digital platform with some AI and the Blackboard platform applications in developing digital trust skills in both groups was 1.368, which was insignificant at p<0.05.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249552","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}
In response to the emergence of Education 4.0 and the COVID-19 pandemic, the need to utilize effective emergency remote teaching technologies to enhance student engagement and achievement has never been more urgent. This Mixed Methods research investigated the effects of Biology Interactive Slide Presentations on the achievement and engagement of Grade 12 STEM students. Biology Interactive Slide Presentations were created using Pear Deck and Nearpod applications. Six Biology lessons about the Central Dogma of Molecular Biology and DNA Recombination were taught to 28 students using the educational tool. The students’ achievement was determined using a one-group pre-test-post-test design. The results of the paired-sample t-test revealed that there is a significant difference in the achievement of the students before and after the use of the learning tool. The students’ engagement was investigated through focus group discussion with five randomly selected students, and outcomes related to students’ engagement were identified as improving their cognitive, emotional, and behavioral engagement.
为了应对教育 4.0 的出现和 COVID-19 的流行，利用有效的紧急远程教学技术来提高学生的参与度和学习成绩比以往任何时候都更为迫切。这项混合方法研究调查了生物互动幻灯片演示对 12 年级 STEM 学生的成绩和参与度的影响。我们使用 Pear Deck 和 Nearpod 应用程序制作了生物互动幻灯片演示文稿。使用该教育工具向 28 名学生讲授了有关分子生物学中心教条和 DNA 重组的六节生物课。学生的成绩采用单组前测试-后测试设计来确定。配对样本 t 检验的结果显示，学生在使用学习工具前后的成绩有显著差异。通过与随机抽取的五名学生进行焦点小组讨论，对学生的参与度进行了调查，并确定了与学生参与度相关的成果，即提高了学生的认知、情感和行为参与度。
{"title":"Enhancing Student Engagement and Achievement in Biology through Interactive Slide Presentations","authors":"Louis F Ruado, Leah Amor S Cortez","doi":"10.54536/ajet.v3i1.2520","DOIUrl":"https://doi.org/10.54536/ajet.v3i1.2520","url":null,"abstract":"In response to the emergence of Education 4.0 and the COVID-19 pandemic, the need to utilize effective emergency remote teaching technologies to enhance student engagement and achievement has never been more urgent. This Mixed Methods research investigated the effects of Biology Interactive Slide Presentations on the achievement and engagement of Grade 12 STEM students. Biology Interactive Slide Presentations were created using Pear Deck and Nearpod applications. Six Biology lessons about the Central Dogma of Molecular Biology and DNA Recombination were taught to 28 students using the educational tool. The students’ achievement was determined using a one-group pre-test-post-test design. The results of the paired-sample t-test revealed that there is a significant difference in the achievement of the students before and after the use of the learning tool. The students’ engagement was investigated through focus group discussion with five randomly selected students, and outcomes related to students’ engagement were identified as improving their cognitive, emotional, and behavioral engagement.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"46 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140260926","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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