Students’ attitude towards mathematics has been a factor that is known to influence students’ achievement in mathematics. This paper explored factors influencing the attitude of students towards the study of mathematics in Nigeria. This study used a descriptive survey design. A simple random sampling technique was further applied to obtain Mathematics teachers, junior and senior staff, and principals targeted in this research, equal to 273 staff. The study sampled 162 respondents. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the Statistical Package for Social Science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The findings indicated that the teaching approach in teaching Mathematics was more correlated with students ‘attitudes in Uyo, Akwa Ibom State (r = 0.738; p= 0.000). Multiple linear regression analysis showed that the problem-solving method contributed to 57.2% of the variation in the performance, hence playing a vital role in students ‘attitudes towards Mathematics subjects in public secondary schools. It was also inferred that the teaching approach increases positive attitudes toward learning Mathematics subject. The study recommended that the maximum effort should be given to improve the students‟ attitude toward mathematics by organizing forums such as seminars and workshops where teachers and other education stakeholders can support, motivate, and cultivate positive attitudes among their students.
{"title":"Factors Influencing the Attitude of Students Towards the Study of Mathematics among Secondary Schools in Uyo, Akwa Ibom State Nigeria","authors":"Byiringiro Emmanuel","doi":"10.54536/ajet.v3i1.2410","DOIUrl":"https://doi.org/10.54536/ajet.v3i1.2410","url":null,"abstract":"Students’ attitude towards mathematics has been a factor that is known to influence students’ achievement in mathematics. This paper explored factors influencing the attitude of students towards the study of mathematics in Nigeria. This study used a descriptive survey design. A simple random sampling technique was further applied to obtain Mathematics teachers, junior and senior staff, and principals targeted in this research, equal to 273 staff. The study sampled 162 respondents. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the Statistical Package for Social Science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The findings indicated that the teaching approach in teaching Mathematics was more correlated with students ‘attitudes in Uyo, Akwa Ibom State (r = 0.738; p= 0.000). Multiple linear regression analysis showed that the problem-solving method contributed to 57.2% of the variation in the performance, hence playing a vital role in students ‘attitudes towards Mathematics subjects in public secondary schools. It was also inferred that the teaching approach increases positive attitudes toward learning Mathematics subject. The study recommended that the maximum effort should be given to improve the students‟ attitude toward mathematics by organizing forums such as seminars and workshops where teachers and other education stakeholders can support, motivate, and cultivate positive attitudes among their students.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"82 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959922","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}
Academic fees are an annual amount that students must pay in return for the training they receive. These fees can change according to several factors. Among these factors, some can influence the increase of tuition fees, while others can ensure that fees are moderate. Therefore, this research aimed to analyze these factors and integrate them as predictors in a deep-learning model for predicting university tuition fees. Hence, the authors used quantitative analysis based on secondary data on tuition fees at the Université de l’Assomption au Congo (UAC). These data were used to develop two regressive neural network models, namely the three-hidden-layer neural network and the four-hidden-layer neural network, to determine the best model for prediction and deployment purposes. The metrics used to evaluate the performance of these two models were mean absolute error, mean square error, root mean square error and coefficient of determination. The results revealed that academic costs increase as a student moves up the promotion ladder. After developing these models, although they all performed successively at 95.3% and 95.6%, the hidden 4-layer model was deployed. The predictors used as features were six: academic year, promotion, tuition fees, dissertation fees, partial time lecturers fees and equipment fees.
{"title":"Deep Learning for Predicting University Academic Fees in a Semi-Urban Area","authors":"Mpia Héritier Nsenge, Kanduki Mystere Kivuyirwa, Kitakya Ange Katya","doi":"10.54536/ajet.v3i1.2307","DOIUrl":"https://doi.org/10.54536/ajet.v3i1.2307","url":null,"abstract":"Academic fees are an annual amount that students must pay in return for the training they receive. These fees can change according to several factors. Among these factors, some can influence the increase of tuition fees, while others can ensure that fees are moderate. Therefore, this research aimed to analyze these factors and integrate them as predictors in a deep-learning model for predicting university tuition fees. Hence, the authors used quantitative analysis based on secondary data on tuition fees at the Université de l’Assomption au Congo (UAC). These data were used to develop two regressive neural network models, namely the three-hidden-layer neural network and the four-hidden-layer neural network, to determine the best model for prediction and deployment purposes. The metrics used to evaluate the performance of these two models were mean absolute error, mean square error, root mean square error and coefficient of determination. The results revealed that academic costs increase as a student moves up the promotion ladder. After developing these models, although they all performed successively at 95.3% and 95.6%, the hidden 4-layer model was deployed. The predictors used as features were six: academic year, promotion, tuition fees, dissertation fees, partial time lecturers fees and equipment fees.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the impact of employing a heuristic approach on students’ academic achievement and retention in geography education. The sample consisted of 235 SS II students enrolled in public secondary schools in the Municipal Education Zone, Kano, Nigeria. The study utilized a quasi-experimental design, with two schools assigned to the experimental group (heuristic approach) and two schools assigned to the control group (lecture method). The Geography Achievement Test (GAT) was used as the data collection instrument. ANCOVA was used to test the hypothesis using SPSS and the findings revealed a significant difference in the mean academic achievements between students taught geography concepts using the heuristic approach and those taught using the lecture method. The experimental group exhibited higher academic achievement compared to the control group, indicating that the use of the heuristic approach enhances students’ understanding and performance in geography. Also, there was a significant difference in the mean retention scores of male and female students when taught geography using the heuristic approach. Female students achieved higher retention scores than their male counterparts, suggesting that the heuristic approach is particularly effective in facilitating knowledge retention for female students in geography education. Based on the findings, it is recommended that educators and curriculum developers incorporate the heuristic approach into teaching methods for geography concepts. Training programs and workshops can be conducted to familiarize teachers with effective strategies for implementing the heuristic approach in their lessons.
{"title":"Impact of Heuristic Approach on Students’ Academic Achievement and Retention in Map Reading and Interpretation Among Secondary Schools, Municipal Zones, Kano-Nigeria","authors":"Aishatu Balaraba Musa, Saleh Musa Sa’ad","doi":"10.54536/ajet.v3i1.2328","DOIUrl":"https://doi.org/10.54536/ajet.v3i1.2328","url":null,"abstract":"This study explores the impact of employing a heuristic approach on students’ academic achievement and retention in geography education. The sample consisted of 235 SS II students enrolled in public secondary schools in the Municipal Education Zone, Kano, Nigeria. The study utilized a quasi-experimental design, with two schools assigned to the experimental group (heuristic approach) and two schools assigned to the control group (lecture method). The Geography Achievement Test (GAT) was used as the data collection instrument. ANCOVA was used to test the hypothesis using SPSS and the findings revealed a significant difference in the mean academic achievements between students taught geography concepts using the heuristic approach and those taught using the lecture method. The experimental group exhibited higher academic achievement compared to the control group, indicating that the use of the heuristic approach enhances students’ understanding and performance in geography. Also, there was a significant difference in the mean retention scores of male and female students when taught geography using the heuristic approach. Female students achieved higher retention scores than their male counterparts, suggesting that the heuristic approach is particularly effective in facilitating knowledge retention for female students in geography education. Based on the findings, it is recommended that educators and curriculum developers incorporate the heuristic approach into teaching methods for geography concepts. Training programs and workshops can be conducted to familiarize teachers with effective strategies for implementing the heuristic approach in their lessons.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"22 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158219","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}
Abdul Wajid Fazil, Musawer Hakimi, Saidamin Sajid, Mohammad Mustafa Quchi, Khudai Qul Khaliqyar
In the contemporary digital era, the pervasive influence of the internet underscores the imperative to equip the youth with skills for secure online navigation. While the internet presents vast opportunities, it simultaneously exposes young learners to potential risks, encompassing cyberbullying, privacy breaches, and security threats. This research meticulously examines the impact of cybersecurity education on the digital literacy and online safety of students, emphasizing the youth in Badakhshan Province, Afghanistan. It advocates for the cultivation of digital literacy and online safety principles across diverse age groups and fields of study. Furthermore, the study underscores the paramount importance of instilling awareness regarding responsible digital practices related to privacy, security, and copyright, with a compelling call for active parental involvement. To execute this research, a robust stratified random sampling technique was deployed, meticulously selecting 170 male and female students from various grade levels in both public and private schools within Badakhshan province, Afghanistan. Data collection was facilitated through a comprehensive survey questionnaire featuring 16 Likert scale-based questions. Subsequently, the gathered data underwent rigorous statistical analysis, encompassing descriptive and inferential statistics, regression analysis, and qualitative content analysis. This research yields invaluable insights into the internet behavior and cybersecurity awareness of the youth in Badakhshan Province, Afghanistan. It makes essential contributions to comprehending their online activities and digital literacy. The overarching goal is to empower students to navigate the digital landscape with confidence and ethical discernment by integrating cybersecurity education into school curricula. This approach not only safeguards their privacy and security but also optimizes the internet’s full potential. The study significantly contributes to fostering a safer, more responsible, and knowledge-driven society.
{"title":"Enhancing Internet Safety and Cybersecurity Awareness among Secondary and High School Students in Afghanistan: A Case Study of Badakhshan Province","authors":"Abdul Wajid Fazil, Musawer Hakimi, Saidamin Sajid, Mohammad Mustafa Quchi, Khudai Qul Khaliqyar","doi":"10.54536/ajet.v2i4.2248","DOIUrl":"https://doi.org/10.54536/ajet.v2i4.2248","url":null,"abstract":"In the contemporary digital era, the pervasive influence of the internet underscores the imperative to equip the youth with skills for secure online navigation. While the internet presents vast opportunities, it simultaneously exposes young learners to potential risks, encompassing cyberbullying, privacy breaches, and security threats. This research meticulously examines the impact of cybersecurity education on the digital literacy and online safety of students, emphasizing the youth in Badakhshan Province, Afghanistan. It advocates for the cultivation of digital literacy and online safety principles across diverse age groups and fields of study. Furthermore, the study underscores the paramount importance of instilling awareness regarding responsible digital practices related to privacy, security, and copyright, with a compelling call for active parental involvement. To execute this research, a robust stratified random sampling technique was deployed, meticulously selecting 170 male and female students from various grade levels in both public and private schools within Badakhshan province, Afghanistan. Data collection was facilitated through a comprehensive survey questionnaire featuring 16 Likert scale-based questions. Subsequently, the gathered data underwent rigorous statistical analysis, encompassing descriptive and inferential statistics, regression analysis, and qualitative content analysis. This research yields invaluable insights into the internet behavior and cybersecurity awareness of the youth in Badakhshan Province, Afghanistan. It makes essential contributions to comprehending their online activities and digital literacy. The overarching goal is to empower students to navigate the digital landscape with confidence and ethical discernment by integrating cybersecurity education into school curricula. This approach not only safeguards their privacy and security but also optimizes the internet’s full potential. The study significantly contributes to fostering a safer, more responsible, and knowledge-driven society.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"339 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236956","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}
Artificial Intelligence (AI) has witnessed significant advancements in recent years, with potential applications in various sectors, including education. Early childhood education (ECE) is a critical stage that lays the foundation for a child’s future development and learning. This study aims to explore the attitudes and perceptions of educators in Ghana towards implementing AI in ECE settings, focusing on its long-term viability. The research employs a qualitative approach, utilising interviews and focus group discussions to gather data from educators in selected ECE settings across four (4) early childhood settings in Ghana. The study investigates eight (8) educators’ experiences, concerns, and expectations regarding integrating AI technologies into their teaching practices. It explores the factors influencing their attitudes towards AI, including familiarity with the technology, pedagogical beliefs, cultural context, and training opportunities. Preliminary findings indicate a diverse range of perspectives among educators towards AI implementation in ECE settings. Some educators perceive AI as promising for enhancing teaching and learning experiences, providing personalised instruction, and facilitating early childhood development. They recognise the potential benefits of AI in supporting cognitive, social, and emotional growth among young learners. Concerns are expressed regarding the implications of AI on human interaction, child privacy, and the role of educators in fostering holistic development. This study contributes to the emerging field of AI in education by examining the context of ECE in Ghana. The findings informed policymakers, educational institutions, and AI developers about the perceptions and concerns of educators, ultimately guiding the development and implementation of AI technologies in a manner that aligns with the needs and aspirations of the Ghanaian ECE community.
{"title":"Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators’ Attitudes and Perceptions towards Its Long-Term Viability","authors":"Awudu Salaam Mohammed","doi":"10.54536/ajet.v2i4.2201","DOIUrl":"https://doi.org/10.54536/ajet.v2i4.2201","url":null,"abstract":"Artificial Intelligence (AI) has witnessed significant advancements in recent years, with potential applications in various sectors, including education. Early childhood education (ECE) is a critical stage that lays the foundation for a child’s future development and learning. This study aims to explore the attitudes and perceptions of educators in Ghana towards implementing AI in ECE settings, focusing on its long-term viability. The research employs a qualitative approach, utilising interviews and focus group discussions to gather data from educators in selected ECE settings across four (4) early childhood settings in Ghana. The study investigates eight (8) educators’ experiences, concerns, and expectations regarding integrating AI technologies into their teaching practices. It explores the factors influencing their attitudes towards AI, including familiarity with the technology, pedagogical beliefs, cultural context, and training opportunities. Preliminary findings indicate a diverse range of perspectives among educators towards AI implementation in ECE settings. Some educators perceive AI as promising for enhancing teaching and learning experiences, providing personalised instruction, and facilitating early childhood development. They recognise the potential benefits of AI in supporting cognitive, social, and emotional growth among young learners. Concerns are expressed regarding the implications of AI on human interaction, child privacy, and the role of educators in fostering holistic development. This study contributes to the emerging field of AI in education by examining the context of ECE in Ghana. The findings informed policymakers, educational institutions, and AI developers about the perceptions and concerns of educators, ultimately guiding the development and implementation of AI technologies in a manner that aligns with the needs and aspirations of the Ghanaian ECE community.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"13 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265458","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}
Yinkfu Randy Nkuh, Eleme Clara Namondo, Titamoh Bridget Kah, Landoh Nelson Nteimaah, Agborneke Kelvin Ayuk
Numerous urban areas are today faced with many challenges posed by poor waste management and disposal especially in the developing countries. Analogously, these challenges are faced by urban dwellers in the Buea Municipality. The study aims at assessing the health and environmental implications of poor waste management in the Buea Municipality. It is an observatory and interrogatory study with a cross-sectional research design and dealing with 250 household dwellers selected through the simple random sampling technique. Primary data were obtained through questionnaires, interview guides, and field observations, supplemented with secondary data from magazines and published articles. Data collected were added codes and themes and inputted on Excel Version 17 and SPSS Version 13. Descriptive and inferential statistical techniques were adopted to establish percentiles, frequencies and magnitudes. Findings revealed that the siege population in the Buea municipality lacks adequate waste management facilities and this has pushed a significant proportion of them to always dump their waste materials generated from their booming domestic and economic activities into drainage channels, roadsides, and pits. The poor management of these waste materials has resulted to the occurrence of water and airborne diseases such as diarrhea, dysentery, cholera and typhoid fever affecting the population. Portable water sources and homes are also polluted by effluence from these waste dump sites. Urban dwellers adapt by boiling water from contaminated sources and cleaning up of nearby dirty gutters but their efforts are unfruitful. The work concludes that the Buea Municipality offers perennial and inter-generational opportunities to its population and recommends that holistic and bottom-top approaches such as daily clean-up campaigns; provision of trash-cans as well as the sensitization of the general community must be implemented in order to provide a congenial environment for the population.
今天，许多城市地区面临着废物管理和处置不善所带来的许多挑战，特别是在发展中国家。同样，布埃亚市的城市居民也面临着这些挑战。这项研究的目的是评估布埃亚市废物管理不善对健康和环境的影响。这是一个观察站和询问性研究，采用横断面研究设计，通过简单随机抽样技术选择250户居民。主要数据通过问卷调查、访谈指南和实地观察获得，辅助数据来自杂志和发表的文章。收集的数据添加代码和主题，并在Excel Version 17和SPSS Version 13中输入。采用描述性和推断性统计技术来确定百分位数、频率和幅度。调查结果显示，Buea市的围城人口缺乏足够的废物管理设施，这使得他们中的很大一部分人总是将其蓬勃发展的家庭和经济活动产生的废物倾倒在排水沟、路边和坑中。由于对这些废物管理不善，导致了水和空气传播疾病的发生，例如影响人口的腹泻、痢疾、霍乱和伤寒。便携式水源和住宅也受到这些垃圾场流出物的污染。城市居民通过从受污染的水源中烧开水和清理附近肮脏的排水沟来适应，但他们的努力收效甚微。这项工作的结论是，布埃亚市为其人口提供了常年和跨代的机会，并建议采取全面和自下而上的方法，如每日清洁运动;必须提供垃圾桶以及提高一般社区的觉悟，以便为居民提供适宜的环境。
{"title":"Community Perceptions on Health and Environmental Implications of Poor Management of Solid Waste Materials around local Dump Sites in the Buea Municipality, Cameroon","authors":"Yinkfu Randy Nkuh, Eleme Clara Namondo, Titamoh Bridget Kah, Landoh Nelson Nteimaah, Agborneke Kelvin Ayuk","doi":"10.54536/ajet.v2i3.1896","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1896","url":null,"abstract":"Numerous urban areas are today faced with many challenges posed by poor waste management and disposal especially in the developing countries. Analogously, these challenges are faced by urban dwellers in the Buea Municipality. The study aims at assessing the health and environmental implications of poor waste management in the Buea Municipality. It is an observatory and interrogatory study with a cross-sectional research design and dealing with 250 household dwellers selected through the simple random sampling technique. Primary data were obtained through questionnaires, interview guides, and field observations, supplemented with secondary data from magazines and published articles. Data collected were added codes and themes and inputted on Excel Version 17 and SPSS Version 13. Descriptive and inferential statistical techniques were adopted to establish percentiles, frequencies and magnitudes. Findings revealed that the siege population in the Buea municipality lacks adequate waste management facilities and this has pushed a significant proportion of them to always dump their waste materials generated from their booming domestic and economic activities into drainage channels, roadsides, and pits. The poor management of these waste materials has resulted to the occurrence of water and airborne diseases such as diarrhea, dysentery, cholera and typhoid fever affecting the population. Portable water sources and homes are also polluted by effluence from these waste dump sites. Urban dwellers adapt by boiling water from contaminated sources and cleaning up of nearby dirty gutters but their efforts are unfruitful. The work concludes that the Buea Municipality offers perennial and inter-generational opportunities to its population and recommends that holistic and bottom-top approaches such as daily clean-up campaigns; provision of trash-cans as well as the sensitization of the general community must be implemented in order to provide a congenial environment for the population.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"39 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132359717","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}
Michael L. Bordeos, Glen R Mangana, Jarisk B Lamadrid, Jimelyn E Ligan
Extensive scholarly investigation in social studies education has led to a significant shift in the prevailing paradigm, moving away from conventional lecture-based teaching methods and towards adopting novel and student-centric instructional approaches. The utilization of crossword puzzles is a straightforward and innovative strategy for integrating active learning in the field of social studies. This subject area is an introduction for students to gain a fundamental comprehension of current circumstances, employing contemporary terminology and concepts that diverge significantly from their preexisting knowledge. This study aimed to evaluate students’ perspectives on crossword puzzles as a viable strategy for reinforcing essential concepts related to contemporary subjects. The study was carried out at Bagong Nayon II National High School. The study population comprised 60 tenth-grade students from the cohort of 2022-2023. After attending instructional lectures on the subject matter, the students were allocated 40 minutes to solve the puzzle using a freely available online puzzle generator. An eight-item survey instrument questionnaire was utilized to examine students’ perceptions of crossword puzzles. Many learners perceived using the crossword puzzles as an innovative pedagogical strategy, as indicated by most of their positive evaluations. Using crossword puzzles as an active learning strategy offers a unique, creative, and straightforward approach to enhance the retrieval and preservation of information. Consequently, the study demonstrated that appropriately using crossword puzzles increased student involvement. This instructional tool can serve as a means of formative evaluation and offers a cost-effective alternative to the constraints of didactic teaching.
{"title":"Students’ Perceptions of Crossword Puzzles to Enhance Learning in Social Studies 10","authors":"Michael L. Bordeos, Glen R Mangana, Jarisk B Lamadrid, Jimelyn E Ligan","doi":"10.54536/ajet.v2i3.1920","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1920","url":null,"abstract":"Extensive scholarly investigation in social studies education has led to a significant shift in the prevailing paradigm, moving away from conventional lecture-based teaching methods and towards adopting novel and student-centric instructional approaches. The utilization of crossword puzzles is a straightforward and innovative strategy for integrating active learning in the field of social studies. This subject area is an introduction for students to gain a fundamental comprehension of current circumstances, employing contemporary terminology and concepts that diverge significantly from their preexisting knowledge. This study aimed to evaluate students’ perspectives on crossword puzzles as a viable strategy for reinforcing essential concepts related to contemporary subjects. The study was carried out at Bagong Nayon II National High School. The study population comprised 60 tenth-grade students from the cohort of 2022-2023. After attending instructional lectures on the subject matter, the students were allocated 40 minutes to solve the puzzle using a freely available online puzzle generator. An eight-item survey instrument questionnaire was utilized to examine students’ perceptions of crossword puzzles. Many learners perceived using the crossword puzzles as an innovative pedagogical strategy, as indicated by most of their positive evaluations. Using crossword puzzles as an active learning strategy offers a unique, creative, and straightforward approach to enhance the retrieval and preservation of information. Consequently, the study demonstrated that appropriately using crossword puzzles increased student involvement. This instructional tool can serve as a means of formative evaluation and offers a cost-effective alternative to the constraints of didactic teaching.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127383456","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 phenomenological study explored the experiences of pre-service science teachers in using PHET interactive simulations to learn optics. It used a qualitative research approach and involved six participants enrolled in a science education program. Data were collected through observations and semi-structured interviews, and thematic analysis was used to analyze the data. The findings revealed that the participants had an enhanced understanding of optics concepts through PHET simulations and experienced high levels of engagement and interactivity. However, technical difficulties, challenges to internet connectivity, and gadget accessibility were identified. The study concluded that PHET simulations are beneficial in learning optics but need improvements in technical aspects. This implies key contributions to the existing literature on interactive simulations in science education, alignment with constructivist learning theory, and insights into cognitive load effects. In practice, the study suggests practical benefits for pre- service teachers and educators, such as fostering critical thinking skills and motivation in students. It recommends integrating PHET simulations in teaching, providing instructional support, addressing technical challenges, incorporating teacher training programs, and conducting further research to explore the effectiveness of the simulations in enhancing learning outcomes. The study cracks the PHET code in optics by highlighting its benefits and challenges and providing valuable insights for science education practice and research.
{"title":"PHET Interactive Simulations in Learning Optics towards Pre-Service Science Teachers: A Phenomenological Study","authors":"Herman M Lagon","doi":"10.54536/ajet.v2i3.679","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.679","url":null,"abstract":"This phenomenological study explored the experiences of pre-service science teachers in using PHET interactive simulations to learn optics. It used a qualitative research approach and involved six participants enrolled in a science education program. Data were collected through observations and semi-structured interviews, and thematic analysis was used to analyze the data. The findings revealed that the participants had an enhanced understanding of optics concepts through PHET simulations and experienced high levels of engagement and interactivity. However, technical difficulties, challenges to internet connectivity, and gadget accessibility were identified. The study concluded that PHET simulations are beneficial in learning optics but need improvements in technical aspects. This implies key contributions to the existing literature on interactive simulations in science education, alignment with constructivist learning theory, and insights into cognitive load effects. In practice, the study suggests practical benefits for pre- service teachers and educators, such as fostering critical thinking skills and motivation in students. It recommends integrating PHET simulations in teaching, providing instructional support, addressing technical challenges, incorporating teacher training programs, and conducting further research to explore the effectiveness of the simulations in enhancing learning outcomes. The study cracks the PHET code in optics by highlighting its benefits and challenges and providing valuable insights for science education practice and research.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126340248","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}
T. Downes, Yvonne L Messenger, T. Gallagher, Diane R. Collier
COVID-19 school closures necessitated shifts in how students engaged in learning and connected socially. For pre-adolescents and their families, these closures added urgency to an already identified challenge for parents trying to navigate their children’s engagement with digital platforms. Researchers utilized interviews to explore parent and child experiences related to online learning and behavior. Online workshops provided parents with critical media literacy (CML) knowledge and skills for navigating media texts and platforms. This paper employed emergent design-based research methodology and interpretive qualitative case-study methods. Data from interviews, recordings, and field notes were analyzed thematically. The analyses identified that parents noted increased time spent online by their children due to COVID-19 lockdowns. They also highlighted concerns for child safety, issues connected to CML, acknowledgment of the benefit of a support community amongst parents, and parent-child conversations about online actions. This study affirmed the need for parent support regarding CML and digital tools in educational and social online environments and provided suggestions for ways to promote this type of support.
{"title":"Experiences of Parents of Pre-Adolescents Coping with Online Learning, Socialization and Navigating Critical Media Literacy","authors":"T. Downes, Yvonne L Messenger, T. Gallagher, Diane R. Collier","doi":"10.54536/ajet.v2i3.1844","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1844","url":null,"abstract":"COVID-19 school closures necessitated shifts in how students engaged in learning and connected socially. For pre-adolescents and their families, these closures added urgency to an already identified challenge for parents trying to navigate their children’s engagement with digital platforms. Researchers utilized interviews to explore parent and child experiences related to online learning and behavior. Online workshops provided parents with critical media literacy (CML) knowledge and skills for navigating media texts and platforms. This paper employed emergent design-based research methodology and interpretive qualitative case-study methods. Data from interviews, recordings, and field notes were analyzed thematically. The analyses identified that parents noted increased time spent online by their children due to COVID-19 lockdowns. They also highlighted concerns for child safety, issues connected to CML, acknowledgment of the benefit of a support community amongst parents, and parent-child conversations about online actions. This study affirmed the need for parent support regarding CML and digital tools in educational and social online environments and provided suggestions for ways to promote this type of support.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132189833","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}
S. Asare, A. Amponsah, Caroline Owusu-Mintah, Eric Abrefah-Mensah, Kojo Osei Frimpong
This study examines the policy frameworks surrounding integration of Information and Communication Technology (ICT) into the Ghanaian education system. This study investigated the implications of these policy frameworks on teacher education and professional development. By exploring existing policies, strategies, and initiatives, this study aims to provide insights into the challenges and opportunities associated with ICT integration in Ghanaian classrooms. This study adopted a descriptive and qualitative research design, employing document analysis in teacher education and training.¬ The collected policy documents were analysed using a thematic approach, enabling the identification of recurring patterns and themes related to ICT integration policies and their impact on teacher education. The findings revealed that Ghana has made commendable efforts to formulate policy frameworks to facilitate ICT integration in education. However, several challenges persist, including limited access to ICT resources, inadequate teacher-training programs, and uneven implementation across schools and regions. The research article concludes with recommendations for policymakers, educators, and other stakeholders in the Ghanaian education system. These recommendations include establishing a robust ICT infrastructure, providing equitable access to technology, designing, and implementing effective teacher training programs, and developing a supportive policy environment that encourages continuous professional development.
{"title":"Analysis of Policy Frameworks for Integrating ICT in Ghanaian Education: Implications for Teacher Education and Professional Development: A Systematic Review","authors":"S. Asare, A. Amponsah, Caroline Owusu-Mintah, Eric Abrefah-Mensah, Kojo Osei Frimpong","doi":"10.54536/ajet.v2i3.1888","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1888","url":null,"abstract":"This study examines the policy frameworks surrounding integration of Information and Communication Technology (ICT) into the Ghanaian education system. This study investigated the implications of these policy frameworks on teacher education and professional development. By exploring existing policies, strategies, and initiatives, this study aims to provide insights into the challenges and opportunities associated with ICT integration in Ghanaian classrooms. This study adopted a descriptive and qualitative research design, employing document analysis in teacher education and training.¬ The collected policy documents were analysed using a thematic approach, enabling the identification of recurring patterns and themes related to ICT integration policies and their impact on teacher education. The findings revealed that Ghana has made commendable efforts to formulate policy frameworks to facilitate ICT integration in education. However, several challenges persist, including limited access to ICT resources, inadequate teacher-training programs, and uneven implementation across schools and regions. The research article concludes with recommendations for policymakers, educators, and other stakeholders in the Ghanaian education system. These recommendations include establishing a robust ICT infrastructure, providing equitable access to technology, designing, and implementing effective teacher training programs, and developing a supportive policy environment that encourages continuous professional development.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114975751","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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