Funwi Godlove Ngwa, Yinkfu Randy Nkuh, Roland Nformi, Ngwani Awudu
Despite efforts made to improve rural infrastructural development over time, many rural infrastructural projects in the rural Mezam Division have remained of poor quality. This paperset out t make an evaluation of the challenges faced by the local population in the Mezam Division and the coping strategies they have adopted to cope with the rural under development. 260 questionnaires were distributed and 210 were obtained. 30 interviews were conducted with rural dwellers, NGOs, community-Based Associations, and state administrators three focus group discussions were organized with 8 members, bringing the total to 24 participants. Multivariate analysis was utilized to establish the framework for judging the quality of rural infrastructural projects and to identify the various coping strategies in the Rural Mezam Division.Data have been analysed both qualitatively and quantitatively; and have been presented on figures, tables, and photos.Findings revealed that rural infrastructure projects in the Rural Mezam Division are often implemented in challenging environments such as a poor administrative system, scarcity of skilled labour force, low institutional capacity, and high levels of mismanagement. The various development sectors such as agriculture, transport, education and health sectors are affected negatively which has led to rural underdevelopment. As such, the rural people who are the main beneficiaries of rural infrastructure have adopted different coping strategies in the different development sectors in order to sustain their lives. Furthermore, the paper holds that the way forward is for the ruralcouncils to be made autonomous so that they can raise revenue through taxes and use the finances for rural development.
{"title":"Challenges to Rural Infrastructural Development and Coping Strategies in Mezam Division, North West Region of Cameroon","authors":"Funwi Godlove Ngwa, Yinkfu Randy Nkuh, Roland Nformi, Ngwani Awudu","doi":"10.54536/ajet.v2i3.1776","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1776","url":null,"abstract":"Despite efforts made to improve rural infrastructural development over time, many rural infrastructural projects in the rural Mezam Division have remained of poor quality. This paperset out t make an evaluation of the challenges faced by the local population in the Mezam Division and the coping strategies they have adopted to cope with the rural under development. 260 questionnaires were distributed and 210 were obtained. 30 interviews were conducted with rural dwellers, NGOs, community-Based Associations, and state administrators three focus group discussions were organized with 8 members, bringing the total to 24 participants. Multivariate analysis was utilized to establish the framework for judging the quality of rural infrastructural projects and to identify the various coping strategies in the Rural Mezam Division.Data have been analysed both qualitatively and quantitatively; and have been presented on figures, tables, and photos.Findings revealed that rural infrastructure projects in the Rural Mezam Division are often implemented in challenging environments such as a poor administrative system, scarcity of skilled labour force, low institutional capacity, and high levels of mismanagement. The various development sectors such as agriculture, transport, education and health sectors are affected negatively which has led to rural underdevelopment. As such, the rural people who are the main beneficiaries of rural infrastructure have adopted different coping strategies in the different development sectors in order to sustain their lives. Furthermore, the paper holds that the way forward is for the ruralcouncils to be made autonomous so that they can raise revenue through taxes and use the finances for rural development.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132175364","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, Alhassan Amidu, E. Aning, Thomas Ampomah, Yaa Asantewaa Bediako, Emelia Amuaful, Kwasi Bamfo Baah
This systematic review investigates the influence of incorporating information technology (IT) in teaching English in higher education settings. With the rapid growth of technology, its integration in education has garnered considerable attention, and this study aims to offer a complete overview of the consequences of IT integration in the context of English language training. The review takes a systematic approach, identifying, selecting, and analysing relevant scientific articles published between 2010 and 2021. The findings highlight many significant areas where IT integration has considerably impacted English teaching in college settings. These areas include improved language acquisition, higher student engagement and motivation, increased access to learning resources, and the development of digital literacy skills. Furthermore, the assessment cites various problems connected with IT integration, such as technical issues, teacher training requirements, and potential technological access disparities. The findings emphasise the importance of careful preparation, pedagogical considerations, and ongoing assistance to effectively integrate IT in teaching English in college settings. This systematic review adds to the existing literature by synthesising and evaluating current knowledge on the subject, providing valuable insights for educators, policymakers, and researchers interested in leveraging information technology to improve English language instruction in higher education institutions.
{"title":"Impact of Integrating Information Technology in Teaching English in College of Education: A Systematic Review","authors":"S. Asare, Alhassan Amidu, E. Aning, Thomas Ampomah, Yaa Asantewaa Bediako, Emelia Amuaful, Kwasi Bamfo Baah","doi":"10.54536/ajet.v2i3.1840","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1840","url":null,"abstract":"This systematic review investigates the influence of incorporating information technology (IT) in teaching English in higher education settings. With the rapid growth of technology, its integration in education has garnered considerable attention, and this study aims to offer a complete overview of the consequences of IT integration in the context of English language training. The review takes a systematic approach, identifying, selecting, and analysing relevant scientific articles published between 2010 and 2021. The findings highlight many significant areas where IT integration has considerably impacted English teaching in college settings. These areas include improved language acquisition, higher student engagement and motivation, increased access to learning resources, and the development of digital literacy skills. Furthermore, the assessment cites various problems connected with IT integration, such as technical issues, teacher training requirements, and potential technological access disparities. The findings emphasise the importance of careful preparation, pedagogical considerations, and ongoing assistance to effectively integrate IT in teaching English in college settings. This systematic review adds to the existing literature by synthesising and evaluating current knowledge on the subject, providing valuable insights for educators, policymakers, and researchers interested in leveraging information technology to improve English language instruction in higher education institutions.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130808702","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. Diquito, Revelyn G Salunoy, Charianne C Arcenas, Cristine Joy P Salda, C. Panerio
The global crisis brought on by the Covid-19 outbreak has affected students’ approaches to education. The teaching and learning processes of teachers and students have also changed due to the crisis. Following the Exploratory Mixed Method design, an interview (qualitative) was employed first followed by a survey (quantitative). A total of fifteen (15) participants participated in the interview phase (qualitative), and four hundred twelve (412) respondents participated in the survey phase(quantitative). Content analysis is used in the analysis of qualitative data and the Kaiser-Meyer-Olkin test and Bartlett’s Test of Sphericity analyses were used to determine the factor loading of the items. The result showed four (4) factors in the formative assessment tools in online-blended learning. These factors include feedback mechanism, satisfaction, internet and technology availability, and overall challenges. Based on the result of the study, a general recommendation is for future researchers to conduct a confirmatory factor analysis for further exploration and confirmation of the said factors of student satisfaction towards formative assessment tools in the online-blended modality of learning.
{"title":"Exploring Students’ Satisfaction in Formative Assessment Tools in Online-Blended Learning Amidst the Covid-19 Pandemic","authors":"T. Diquito, Revelyn G Salunoy, Charianne C Arcenas, Cristine Joy P Salda, C. Panerio","doi":"10.54536/ajet.v2i3.1850","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1850","url":null,"abstract":"The global crisis brought on by the Covid-19 outbreak has affected students’ approaches to education. The teaching and learning processes of teachers and students have also changed due to the crisis. Following the Exploratory Mixed Method design, an interview (qualitative) was employed first followed by a survey (quantitative). A total of fifteen (15) participants participated in the interview phase (qualitative), and four hundred twelve (412) respondents participated in the survey phase(quantitative). Content analysis is used in the analysis of qualitative data and the Kaiser-Meyer-Olkin test and Bartlett’s Test of Sphericity analyses were used to determine the factor loading of the items. The result showed four (4) factors in the formative assessment tools in online-blended learning. These factors include feedback mechanism, satisfaction, internet and technology availability, and overall challenges. Based on the result of the study, a general recommendation is for future researchers to conduct a confirmatory factor analysis for further exploration and confirmation of the said factors of student satisfaction towards formative assessment tools in the online-blended modality of learning.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125505545","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 aim of this research as a literature review is to explore the impact of technostress on the job performance of university teachers in Peru within the post-pandemic context. By conducting a comprehensive review of the literature, we delve into the various aspects of technostress, identify the factors that contribute to its occurrence, and assess its effects on the psychological well-being of Peruvian university teachers. Elements such as information overload, constant interruptions, insufficient technological competence, technological dependency, and technical difficulties are identified as causes of technostress among teachers. Additionally, it is highlighted that the post-pandemic context, with the transition to online learning and limitations in access and quality of technology, has exacerbated this phenomenon. As a conclusion, the technostress experienced by Peruvian university teachers has negative consequences on their psychological well-being, manifesting as anxiety, exhaustion, difficulties in interpersonal relationships, sleep problems, and decreased academic performance. Based on these findings, the importance of developing intervention strategies and support that address technostress in Peruvian university teachers is emphasized, promoting a healthy use of technology in the post-pandemic context.
{"title":"Exploring Technostress Effects on Job Performance of Higher Education Peruvian English Teachers","authors":"Jhonny Richard Rodriguez-Barboza","doi":"10.54536/ajet.v2i3.1803","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1803","url":null,"abstract":"The aim of this research as a literature review is to explore the impact of technostress on the job performance of university teachers in Peru within the post-pandemic context. By conducting a comprehensive review of the literature, we delve into the various aspects of technostress, identify the factors that contribute to its occurrence, and assess its effects on the psychological well-being of Peruvian university teachers. Elements such as information overload, constant interruptions, insufficient technological competence, technological dependency, and technical difficulties are identified as causes of technostress among teachers. Additionally, it is highlighted that the post-pandemic context, with the transition to online learning and limitations in access and quality of technology, has exacerbated this phenomenon. As a conclusion, the technostress experienced by Peruvian university teachers has negative consequences on their psychological well-being, manifesting as anxiety, exhaustion, difficulties in interpersonal relationships, sleep problems, and decreased academic performance. Based on these findings, the importance of developing intervention strategies and support that address technostress in Peruvian university teachers is emphasized, promoting a healthy use of technology in the post-pandemic context.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114818537","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}
Non-intellective factors are elements that do not involve cognition, such as biological, social and physiological, which could affect the student’s ability to learn the second language. While most researches focus on the factors relating to the intellectual ability of the learners, the attention to non-intellective correlates became limited. This paper determines the correlation between the non-intellective factors and the learners’ second language competencies. Descriptive-correlational and comparative methods of research were used. The study involved 385 Grade 12 student-respondents from the 27 selected public and private senior high schools. Significant results revealed that non-intellective factors such as language learning anxiety as to test anxiety, fear of negative evaluation, and communication apprehension are significantly related to the learners’ second language competencies; however, the learning environment does not significantly relate with the learners’ second language competencies. Meanwhile, the test of difference on the responses from the public and private school respondents revealed that the language learning anxiety in terms of fear of negative evaluation and communication apprehension were found significant while the language learning anxiety in terms of test anxiety as well as the learning environment as to teachers’ attitudes, instructional practices and school facilities were deemed not significant. The author concludes that language learning anxiety affects the learners’ second language competencies.
{"title":"Correlation of the Non-Intellective Factors on the Learners’ Second Language Competencies","authors":"Alice R Ramos","doi":"10.54536/ajet.v2i3.1684","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1684","url":null,"abstract":"Non-intellective factors are elements that do not involve cognition, such as biological, social and physiological, which could affect the student’s ability to learn the second language. While most researches focus on the factors relating to the intellectual ability of the learners, the attention to non-intellective correlates became limited. This paper determines the correlation between the non-intellective factors and the learners’ second language competencies. Descriptive-correlational and comparative methods of research were used. The study involved 385 Grade 12 student-respondents from the 27 selected public and private senior high schools. Significant results revealed that non-intellective factors such as language learning anxiety as to test anxiety, fear of negative evaluation, and communication apprehension are significantly related to the learners’ second language competencies; however, the learning environment does not significantly relate with the learners’ second language competencies. Meanwhile, the test of difference on the responses from the public and private school respondents revealed that the language learning anxiety in terms of fear of negative evaluation and communication apprehension were found significant while the language learning anxiety in terms of test anxiety as well as the learning environment as to teachers’ attitudes, instructional practices and school facilities were deemed not significant. The author concludes that language learning anxiety affects the learners’ second language competencies.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124012380","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}
Jimboy B. Pagalilauan, Janelle T. Buco, Elaine R. Daquioag
This study assessed the effect of the library environment on the study habits and academic performance of students at Saint Joseph’s College of Baggao. A descriptive research design was employed, utilizing a self-made questionnaire to collect data from 240 first-year students enrolled in various programs. The collected data were analyzed using statistical tests, and the findings were drawn upon to draw meaningful conclusions and provide recommendations for future research and institutional practices. The study revealed that the library environment significantly influences students’ study habits and academic performance. The assessment of the library environment indicated that factors such as cleanliness, availability of resources, comfortable lighting, and responsive staff had a considerable impact on students’ academic endeavors. Moreover, significant differences were observed among different academic programs, emphasizing the need for tailored interventions to cater to program-specific requirements and preferences. However, the study also identified some limitations, such as the small sample size and the single-institution focus, which may limit the generalizability of the findings. Recommendations for future research include expanding the sample size, incorporating longitudinal studies, employing mixed methods approaches, and exploring additional variables that may contribute to the relationship between the library environment and student outcomes. Based on the conclusions and recommendations, it is suggested that educational institutions prioritize the maintenance, improvement, and customization of library resources and services to meet the diverse needs of students. Institutions should use the study findings to inform their policies and practices regarding the library environment, creating a conducive and supportive space that enhances students’ study habits and academic performance. This study contributes valuable insights into the significance of the library environment in facilitating students’ academic success. By addressing the limitations and implementing the recommendations, future research can further enhance our understanding of the complex dynamics between the library environment, study habits, and academic performance, leading to improved strategies and practices in educational institutions.
{"title":"Library Environment Affecting the Study Habits and Academic Performance of Students of SJCB","authors":"Jimboy B. Pagalilauan, Janelle T. Buco, Elaine R. Daquioag","doi":"10.54536/ajet.v2i3.1751","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1751","url":null,"abstract":"This study assessed the effect of the library environment on the study habits and academic performance of students at Saint Joseph’s College of Baggao. A descriptive research design was employed, utilizing a self-made questionnaire to collect data from 240 first-year students enrolled in various programs. The collected data were analyzed using statistical tests, and the findings were drawn upon to draw meaningful conclusions and provide recommendations for future research and institutional practices. The study revealed that the library environment significantly influences students’ study habits and academic performance. The assessment of the library environment indicated that factors such as cleanliness, availability of resources, comfortable lighting, and responsive staff had a considerable impact on students’ academic endeavors. Moreover, significant differences were observed among different academic programs, emphasizing the need for tailored interventions to cater to program-specific requirements and preferences. However, the study also identified some limitations, such as the small sample size and the single-institution focus, which may limit the generalizability of the findings. Recommendations for future research include expanding the sample size, incorporating longitudinal studies, employing mixed methods approaches, and exploring additional variables that may contribute to the relationship between the library environment and student outcomes. Based on the conclusions and recommendations, it is suggested that educational institutions prioritize the maintenance, improvement, and customization of library resources and services to meet the diverse needs of students. Institutions should use the study findings to inform their policies and practices regarding the library environment, creating a conducive and supportive space that enhances students’ study habits and academic performance. This study contributes valuable insights into the significance of the library environment in facilitating students’ academic success. By addressing the limitations and implementing the recommendations, future research can further enhance our understanding of the complex dynamics between the library environment, study habits, and academic performance, leading to improved strategies and practices in educational institutions.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131865477","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 examined the perceptions of 138 Saudi secondary school male English teachers in Riyadh regarding the qualities of an effective EFL teacher. It aimed to investigate these qualities and explore the relationship between teachers’ experiences and perceptions. A survey research design was used, with data collected through a 5-point Likert-scale questionnaire. Descriptive analysis and an independent t-test were conducted. The findings revealed that effective EFL teachers possess various qualities in personal quality, attitude, pedagogical knowledge, subject matter knowledge, and classroom practice. Teachers considered all these qualities essential. However, no significant relationship was found between teachers’ experience and their perceptions of effective EFL teacher characteristics.
{"title":"Secondary School Teachers’ Perceptions of the Qualities of Effective EFL Teachers in Saudi Arabia","authors":"Ahmad H Altheyab","doi":"10.54536/ajet.v2i3.1724","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1724","url":null,"abstract":"This study examined the perceptions of 138 Saudi secondary school male English teachers in Riyadh regarding the qualities of an effective EFL teacher. It aimed to investigate these qualities and explore the relationship between teachers’ experiences and perceptions. A survey research design was used, with data collected through a 5-point Likert-scale questionnaire. Descriptive analysis and an independent t-test were conducted. The findings revealed that effective EFL teachers possess various qualities in personal quality, attitude, pedagogical knowledge, subject matter knowledge, and classroom practice. Teachers considered all these qualities essential. However, no significant relationship was found between teachers’ experience and their perceptions of effective EFL teacher characteristics.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128559502","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}
A country’s foundation is its educational system. Without education, no country can advance since it teaches knowledge and abilities that improve quality of life and human growth. Women’s education is essential to society and to a country. Investment in preparing the workforce of the future is very essential in a developing nation like Bangladesh, which is one of the most promising emerging economies. Education is a fundamental human right, but in a developing country like Bangladesh, special focus must be placed on the education of women. Women who pursue education will not only have higher household incomes and help create a more skilled labor force, but they will also have greater social mobility. The value of education to our nation cannot be overstated. Therefore, government should focus more on the issue. Given that women make up half of our population, this essay will examine the situation of women’s education in Bangladesh. This investigation into the advancement of women’s education and the resources made available by the Bangladeshi government was carried out through the analysis of documents. It will encourage researchers to look further into the education and development of women.
{"title":"The Growth of Women’s Education in Bangladesh","authors":"Naima Akhter Lina","doi":"10.54536/ajet.v2i3.1276","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1276","url":null,"abstract":"A country’s foundation is its educational system. Without education, no country can advance since it teaches knowledge and abilities that improve quality of life and human growth. Women’s education is essential to society and to a country. Investment in preparing the workforce of the future is very essential in a developing nation like Bangladesh, which is one of the most promising emerging economies. Education is a fundamental human right, but in a developing country like Bangladesh, special focus must be placed on the education of women. Women who pursue education will not only have higher household incomes and help create a more skilled labor force, but they will also have greater social mobility. The value of education to our nation cannot be overstated. Therefore, government should focus more on the issue. Given that women make up half of our population, this essay will examine the situation of women’s education in Bangladesh. This investigation into the advancement of women’s education and the resources made available by the Bangladeshi government was carried out through the analysis of documents. It will encourage researchers to look further into the education and development of women.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"351 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121621618","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 investigated the role in-service course plays in instructors’ job commitment. The ex-post-facto of descriptive survey method was adopted for this study. The participants were 2403 teachers in registered private secondary schools in Enugu State, from which a sample of 480 respondents was selected using a stratified sampling technique. Two instruments for data collection were self-developed entitled “In-Service Course Questionnaire (ICQ) and the Instructors’ Job Commitment Questionnaire (IJCQ). Face and content validity were employed in validating the instruments and further subjected to a reliability test, which yielded a co-efficient of .78 and .89 respectively. Analysis was done using mean rating, standard deviation, ranking and coefficient of determination while Pearson r was used to test the hypothesis at a significance level of 0.05. Findings show that seminars, workshops, orientation, lesson study, classroom/school visitation, further study, study groups, online training, mentorships, peer coaching, teachers’ conventions, and conferences were commonly used in-service course programs in private secondary schools in Enugu state. In addition, the level of instructors’ job commitment in private secondary schools in Enugu state was high. Furthermore, there was a significant relationship between instructors’ job commitment and in-service courses in Enugu State. Accordingly, it was recommended that school proprietors/proprietresses and principals of private secondary schools in the state of Enugu should routinely conduct intense and sufficient in-service course programs for teachers.
{"title":"Instructors’ Job Commitment: The Role of in-Service Course, Enugu State, Nigeria","authors":"Ekene Helen Nwaorgu, V. C. Nkedishu","doi":"10.54536/ajet.v2i3.1697","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1697","url":null,"abstract":"This study investigated the role in-service course plays in instructors’ job commitment. The ex-post-facto of descriptive survey method was adopted for this study. The participants were 2403 teachers in registered private secondary schools in Enugu State, from which a sample of 480 respondents was selected using a stratified sampling technique. Two instruments for data collection were self-developed entitled “In-Service Course Questionnaire (ICQ) and the Instructors’ Job Commitment Questionnaire (IJCQ). Face and content validity were employed in validating the instruments and further subjected to a reliability test, which yielded a co-efficient of .78 and .89 respectively. Analysis was done using mean rating, standard deviation, ranking and coefficient of determination while Pearson r was used to test the hypothesis at a significance level of 0.05. Findings show that seminars, workshops, orientation, lesson study, classroom/school visitation, further study, study groups, online training, mentorships, peer coaching, teachers’ conventions, and conferences were commonly used in-service course programs in private secondary schools in Enugu state. In addition, the level of instructors’ job commitment in private secondary schools in Enugu state was high. Furthermore, there was a significant relationship between instructors’ job commitment and in-service courses in Enugu State. Accordingly, it was recommended that school proprietors/proprietresses and principals of private secondary schools in the state of Enugu should routinely conduct intense and sufficient in-service course programs for teachers.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127555202","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, Frances Mae D Bernados, Gellibee E Gaviola, Charl James G Cruiz
The No Child Left Behind policy ensures equal education and accountability for all students. The study aimed to investigate how the “No Child Left Behind” policy has been implemented and to know the vital roles that teachers play in the teaching-learning process. The study was quantitative in nature and employed a descriptive-correlational design. Purposive sampling was used to select 50 secondary teachers to participate in the study. The study used statistical tools to analyze and interpret data, using weighted mean and Pearson product-moment correlation analysis to determine the relationship between school administration’s support and teachers’ perceived roles. As for the findings, teachers need to be accountable for their students’ academic performances and be resourceful in making activities and remediation practices necessary for the implementation of the no-child policy. The budget allocation should be reviewed. The relationship between financial support, level of professionalism, and remediation practices was statistically significant with a p-value of 0.05. Technical support had weak associations, but financial support had strong associations. NCLB policy emphasizes equal access to education through effective teaching and learning strategies. The researchers recommended that school administration and the department head of education limit auxiliary tasks, provide more seminars, workshops, and trainings to teachers, and revisit the NCLB policy.
{"title":"Implementation of the No Child Left Behind (NCLB) Policy: Examining the Perceived Roles of Public Teachers in Prosperidad National High School, Philippines","authors":"Jeffry M Saro, Frances Mae D Bernados, Gellibee E Gaviola, Charl James G Cruiz","doi":"10.54536/ajet.v2i3.1664","DOIUrl":"https://doi.org/10.54536/ajet.v2i3.1664","url":null,"abstract":"The No Child Left Behind policy ensures equal education and accountability for all students. The study aimed to investigate how the “No Child Left Behind” policy has been implemented and to know the vital roles that teachers play in the teaching-learning process. The study was quantitative in nature and employed a descriptive-correlational design. Purposive sampling was used to select 50 secondary teachers to participate in the study. The study used statistical tools to analyze and interpret data, using weighted mean and Pearson product-moment correlation analysis to determine the relationship between school administration’s support and teachers’ perceived roles. As for the findings, teachers need to be accountable for their students’ academic performances and be resourceful in making activities and remediation practices necessary for the implementation of the no-child policy. The budget allocation should be reviewed. The relationship between financial support, level of professionalism, and remediation practices was statistically significant with a p-value of 0.05. Technical support had weak associations, but financial support had strong associations. NCLB policy emphasizes equal access to education through effective teaching and learning strategies. The researchers recommended that school administration and the department head of education limit auxiliary tasks, provide more seminars, workshops, and trainings to teachers, and revisit the NCLB policy.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122527358","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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