The difference between individuals who have grown up using technology (digital natives) and those who have not (digital immigrants) continues to expand as technology develops. This gap is noticeable at universities where digital immigrant professors and native students interact. Since digital native students and digital immigrant professors have different learning and teaching preferences and needs, both sides must take these differences into account to create an effective learning environment. Thus, the current study was carried out to ascertain professors’ perceptions regarding technology integration, their challenges, and what students (digital natives) and professors (digital immigrants) might learn from one another. The study included 206 EFL students and 19 EFL professors at Moulay Ismail University, Morocco, who successfully completed an online questionnaire. Based on the quantitative and qualitative findings obtained, it was found that despite the difficulties encountered, such as content overload, fake news, distraction, and technical concerns, both students and professors responded favorably to the topic of integrating technology in the educational sector. The findings also demonstrated that students who are digital natives could teach their professors a lot about how to use, navigate, and harness technology. Conversely, professors who are digital immigrants can teach students who are digital natives a lot about how to gather information from traditional sources, what to do when technology fails, and the value of interpersonal communication in the classroom.
{"title":"Bridging the Gap between Digital Native Students and Digital Immigrant Professors: Reciprocal Learning and Current Challenges","authors":"Haytham Elaoufy","doi":"10.54536/ajet.v2i2.1522","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1522","url":null,"abstract":"The difference between individuals who have grown up using technology (digital natives) and those who have not (digital immigrants) continues to expand as technology develops. This gap is noticeable at universities where digital immigrant professors and native students interact. Since digital native students and digital immigrant professors have different learning and teaching preferences and needs, both sides must take these differences into account to create an effective learning environment. Thus, the current study was carried out to ascertain professors’ perceptions regarding technology integration, their challenges, and what students (digital natives) and professors (digital immigrants) might learn from one another. The study included 206 EFL students and 19 EFL professors at Moulay Ismail University, Morocco, who successfully completed an online questionnaire. Based on the quantitative and qualitative findings obtained, it was found that despite the difficulties encountered, such as content overload, fake news, distraction, and technical concerns, both students and professors responded favorably to the topic of integrating technology in the educational sector. The findings also demonstrated that students who are digital natives could teach their professors a lot about how to use, navigate, and harness technology. Conversely, professors who are digital immigrants can teach students who are digital natives a lot about how to gather information from traditional sources, what to do when technology fails, and the value of interpersonal communication in the classroom.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124900457","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 article explores argumentation using indigenous language as a strategy to reduce misconceptions in addition and subtraction of directed numbers. Within a social constructivism theory, the study was a quasi-experimental design. The two groups, the experimental group (n=39) and control group (n=39), wrote a pre-test and post-test. The pre-test was analysed to find the persistent errors that the students made and were interviewed to find their misconceptions. The finding of the study has revealed that the students have the misconception of an overgeneralization, misconception of direct translation and commutative misconception. During the intervention, both groups were familiarised with scientific argumentation, the control group argues in English and the experimental groups were introduced to argumentation in their native language (Sesotho). After using the statistical package for social science (SPSS) the experimental group’s performance on the post-test was significantly better than that of the control group. The number of misconceptions for the experimental group was reduced. Lastly, the study’s finding has shown that the arguments were longer, clear, and more meaningful in their indigenous language. The students’ performance was even positively influenced by indigenous language argumentation. It is, therefore, recommended that the students’ homegrown language be used as an alternative language of instruction.
{"title":"Argumentation Using the Indigenous Language as a Strategy to Reduce Misconceptions: Addition and Subtraction of Directed Numbers Classroom","authors":"Motlatsi Mathunya","doi":"10.54536/ajet.v2i2.1533","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1533","url":null,"abstract":"This article explores argumentation using indigenous language as a strategy to reduce misconceptions in addition and subtraction of directed numbers. Within a social constructivism theory, the study was a quasi-experimental design. The two groups, the experimental group (n=39) and control group (n=39), wrote a pre-test and post-test. The pre-test was analysed to find the persistent errors that the students made and were interviewed to find their misconceptions. The finding of the study has revealed that the students have the misconception of an overgeneralization, misconception of direct translation and commutative misconception. During the intervention, both groups were familiarised with scientific argumentation, the control group argues in English and the experimental groups were introduced to argumentation in their native language (Sesotho). After using the statistical package for social science (SPSS) the experimental group’s performance on the post-test was significantly better than that of the control group. The number of misconceptions for the experimental group was reduced. Lastly, the study’s finding has shown that the arguments were longer, clear, and more meaningful in their indigenous language. The students’ performance was even positively influenced by indigenous language argumentation. It is, therefore, recommended that the students’ homegrown language be used as an alternative language of instruction.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128564346","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}
To ensure learning continuity, the Philippine’s Department of Education adapted distance education as the alternative, amidst the pandemic. To help with the shift, the department developed DepEd Commons for the purpose of providing easily accessible learning resources. In the same token, Calbayog City National High School in Samar, Philippines developed the customized E-Commons. Being a first attempt and a work in progress, the online platform is admittedly incomplete and the purpose of this study was to evaluate and improve it. Using the descriptive-correlation design, the study aimed to determine STEM students’ perceptions and online experiences with the customized E-Commons. Fifty percent (50%) of the total STEM student population was assigned as respondents using the simple random sampling technique. The findings reveal positive perceptions and online experiences in all criteria, specifically in quality, usability, potential effectiveness, support system, and resources. However, despite the overwhelming approval, the customized E-Commons relatively had lower marks with indicators pertaining to internet connectivity and consumption, indicative of the needed optimizations to make the platform compatible with slower and limited internet. The study calls for further research on the subject with a more balanced representation of students from other strands and disadvantaged backgrounds.
{"title":"Perceptions and Online Experiences of Stem Students Toward Customized E-Commons","authors":"Stephanie Kim, Joy B Saldana","doi":"10.54536/ajet.v2i2.1560","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1560","url":null,"abstract":"To ensure learning continuity, the Philippine’s Department of Education adapted distance education as the alternative, amidst the pandemic. To help with the shift, the department developed DepEd Commons for the purpose of providing easily accessible learning resources. In the same token, Calbayog City National High School in Samar, Philippines developed the customized E-Commons. Being a first attempt and a work in progress, the online platform is admittedly incomplete and the purpose of this study was to evaluate and improve it. Using the descriptive-correlation design, the study aimed to determine STEM students’ perceptions and online experiences with the customized E-Commons. Fifty percent (50%) of the total STEM student population was assigned as respondents using the simple random sampling technique. The findings reveal positive perceptions and online experiences in all criteria, specifically in quality, usability, potential effectiveness, support system, and resources. However, despite the overwhelming approval, the customized E-Commons relatively had lower marks with indicators pertaining to internet connectivity and consumption, indicative of the needed optimizations to make the platform compatible with slower and limited internet. The study calls for further research on the subject with a more balanced representation of students from other strands and disadvantaged backgrounds.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121892419","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}
At this time and age, there is increased globalization and professionalization within sports. Athletes increasingly migrate across national borders, searching for work, shaping, and living their athletic and non-athletic development in different countries. However, their knowledge and skills are vital to determine since these upskills will contribute considerably to the success of the sports organization. Hence, a study was conducted to compare the knowledge and skills of migrant sports professionals in Bulgaria [25], Italy [25], and Spain [25] and to determine the expertise of the trainers. The quasi-experimental research design was utilized. A paired sample T-test was used to determine whether the ETS program enhanced the level of knowledge and skills of migrant sports professionals. ANOVA was used to determine the significant differences. Significant differences were observed among the three countries in the migrants’ knowledge and skills in the pretest-posttest, p=0.000. Regarding the trainers, there were significant differences between and among expertise, clarity, culture, time management, and responsiveness. Compared to the pretest-posttest, it showed a significant difference, p=000. This study suggests migrant professionals’ knowledge and skills improved after implementing the ETS program.
{"title":"Education Through Sports of Migrants Sports Professionals in European Countries: A Comparative Study","authors":"","doi":"10.54536/ajet.v2i2.1336","DOIUrl":"https://doi.org/10.54536/ajet.v2i2.1336","url":null,"abstract":"At this time and age, there is increased globalization and professionalization within sports. Athletes increasingly migrate across national borders, searching for work, shaping, and living their athletic and non-athletic development in different countries. However, their knowledge and skills are vital to determine since these upskills will contribute considerably to the success of the sports organization. Hence, a study was conducted to compare the knowledge and skills of migrant sports professionals in Bulgaria [25], Italy [25], and Spain [25] and to determine the expertise of the trainers. The quasi-experimental research design was utilized. A paired sample T-test was used to determine whether the ETS program enhanced the level of knowledge and skills of migrant sports professionals. ANOVA was used to determine the significant differences. Significant differences were observed among the three countries in the migrants’ knowledge and skills in the pretest-posttest, p=0.000. Regarding the trainers, there were significant differences between and among expertise, clarity, culture, time management, and responsiveness. Compared to the pretest-posttest, it showed a significant difference, p=000. This study suggests migrant professionals’ knowledge and skills improved after implementing the ETS program.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"478 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115661751","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, Mirecyl T Guzman, Elizabeth E Ochavez, Cristina O Dano
Sustainable development is dependent on the social, cultural, and environmental setting. Authentic learning materials should be designed with real-world applicability outside of the classroom. This study aimed to investigate the locally available ethno-learning resources for teaching biology to promote sustainable development education in the district of Esperanza, particularly in Esperanza Districts I and II. The study employed a descriptive-quantitative approach emphasizing a descriptive research design where the data gathered from the teacher-respondents was recorded and described descriptively. A complete enumeration has been utilized in the study to procure all the teachers in the said locale. Microsoft Excel was used to analyze teacher-respondents’ data and create graphs and tables. Books, modules, supplementary reading materials, laboratory apparatuses, and laptops are both districts’ main instructional learning resources, while speakers, projectors, and TVs are the least technology-based. The most common problems encountered by science teachers are the inadequate number of books, the inadequate number of projectors and computers, and other technology-based resources. Also, indigenous resources, realia, and replicas under localized learning materials are the most effectively used by teachers in teaching science. Future studies should highlight the importance of localized and contextualized materials in teaching science, create more locally available materials, compare learning materials locally and internationally, and use other relevant methods to ensure the availability of learning resources.
{"title":"Ethno-Learning Resources in Teaching Biology for Promoting Sustainability Education: A District-Wide Science Problem","authors":"Jeffry M Saro, Mirecyl T Guzman, Elizabeth E Ochavez, Cristina O Dano","doi":"10.54536/ajet.v2i1.1322","DOIUrl":"https://doi.org/10.54536/ajet.v2i1.1322","url":null,"abstract":"Sustainable development is dependent on the social, cultural, and environmental setting. Authentic learning materials should be designed with real-world applicability outside of the classroom. This study aimed to investigate the locally available ethno-learning resources for teaching biology to promote sustainable development education in the district of Esperanza, particularly in Esperanza Districts I and II. The study employed a descriptive-quantitative approach emphasizing a descriptive research design where the data gathered from the teacher-respondents was recorded and described descriptively. A complete enumeration has been utilized in the study to procure all the teachers in the said locale. Microsoft Excel was used to analyze teacher-respondents’ data and create graphs and tables. Books, modules, supplementary reading materials, laboratory apparatuses, and laptops are both districts’ main instructional learning resources, while speakers, projectors, and TVs are the least technology-based. The most common problems encountered by science teachers are the inadequate number of books, the inadequate number of projectors and computers, and other technology-based resources. Also, indigenous resources, realia, and replicas under localized learning materials are the most effectively used by teachers in teaching science. Future studies should highlight the importance of localized and contextualized materials in teaching science, create more locally available materials, compare learning materials locally and internationally, and use other relevant methods to ensure the availability of learning resources.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123896813","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}
C. S. Bornaa, Abugri Mumuni Abdulai, Abdulai Boare Iddrisu
This study compared the traditional face-to-face and e-learning modes of teaching Senior High School geometry and students’ geometry performance. The study used a quantitative strategy which adopted a quasi-experimental design with pre-test and post-test non- equivalent control groups. Pre-test, post-test and retention test were used for the data collection. A total number of 52 second-year Senior High School students from two public schools in the Suame Municipality of the Ashanti Region of Ghana participated in the study. Students’ Geometry Achievement Test (SGAT) was used as pre-test, post-test and retention test instruments. The data was analysed using descriptive statistics and a t-test tested at a 0.05 significance level. The findings of the study revealed no significant difference in the post-test mean scores of students taught face-to-face and those taught using the e-learning mode even though there was a significant improvement in the performance of students after the intervention. Again, there was no significant difference in the retention test mean scores of the students taught using the face-to-face mode and those taught using the e-learning mode. The study, therefore, recommended that; policy makers in general, and mathematics curriculum developers in particular, plan and implement electronic learning modules to facilitate and enhance the teaching and learning of mathematics. It was again recommended that teachers take advantage of the new technology-driven world to blend the traditional face-to-face and e-learning modes of teaching to facilitate and enhance the teaching and learning of mathematics.
{"title":"Comparative Study of Traditional Face-to-Face and E-Learning Modes of Teaching Senior High School Geometry","authors":"C. S. Bornaa, Abugri Mumuni Abdulai, Abdulai Boare Iddrisu","doi":"10.54536/ajet.v2i1.1374","DOIUrl":"https://doi.org/10.54536/ajet.v2i1.1374","url":null,"abstract":"This study compared the traditional face-to-face and e-learning modes of teaching Senior High School geometry and students’ geometry performance. The study used a quantitative strategy which adopted a quasi-experimental design with pre-test and post-test non- equivalent control groups. Pre-test, post-test and retention test were used for the data collection. A total number of 52 second-year Senior High School students from two public schools in the Suame Municipality of the Ashanti Region of Ghana participated in the study. Students’ Geometry Achievement Test (SGAT) was used as pre-test, post-test and retention test instruments. The data was analysed using descriptive statistics and a t-test tested at a 0.05 significance level. The findings of the study revealed no significant difference in the post-test mean scores of students taught face-to-face and those taught using the e-learning mode even though there was a significant improvement in the performance of students after the intervention. Again, there was no significant difference in the retention test mean scores of the students taught using the face-to-face mode and those taught using the e-learning mode. The study, therefore, recommended that; policy makers in general, and mathematics curriculum developers in particular, plan and implement electronic learning modules to facilitate and enhance the teaching and learning of mathematics. It was again recommended that teachers take advantage of the new technology-driven world to blend the traditional face-to-face and e-learning modes of teaching to facilitate and enhance the teaching and learning of mathematics.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130948970","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 slightly more than a decade (1988-2000), the eminent issue for companies was one of attracting and retaining people with the skills necessary to do the work. The situation became even more complex during 2001 – 2009 period as an economic meltdown forced thousands of companies to cut back or downsize their employee populations. Employee turn-over is often associated with “employee retention”. Employee retention plays an important role to keep up with other companies amidst the rapid evolvement of global economic environment. The objectives of the study are (1) To identify and assess the factors affecting employee retention of private employees in Cambodia from the experts point of view such as HR practitioners etc. and (2) To recommend ways on how to improve employee retention. The researcher employed Delphi Method Technique with 2 rounds. The Delphi methodology is used to determine, predict and explore group attitudes, needs and priorities. The researcher invited 34 panel of experts who are at least middle managers of private companies in Cambodia such as HR professionals and managers and with at least 5 years of experience in the field. After round 2, the experts agreed that there are 5 factors greatly affecting employee retention of private companies in Cambodia and they are: compensation; promotion, opportunity and growth; work environment; training and development; and work-life balance.
{"title":"Factors Affecting Employee Retention of Private Companies in Cambodia Using Delphi Method","authors":"Ramon Jr Macaraig, Sounman Hong, Sau Lay","doi":"10.54536/ajet.v2i1.1246","DOIUrl":"https://doi.org/10.54536/ajet.v2i1.1246","url":null,"abstract":"In slightly more than a decade (1988-2000), the eminent issue for companies was one of attracting and retaining people with the skills necessary to do the work. The situation became even more complex during 2001 – 2009 period as an economic meltdown forced thousands of companies to cut back or downsize their employee populations. Employee turn-over is often associated with “employee retention”. Employee retention plays an important role to keep up with other companies amidst the rapid evolvement of global economic environment. The objectives of the study are (1) To identify and assess the factors affecting employee retention of private employees in Cambodia from the experts point of view such as HR practitioners etc. and (2) To recommend ways on how to improve employee retention. The researcher employed Delphi Method Technique with 2 rounds. The Delphi methodology is used to determine, predict and explore group attitudes, needs and priorities. The researcher invited 34 panel of experts who are at least middle managers of private companies in Cambodia such as HR professionals and managers and with at least 5 years of experience in the field. After round 2, the experts agreed that there are 5 factors greatly affecting employee retention of private companies in Cambodia and they are: compensation; promotion, opportunity and growth; work environment; training and development; and work-life balance.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127983972","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}
Lalaine N Alejandria, Jill Mie S Bajenting, Marie Anne Lovella D Pacatan, T. Diquito
This study aims to assess the effectiveness of the created educational board game as a supplemental tool in learning the core concepts of the periodic table of elements. A quasi-experimental approach was utilized in addressing the objectives of the study wherein a total of thirty-two (32) students from the STEM strand participated in the study (sixteen (16) experimental group, sixteen (16) control group. An interview was also conducted after the post-test to determine the students’ experiences while playing the board game. The result of the study revealed that there is no significant difference in the pre-test mean score of the control (M=41.750, SD=13.959) and experimental group (M=48.938, SD=10.221); (t(30)=1.66, p>.05). However, the post-test mean scores show a significant difference in the control (M=26.063, SD=19.223) and experimental group (M=57.268, SD=13.169); (t (30)=1.42, p<.05). This means that the created educational board game is an effective supplemental tool in learning the concepts of the periodic table of elements. In addition, the interview revealed that participants enjoyed the game and recommended that the game be utilized in learning the periodic table of elements. Based on the findings, the researchers recommended that the created educational board game be utilized as a supplement in teaching the periodic table of elements in chemistry subject.
{"title":"The Use of Educational Board Game as a Supplemental Tool in Learning Periodic Table of Elements Among Senior High School Students","authors":"Lalaine N Alejandria, Jill Mie S Bajenting, Marie Anne Lovella D Pacatan, T. Diquito","doi":"10.54536/ajet.v2i1.1292","DOIUrl":"https://doi.org/10.54536/ajet.v2i1.1292","url":null,"abstract":"This study aims to assess the effectiveness of the created educational board game as a supplemental tool in learning the core concepts of the periodic table of elements. A quasi-experimental approach was utilized in addressing the objectives of the study wherein a total of thirty-two (32) students from the STEM strand participated in the study (sixteen (16) experimental group, sixteen (16) control group. An interview was also conducted after the post-test to determine the students’ experiences while playing the board game. The result of the study revealed that there is no significant difference in the pre-test mean score of the control (M=41.750, SD=13.959) and experimental group (M=48.938, SD=10.221); (t(30)=1.66, p>.05). However, the post-test mean scores show a significant difference in the control (M=26.063, SD=19.223) and experimental group (M=57.268, SD=13.169); (t (30)=1.42, p<.05). This means that the created educational board game is an effective supplemental tool in learning the concepts of the periodic table of elements. In addition, the interview revealed that participants enjoyed the game and recommended that the game be utilized in learning the periodic table of elements. Based on the findings, the researchers recommended that the created educational board game be utilized as a supplement in teaching the periodic table of elements in chemistry subject.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131362949","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 practice of mother tongue in teaching kindergarten and primary levels are of great help to strengthen the foundation of early years of education in improving pupils’ basic learning skills. It is designed to implement learner-centered education from the beginning of the education ladder and this is apparent in a rising number of educational programs that utilize this approach. As such, little is known about how a national policy for MTB-MLE can be disseminated into contextualized local schools. To capture the breadth of conceptual and implementation issues, purposive sampling was used in this study to determine the teachers, tribal parents, and leader perspectives. Focus group discussion was done using transcript-based analysis to gather first-hand information. Findings derived and identified four main themes, namely (1) teachers’ unpreparedness of MTB-MLE implementation, (2) teachers’ difficulty in delivering MTB-MLE, (3) fear of Manobo Language endangerment, and (4) inadequacy of contextualized and indigenized IMs. Hence, it is commended that these issues must be addressed efficiently to shift the perspective of the teachers in using the Manobo Language in their school. The implementation needs better encouragement, support, and motivation for the teachers to embrace the challenges brought by MTB-MLE with an optimistic perspective to address certain gaps in its implementation.
{"title":"Implementation of Sinaka Mother Tongue-Based Multilingual Education in Indigenous Peoples Education Curriculum: A Qualitative Study","authors":"J. S. Berame, Rissa L. Mercado, M. L. Bulay","doi":"10.54536/ajet.v2i1.1152","DOIUrl":"https://doi.org/10.54536/ajet.v2i1.1152","url":null,"abstract":"The practice of mother tongue in teaching kindergarten and primary levels are of great help to strengthen the foundation of early years of education in improving pupils’ basic learning skills. It is designed to implement learner-centered education from the beginning of the education ladder and this is apparent in a rising number of educational programs that utilize this approach. As such, little is known about how a national policy for MTB-MLE can be disseminated into contextualized local schools. To capture the breadth of conceptual and implementation issues, purposive sampling was used in this study to determine the teachers, tribal parents, and leader perspectives. Focus group discussion was done using transcript-based analysis to gather first-hand information. Findings derived and identified four main themes, namely (1) teachers’ unpreparedness of MTB-MLE implementation, (2) teachers’ difficulty in delivering MTB-MLE, (3) fear of Manobo Language endangerment, and (4) inadequacy of contextualized and indigenized IMs. Hence, it is commended that these issues must be addressed efficiently to shift the perspective of the teachers in using the Manobo Language in their school. The implementation needs better encouragement, support, and motivation for the teachers to embrace the challenges brought by MTB-MLE with an optimistic perspective to address certain gaps in its implementation.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125777043","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 purpose of this Study was to investigate the apprenticeship and skills acquisition programmes for sustainable national development in Nigeria and how they can be promoted. To facilitate generation of data, the Study explored the following: Vocational skills obtainable at the Skills Acquisition Centers, availability of equipment and facilities, the impact of skills acquisition on national development and the operational challenges of skills acquisition in Nigeria. This study is a descriptive survey. For the purpose of this study, six skills acquisition centers in Benin City, Edo State were used. Target population of the Study consisted of all the apprentices at skills acquisition centers in Edo State while 60 respondents were randomly selected from the skill acquisition centers. Four research questions were formulated to guide the study. The main instrument used was the questionnaire. The instrument was designed, developed and validated. Data gathered were analyzed using the mean statistics. Findings showed that prominent skills are being acquired by the youths which have significantly helped them in reducing poverty and therefore reduce some societal vices; making the youths self-employed and self-reliant. The study also revealed that the facilities and equipment needed for effective and efficient training at the centers are not adequate while skills acquisition has been found to have significant role in national development which includes job creation, wealth creation, and reduction in human trafficking, youth empowerment, amongst others. Based on the findings of this study, it was recommended that more skills acquisition centers be opened to accommodate more trainees, stipends should be given to trainees as motivation; government should provide equipment and facilities for the training centers amongst others.
{"title":"Promoting Quality Apprenticeship and Skills Acquisition for Sustainable National Development in Nigeria","authors":"Ojomu Adeniyi Andrew, Okwo Chinyere R, Ibekwe Nnamdi Franklyn, Okoruwa Jane Idiaghe, Adiagwai, Fidelia, Ojo, Faith Uyiosa","doi":"10.54536/ajet.v2i1.1183","DOIUrl":"https://doi.org/10.54536/ajet.v2i1.1183","url":null,"abstract":"The purpose of this Study was to investigate the apprenticeship and skills acquisition programmes for sustainable national development in Nigeria and how they can be promoted. To facilitate generation of data, the Study explored the following: Vocational skills obtainable at the Skills Acquisition Centers, availability of equipment and facilities, the impact of skills acquisition on national development and the operational challenges of skills acquisition in Nigeria. This study is a descriptive survey. For the purpose of this study, six skills acquisition centers in Benin City, Edo State were used. Target population of the Study consisted of all the apprentices at skills acquisition centers in Edo State while 60 respondents were randomly selected from the skill acquisition centers. Four research questions were formulated to guide the study. The main instrument used was the questionnaire. The instrument was designed, developed and validated. Data gathered were analyzed using the mean statistics. Findings showed that prominent skills are being acquired by the youths which have significantly helped them in reducing poverty and therefore reduce some societal vices; making the youths self-employed and self-reliant. The study also revealed that the facilities and equipment needed for effective and efficient training at the centers are not adequate while skills acquisition has been found to have significant role in national development which includes job creation, wealth creation, and reduction in human trafficking, youth empowerment, amongst others. Based on the findings of this study, it was recommended that more skills acquisition centers be opened to accommodate more trainees, stipends should be given to trainees as motivation; government should provide equipment and facilities for the training centers amongst others.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123830871","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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