S. Julie, L. B. Minie, L. M. Rissa, P. Carlo, A. D. Romel, A. G. Caroline, P. N. Maricar
Kumospace is platform that provides an immersive and fun experience online, designed to recreate physical experience and atmosphere of being in a room, you can move around and connect with others virtually with the simplicity of a video chat and the creativity of video games. This study aimed to determine the effectiveness of Kumospace on the academic performance of Grade 9 students in online Physics class. This research is limited only to two sections in Grade 9, Academic Year 2021-2022. It used the quantitative research design with 30 participants for the control group and 30 participants for experimental group. Pretest and posttest were taken thru google form attached to the learning management system, which were prepared with a TOS ahead and validated by the experts before it was conducted to test. Results showed a high mean score of 3.333, 3.442, and 3.383 respectively, in terms of content quality, learners need and website quality which means that the students strongly agree and are satisfied with the features of Kumospace, while mean scores of the posttest for both sections gave an excellent result. The finding of the study showed that t-test analysis on the effectiveness of Kumospace on the academic performance of Grade 9 online Physics class resulted a p-value of 0.401 which means that they are not significant. Therefore, with consideration of the results, disregarding the H1, it can be concluded that Kumospace is an effective intervention to improve the academic performance of learners in the conduct of online physics classes but cannot be significantly compared to other online applications, specifically Zoom.
{"title":"Effectiveness of Kumospace Apps on the Academic Performance of Grade 9 Students in Online Physics Class","authors":"S. Julie, L. B. Minie, L. M. Rissa, P. Carlo, A. D. Romel, A. G. Caroline, P. N. Maricar","doi":"10.54536/ajet.v1i3.767","DOIUrl":"https://doi.org/10.54536/ajet.v1i3.767","url":null,"abstract":"Kumospace is platform that provides an immersive and fun experience online, designed to recreate physical experience and atmosphere of being in a room, you can move around and connect with others virtually with the simplicity of a video chat and the creativity of video games. This study aimed to determine the effectiveness of Kumospace on the academic performance of Grade 9 students in online Physics class. This research is limited only to two sections in Grade 9, Academic Year 2021-2022. It used the quantitative research design with 30 participants for the control group and 30 participants for experimental group. Pretest and posttest were taken thru google form attached to the learning management system, which were prepared with a TOS ahead and validated by the experts before it was conducted to test. Results showed a high mean score of 3.333, 3.442, and 3.383 respectively, in terms of content quality, learners need and website quality which means that the students strongly agree and are satisfied with the features of Kumospace, while mean scores of the posttest for both sections gave an excellent result. The finding of the study showed that t-test analysis on the effectiveness of Kumospace on the academic performance of Grade 9 online Physics class resulted a p-value of 0.401 which means that they are not significant. Therefore, with consideration of the results, disregarding the H1, it can be concluded that Kumospace is an effective intervention to improve the academic performance of learners in the conduct of online physics classes but cannot be significantly compared to other online applications, specifically Zoom.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131561809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research article delineates the development of a sustainable digital transformation model aimed at improving the educational landscape from primary through tertiary levels in Bangladesh. Given the digital revolution's significant role in modern education, it is crucial for countries to adapt and transform their educational models to ensure a future-ready generation. Our approach focuses on secondary data and document analysis, enabling us to draw insights from existing reports, studies, and educational policies. The first section of the paper examines the current state of digital infrastructure in Bangladesh's education system, identifying areas where digital technology has yet to be fully integrated or utilized. It provides an assessment of the challenges, including socio-economic factors, rural-urban disparities, and infrastructure limitations that may hinder the digital transformation process. Following this, the paper introduces a comprehensive, scalable, and sustainable model for digital transformation. This model is premised on robust digital infrastructure, inclusive digital pedagogy, capacity building among educators, and a policy framework that encourages innovation while ensuring equal access to digital education resources. The paper concludes by highlighting how this model can significantly enhance the quality and reach of education in Bangladesh. It also provides a roadmap for similar low-to-middle-income countries embarking on their digital transformation journey in education. Through our research, we aim to promote an inclusive, sustainable, and digitally-enabled education system that leaves no one behind, adhering to the global Sustainable Development Goals.
{"title":"Developing a Sustainable Digital Transformation Framework for the Continuum of Primary to Tertiary Education in Bangladesh: A Secondary Data and Document Analysis Approach","authors":"Roshidul H, Md. Sabbir Hossain, Mahmudul Haque","doi":"10.54536/ajet.v1i2.1777","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.1777","url":null,"abstract":"This research article delineates the development of a sustainable digital transformation model aimed at improving the educational landscape from primary through tertiary levels in Bangladesh. Given the digital revolution's significant role in modern education, it is crucial for countries to adapt and transform their educational models to ensure a future-ready generation. Our approach focuses on secondary data and document analysis, enabling us to draw insights from existing reports, studies, and educational policies. The first section of the paper examines the current state of digital infrastructure in Bangladesh's education system, identifying areas where digital technology has yet to be fully integrated or utilized. It provides an assessment of the challenges, including socio-economic factors, rural-urban disparities, and infrastructure limitations that may hinder the digital transformation process. Following this, the paper introduces a comprehensive, scalable, and sustainable model for digital transformation. This model is premised on robust digital infrastructure, inclusive digital pedagogy, capacity building among educators, and a policy framework that encourages innovation while ensuring equal access to digital education resources. The paper concludes by highlighting how this model can significantly enhance the quality and reach of education in Bangladesh. It also provides a roadmap for similar low-to-middle-income countries embarking on their digital transformation journey in education. Through our research, we aim to promote an inclusive, sustainable, and digitally-enabled education system that leaves no one behind, adhering to the global Sustainable Development Goals.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126295055","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}
Children are the future of society, and early childhood development is undeniably important. As a result, stakeholders expect high-quality Kindergarten education. This study assessed the effect of class size and the developmental domain performances of Kindergarten pupils in public elementary schools. The researcher employed a descriptive-correlational design using the adopted questionnaire to evaluate the developmental domain performances of the Kindergarten pupils in the selected public elementary. Results of the study divulged that most Kindergarten pupils were at the exact age of their grade level, male, had normal nutritional status and were middle children among their siblings. The Kindergarten class size is above the required average of 25-30 pupils. Moreover, the overall results also disclosed an evident performance level in various developmental domains of the pupils. Only placement among siblings on the profile variables was identified as a significant predictor of the developmental domain performance of the pupils. Further, the study found no association between class size and Kindergarten pupils’ developmental domains. The researchers suggest that the department should maintain the standard size of the learners in every Kindergarten class. Furthermore, the teachers should monitor learners’ cognitive development and other physical activities even when they are studying only with their parents/guardians.
{"title":"Effect of Class Size on the Developmental Domains of the Kindergarten Pupils","authors":"T. Gerald, S. N. Marion Kay, C. Vilma","doi":"10.54536/ajet.v1i2.671","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.671","url":null,"abstract":"Children are the future of society, and early childhood development is undeniably important. As a result, stakeholders expect high-quality Kindergarten education. This study assessed the effect of class size and the developmental domain performances of Kindergarten pupils in public elementary schools. The researcher employed a descriptive-correlational design using the adopted questionnaire to evaluate the developmental domain performances of the Kindergarten pupils in the selected public elementary. Results of the study divulged that most Kindergarten pupils were at the exact age of their grade level, male, had normal nutritional status and were middle children among their siblings. The Kindergarten class size is above the required average of 25-30 pupils. Moreover, the overall results also disclosed an evident performance level in various developmental domains of the pupils. Only placement among siblings on the profile variables was identified as a significant predictor of the developmental domain performance of the pupils. Further, the study found no association between class size and Kindergarten pupils’ developmental domains. The researchers suggest that the department should maintain the standard size of the learners in every Kindergarten class. Furthermore, the teachers should monitor learners’ cognitive development and other physical activities even when they are studying only with their parents/guardians.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127604230","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}
Zango Umar Armaya'u, M. Gumel, Hayat Suleiman Tuge
Object Oriented Programming (OOP) paradigm is one of the programming styles that emerged in response to the challenge of designing complex software. However, students find it hard to conceptualize objects when they were already accustomed to non Object Oriented approach to programming. This paper hypothesizes that introducing Object Oriented (OO) notations to students during the design phase will smoothen their transition to Object Oriented Programming. To test the hypothesis, an experiment was conducted with the students of Al-Qalam University Katsina, Nigeria. The participating students were divided into two groups: (i) Flowchart group - representing the classical approach where flowcharts were used to design solutions. (ii) Activity Diagram group - which represents the control group in which swim lane activity diagram, as Object Oriented notation, was introduced to them at the design phase. Both groups were later introduced to Class Responsibility Collaborators (CRC) cards as an Object Oriented implementation model. The students were tested, four different times, on how well they converted flowcharts or activity diagrams, as the case may be, into Class Responsibility Collaborators cards, and their performances were recorded. The results were analyzed using Repeated Measure Analysis of Variance (ANOVA). Unexpectedly, the Flowchart group outperformed the Activity Diagram group but the results were not statistically significant. Similarly, there was no statistical difference between males’ and females’ performances.
{"title":"Comparing Flowchart and Swim Lane Activity Diagram for Aiding Transitioning to Object-Oriented Implementation","authors":"Zango Umar Armaya'u, M. Gumel, Hayat Suleiman Tuge","doi":"10.54536/ajet.v1i2.612","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.612","url":null,"abstract":"Object Oriented Programming (OOP) paradigm is one of the programming styles that emerged in response to the challenge of designing complex software. However, students find it hard to conceptualize objects when they were already accustomed to non Object Oriented approach to programming. This paper hypothesizes that introducing Object Oriented (OO) notations to students during the design phase will smoothen their transition to Object Oriented Programming. To test the hypothesis, an experiment was conducted with the students of Al-Qalam University Katsina, Nigeria. The participating students were divided into two groups: (i) Flowchart group - representing the classical approach where flowcharts were used to design solutions. (ii) Activity Diagram group - which represents the control group in which swim lane activity diagram, as Object Oriented notation, was introduced to them at the design phase. Both groups were later introduced to Class Responsibility Collaborators (CRC) cards as an Object Oriented implementation model. The students were tested, four different times, on how well they converted flowcharts or activity diagrams, as the case may be, into Class Responsibility Collaborators cards, and their performances were recorded. The results were analyzed using Repeated Measure Analysis of Variance (ANOVA). Unexpectedly, the Flowchart group outperformed the Activity Diagram group but the results were not statistically significant. Similarly, there was no statistical difference between males’ and females’ performances.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134181126","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 resilience can lead to better behavior and results for disadvantaged learners since they can achieve good educational outcomes despite diversity. Several studies mentioned that various protective factors could affect resilience among students. On the other hand, several risk factors also directly affect its development among learners. This research provides a scholarly source for developing a scale that determines the level of academic resiliency of selected secondary school students and describes its psychometric features. The preliminary items for the scale were drafted based on the literature review and personal interviews using open-ended questions with secondary school students in Bulacan. The interview questions were based on the risk and protective factors for academic resilience suggested by Kutlu and Yavuz (2016). The scale used a four-point Likert scale, with higher scores indicating greater academic resilience. After validating the preliminary scale, the researcher analyzed the validity and reliability of the new scale items among 591 students. Using exploratory factor analyses, two primary factors were extracted – internal and external protective factors - with 37 items for FLARS. Several well-recognized criteria for the factorability of a correlation were used. The Kaiser-Meyer-Olkin measure of sampling adequacy was .915, above the commonly recommended value of .6, and Bartlett’s test of sphericity was significant (X2(666)=7351.246, p < .05). Also, the overall Cronbach’s alpha was .901, which showed very high reliability. Therefore, the FLARS instrument is reliable and valid. It can measure the level of academic resilience of secondary school students. However, it might be readministered to a bigger sample for greater reliability, validity, and generalizability of results.
学业弹性可以为弱势学习者带来更好的行为和结果，因为他们可以在多样性的情况下取得良好的教育成果。几项研究提到，各种保护性因素可能会影响学生的适应能力。另一方面，一些风险因素也直接影响学习者的发展。本研究提供了一个学术来源，以制定一个量表，以确定选定的中学生的学业弹性水平，并描述其心理测量特征。量表的初步项目是根据文献综述和对布拉干中学生开放式问题的个人访谈来起草的。访谈问题基于Kutlu和Yavuz(2016)提出的学业弹性的风险和保护因素。该量表采用李克特四分制，分数越高表明学业适应能力越强。在对初步量表进行验证后，研究人员对591名学生进行了新量表项目的效度和信度分析。采用探索性因子分析，提取了内部和外部保护因子两个主要因子，共37项FLARS。几个公认的标准的因素的相关性被使用。Kaiser-Meyer-Olkin抽样充分性测度值为0.915，高于一般推荐值0.6,Bartlett球度检验显著(X2(666)=7351.246, p < 0.05)。总体的Cronbach’s alpha为0.901，具有很高的信度。因此，FLARS仪器是可靠有效的。它可以衡量中学生的学业弹性水平。然而，它可能被重新管理到一个更大的样本，以获得更高的可靠性、有效性和结果的普遍性。
{"title":"Development and Validation of Filipino Learners’ Academic Resilience Scale (FLARS)","authors":"J. Honra","doi":"10.54536/ajet.v1i2.664","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.664","url":null,"abstract":"Academic resilience can lead to better behavior and results for disadvantaged learners since they can achieve good educational outcomes despite diversity. Several studies mentioned that various protective factors could affect resilience among students. On the other hand, several risk factors also directly affect its development among learners. This research provides a scholarly source for developing a scale that determines the level of academic resiliency of selected secondary school students and describes its psychometric features. The preliminary items for the scale were drafted based on the literature review and personal interviews using open-ended questions with secondary school students in Bulacan. The interview questions were based on the risk and protective factors for academic resilience suggested by Kutlu and Yavuz (2016). The scale used a four-point Likert scale, with higher scores indicating greater academic resilience. After validating the preliminary scale, the researcher analyzed the validity and reliability of the new scale items among 591 students. Using exploratory factor analyses, two primary factors were extracted – internal and external protective factors - with 37 items for FLARS. Several well-recognized criteria for the factorability of a correlation were used. The Kaiser-Meyer-Olkin measure of sampling adequacy was .915, above the commonly recommended value of .6, and Bartlett’s test of sphericity was significant (X2(666)=7351.246, p < .05). Also, the overall Cronbach’s alpha was .901, which showed very high reliability. Therefore, the FLARS instrument is reliable and valid. It can measure the level of academic resilience of secondary school students. However, it might be readministered to a bigger sample for greater reliability, validity, and generalizability of results.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128460199","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 research aimed to determine the learning interventions of science teachers in the absence of laboratory experiments during pandemic which is vital to teachers and learners. A semi-structured in-depth clinical interview was performed which involved direct questioning using open-ended and/or probing questions and the observations of the Science teachers regarding their learning. It was conducted at Notre Dame of Midsayap College to Science teachers that was currently teaching in this institution. In gathering data, researchers used convenience sampling method based on the participants’ availability and their in-depth interview responses were collected from six science teachers. Findings revealed that science teachers used home-based experimentations as learning interventions. Science teachers find it more convenient to have home-based experimentation because the materials are easy to find in their homes. However, internet connection and availability of the materials are most common problem as the teachers did the home-based experiment. Therefore the researchers concluded that the participants of this study used home-based experiment in teaching science during in the absence of laboratory activities. It significantly impacts to the teachers as their interventions to provide quality education to the learners.
{"title":"Home-Based Learning Interventions of Science Teachers in the Absence of Laboratory Experiments","authors":"Gapasin Liza Saladar, Manongsong Janice Belotindos, Tukuran Ali Ebrahim, Samolde Rodriguez Lean Cornette, Jovie Caliao Alquizar Jovie Caliao, Manial Nasrudin Samad, Amba Zairin Abas, Balaños Jolai Garcia, Mahinay Honeylyn Magluyan","doi":"10.54536/ajet.v1i2.593","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.593","url":null,"abstract":"The research aimed to determine the learning interventions of science teachers in the absence of laboratory experiments during pandemic which is vital to teachers and learners. A semi-structured in-depth clinical interview was performed which involved direct questioning using open-ended and/or probing questions and the observations of the Science teachers regarding their learning. It was conducted at Notre Dame of Midsayap College to Science teachers that was currently teaching in this institution. In gathering data, researchers used convenience sampling method based on the participants’ availability and their in-depth interview responses were collected from six science teachers. Findings revealed that science teachers used home-based experimentations as learning interventions. Science teachers find it more convenient to have home-based experimentation because the materials are easy to find in their homes. However, internet connection and availability of the materials are most common problem as the teachers did the home-based experiment. Therefore the researchers concluded that the participants of this study used home-based experiment in teaching science during in the absence of laboratory activities. It significantly impacts to the teachers as their interventions to provide quality education to the learners.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121418845","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 paper aimed to assess the effect of teachers’ self-efficacy on their performance appraisal in public secondary schools in Sabatia Sub County, Vihiga County, Kenya. The study, anchored on the social cognitive theory, adopted correlational and descriptive survey research designs. Stratified random sampling was used to select 12 schools and 227 teachers for the study based on category of school, status, and gender. Principals of each sampled school and the Sabatia Sub-County Teachers’ Service Commission director were purposively sampled. Data for the study was collected using questionnaires, interview guide, and document analysis guide. Quality assurance of research instruments ensured through piloting, content validity and test retest for reliability. Quantitative data was analysed using SPSS (version 25.0) descriptively and inferentially, while qualitative data was analyzed thematically. The findings showed the R-value from the model summary of the regression between self-efficacy and performance appraisal was 0.617. The R square value was 0.381, which implied 38.1 % effect on self-efficacy was attributed to teacher appraisal. The findings show significant effect of self-efficacy on performance appraisal. Therefore, performance appraisal for teachers needs to be enhanced since it plays a significant role in boosting their confidence, thus their self-efficacy.
{"title":"Teachers’ Self-Efficacy and Their Performance Appraisal in Public Secondary Schools","authors":"J. A. Mungasia, J. B. Ouda, K. Otieno","doi":"10.54536/ajet.v1i2.530","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.530","url":null,"abstract":"This paper aimed to assess the effect of teachers’ self-efficacy on their performance appraisal in public secondary schools in Sabatia Sub County, Vihiga County, Kenya. The study, anchored on the social cognitive theory, adopted correlational and descriptive survey research designs. Stratified random sampling was used to select 12 schools and 227 teachers for the study based on category of school, status, and gender. Principals of each sampled school and the Sabatia Sub-County Teachers’ Service Commission director were purposively sampled. Data for the study was collected using questionnaires, interview guide, and document analysis guide. Quality assurance of research instruments ensured through piloting, content validity and test retest for reliability. Quantitative data was analysed using SPSS (version 25.0) descriptively and inferentially, while qualitative data was analyzed thematically. The findings showed the R-value from the model summary of the regression between self-efficacy and performance appraisal was 0.617. The R square value was 0.381, which implied 38.1 % effect on self-efficacy was attributed to teacher appraisal. The findings show significant effect of self-efficacy on performance appraisal. Therefore, performance appraisal for teachers needs to be enhanced since it plays a significant role in boosting their confidence, thus their self-efficacy.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132038737","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}
Jolai R. Garcia, Angelica Yvonne Uluan, Ian Joy Barat, Jose Nino Lubay, Ivy Macagba, H. Mahinay
The importance of laboratory activities in science education cannot be overstated. Scientific laboratory activities and experiments have helped students absorb science lessons more easily in recent years. Science cannot be more valuable to students if they do not get laboratory experience in school. As a result, the goal of this research is to learn about science major students’ lived experiences in learning science with the lack of laboratory activities while also identifying the obstacles they face. In an in-depth semi-structured online interview, ten science major students were asked to describe their learning experiences in science with and without laboratory activities. The students’ shared experiences described learning situations that did not involve laboratory activities as “finding light in the dark”. To put it another way, the students find the learning materials difficult to understand because of the unfamiliar terms they have encountered. Moreover, the lack of learning resources and home-based experimentation equipment and materials to perform the required laboratory activities made it even more difficult for them to gain new knowledge and formulate specific scientific explanations.
{"title":"Lived Experiences of Science Major Students in the Absence of Laboratory Activities","authors":"Jolai R. Garcia, Angelica Yvonne Uluan, Ian Joy Barat, Jose Nino Lubay, Ivy Macagba, H. Mahinay","doi":"10.54536/ajet.v1i2.513","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.513","url":null,"abstract":"The importance of laboratory activities in science education cannot be overstated. Scientific laboratory activities and experiments have helped students absorb science lessons more easily in recent years. Science cannot be more valuable to students if they do not get laboratory experience in school. As a result, the goal of this research is to learn about science major students’ lived experiences in learning science with the lack of laboratory activities while also identifying the obstacles they face. In an in-depth semi-structured online interview, ten science major students were asked to describe their learning experiences in science with and without laboratory activities. The students’ shared experiences described learning situations that did not involve laboratory activities as “finding light in the dark”. To put it another way, the students find the learning materials difficult to understand because of the unfamiliar terms they have encountered. Moreover, the lack of learning resources and home-based experimentation equipment and materials to perform the required laboratory activities made it even more difficult for them to gain new knowledge and formulate specific scientific explanations.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128109679","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}
Lexical ambiguity, phonological ambiguity, structural ambiguity, referential ambiguity, semantic ambiguity, and orthographic ambiguity were all types of Amharic ambiguity. The other ambiguities were out of this research because the study focuses on lexical-semantic, orthographic, and semantic ambiguities. Until now, some experts have been researching the Amharic word sense disambiguation system. Recent research, on the other hand, did not take into account antonym, troponymy, holonomy, and homonym relationships in the WordNet; this problem was overcome by this study. Using a Deep Learning method, we are developing an Amharic word sense disambiguation model. We use a design science research strategy to close the gap, starting with problem identification and concluding with final communication. 159 ambiguous words, 1214 synsets, and 2164 sentence datasets were used to create three distinct Deep Learning algorithms in three separate experiments. Using the given dataset, the overall performance of the model is measured using performance metrics in precision, F-measure, and confusion matrix. In this study, LSTM, CNN, and Bi-LSTM obtained 94 percent, 95 percent, and 96 percent accuracy respectively in the third experiment, based on performance measurement.
{"title":"Sentence Level Amharic Word Sense Disambiguation","authors":"Senay Merawi Dereje, Tegegne Yalewu Tesfa, Worku Tamir Yitbarek","doi":"10.54536/ajet.v1i2.531","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.531","url":null,"abstract":"Lexical ambiguity, phonological ambiguity, structural ambiguity, referential ambiguity, semantic ambiguity, and orthographic ambiguity were all types of Amharic ambiguity. The other ambiguities were out of this research because the study focuses on lexical-semantic, orthographic, and semantic ambiguities. Until now, some experts have been researching the Amharic word sense disambiguation system. Recent research, on the other hand, did not take into account antonym, troponymy, holonomy, and homonym relationships in the WordNet; this problem was overcome by this study. Using a Deep Learning method, we are developing an Amharic word sense disambiguation model. We use a design science research strategy to close the gap, starting with problem identification and concluding with final communication. 159 ambiguous words, 1214 synsets, and 2164 sentence datasets were used to create three distinct Deep Learning algorithms in three separate experiments. Using the given dataset, the overall performance of the model is measured using performance metrics in precision, F-measure, and confusion matrix. In this study, LSTM, CNN, and Bi-LSTM obtained 94 percent, 95 percent, and 96 percent accuracy respectively in the third experiment, based on performance measurement.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129000861","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 aimed to examine the perception of the respondents on the personality of their teachers and its effect to their classroom management. A descriptive correlational study was utilized as a design to attain the objective of the study. A descriptive and inferential statistics were utilized to statistically quantify the data gathered from the respondents using a structured questionnaire. 21 secondary students who are officially enrolled at Sain Josehp’s College of Baggao Inc (SJCBI) for Academic Year 2019-2020 participated on this study. The result showed that the teacher’s personality greatly affects classroom management. It is therefore the major recommendation of this study is for the teachers to continually engage themselves to career development and personality enhancement through seminars and trainings.
{"title":"Perceived Personality of the Teachers in SJCBI and Its Effect to Classroom Management","authors":"Jimboy B. Pagalilauan","doi":"10.54536/ajet.v1i2.529","DOIUrl":"https://doi.org/10.54536/ajet.v1i2.529","url":null,"abstract":"This study aimed to examine the perception of the respondents on the personality of their teachers and its effect to their classroom management. A descriptive correlational study was utilized as a design to attain the objective of the study. A descriptive and inferential statistics were utilized to statistically quantify the data gathered from the respondents using a structured questionnaire. 21 secondary students who are officially enrolled at Sain Josehp’s College of Baggao Inc (SJCBI) for Academic Year 2019-2020 participated on this study. The result showed that the teacher’s personality greatly affects classroom management. It is therefore the major recommendation of this study is for the teachers to continually engage themselves to career development and personality enhancement through seminars and trainings.","PeriodicalId":204039,"journal":{"name":"American Journal of Education and Technology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121422635","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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