Pub Date : 2021-10-01DOI: 10.13189/ujer.2021.091002
O. Ige, Taiwo Grace Olulowo, T. G. Shawe
There are scholarly pieces of evidence attesting to the use of the Internet by children in a manner comparable to adult users. Many children now use mobile phones, laptop computers, and tablet PCs that are connected to the Internet to access the cyberspace and engage in any activity of interest. The Spatio-temporal communications by schoolchildren in cyberspace have reduced television viewing which in the analog era was subjected to parental control. Unfortunately, the technical nature of the Internet makes it difficult for parents to control the contents available to schoolchildren in the cyberspace. This article uses the space transition theory to examine and analyse schoolchildren's current cyberspace activities relating to cyber dating, cybersex, cyberbullying, and online gambling to infer the dimensions that these activities would take in the next thirty years. Current scholarly articles were explicated on popular engagements of schoolchildren in the cyberspace and analysed to predict the dimensions of these activities in thirty years. This paper is of scholarly value on the vogues that would be prevalent in the cyberspace in the next generation. The emerging trends in the scholarly articles analysed were used to recommend cyber-parenting related measures on training schoolchildren in the next thirty years.
{"title":"Cyber Vaticinations: A Systematic Review of Schoolchildren's Activities in the Cyberspace in Thirty Years' Time","authors":"O. Ige, Taiwo Grace Olulowo, T. G. Shawe","doi":"10.13189/ujer.2021.091002","DOIUrl":"https://doi.org/10.13189/ujer.2021.091002","url":null,"abstract":"There are scholarly pieces of evidence attesting to the use of the Internet by children in a manner comparable to adult users. Many children now use mobile phones, laptop computers, and tablet PCs that are connected to the Internet to access the cyberspace and engage in any activity of interest. The Spatio-temporal communications by schoolchildren in cyberspace have reduced television viewing which in the analog era was subjected to parental control. Unfortunately, the technical nature of the Internet makes it difficult for parents to control the contents available to schoolchildren in the cyberspace. This article uses the space transition theory to examine and analyse schoolchildren's current cyberspace activities relating to cyber dating, cybersex, cyberbullying, and online gambling to infer the dimensions that these activities would take in the next thirty years. Current scholarly articles were explicated on popular engagements of schoolchildren in the cyberspace and analysed to predict the dimensions of these activities in thirty years. This paper is of scholarly value on the vogues that would be prevalent in the cyberspace in the next generation. The emerging trends in the scholarly articles analysed were used to recommend cyber-parenting related measures on training schoolchildren in the next thirty years.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"127 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129822261","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}
Pub Date : 2021-10-01DOI: 10.13189/ujer.2021.091006
Chi Hai Nguyen
National cultural identity is a system of traditional values, aesthetics, and lifestyle of a nation, which forms typical, progressive, and distinctive features. Cultural identity helps us to understand different cultures among ethnic groups. The national cultural identity represents the vitality, creativity, and development of the nation. The nation's culture is the foundation of society, the goal, and the driving force for economic and social development. However, it has not yet received due attention in education in Vietnam. The purpose of this study is to find out students' perceptions and evaluations of the importance of education on national cultural identity. A questionnaire survey was distributed to 247 students at An Giang University. Through descriptive statistical analysis with SPSS, the research results show that the majority of students have a rather high opinion of the need to educate the national cultural identity; The proposed content and form of education on national cultural identity has a rather high average value. However, the contents, forms, and methods of educating national cultural identity have not been clearly defined and are still limited. The findings of this study have theoretical and practical implications for Vietnamese higher education. Proposals presented to university administrators and educational policymakers were discussed. Research results are also the basis for conducting further studies on culture. Traditional culture is distilled and transmitted so that the process of integration and globalization contributes to the creation of civilization, an opportunity for each country and nation to enrich their culture.
{"title":"Educating National Cultural Identity for Vietnamese Students: A Case Study at an Giang University","authors":"Chi Hai Nguyen","doi":"10.13189/ujer.2021.091006","DOIUrl":"https://doi.org/10.13189/ujer.2021.091006","url":null,"abstract":"National cultural identity is a system of traditional values, aesthetics, and lifestyle of a nation, which forms typical, progressive, and distinctive features. Cultural identity helps us to understand different cultures among ethnic groups. The national cultural identity represents the vitality, creativity, and development of the nation. The nation's culture is the foundation of society, the goal, and the driving force for economic and social development. However, it has not yet received due attention in education in Vietnam. The purpose of this study is to find out students' perceptions and evaluations of the importance of education on national cultural identity. A questionnaire survey was distributed to 247 students at An Giang University. Through descriptive statistical analysis with SPSS, the research results show that the majority of students have a rather high opinion of the need to educate the national cultural identity; The proposed content and form of education on national cultural identity has a rather high average value. However, the contents, forms, and methods of educating national cultural identity have not been clearly defined and are still limited. The findings of this study have theoretical and practical implications for Vietnamese higher education. Proposals presented to university administrators and educational policymakers were discussed. Research results are also the basis for conducting further studies on culture. Traditional culture is distilled and transmitted so that the process of integration and globalization contributes to the creation of civilization, an opportunity for each country and nation to enrich their culture.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130937551","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}
Pub Date : 2021-10-01DOI: 10.13189/ujer.2021.091003
Edson Muresherwa, L. Jita
This article explores school heads’ enactment of instructional leadership practices in inclusive secondary schools in Zimbabwe. It provides answers to the central question: How do school heads enact instructional leadership practices in inclusive secondary schools and how does sense-making by school heads explain instructional leadership practices in this instructional environment? The article forms part of a larger study on the challenges of and opportunities for instructional leadership in inclusive secondary schools of Zimbabwe. The study employed a qualitative multiple case study research approach and was informed by the enactive sense-making theory. The cases comprised three secondary school heads purposively sampled in line with the extent to which they embraced inclusivity in terms of serving differently abled learners. Data were collected using a combination of semi-structured interviews on instructional leadership thought and practices, non-participant observation and documents analysis. The data were analysed using the interactional narrative analysis approach and presented using the case-by-case method. The study revealed that participants understood instructional leadership in their schools in the morphed sense of the concept as a multidimensional and stakeholder-based social activity built on equity principles. However, the concept of “equity” and purpose of education in society seem to be understood differently by different stakeholders across the social divide. As a result, instructional leadership practices by the school heads were characterised by struggles to balance competing expectations from stakeholders as the school heads sought to protect personal identity and guarantee self-legitimacy. Our findings have implications for policy and practice and contribute to scholarship by adding new insights into growing literature on instructional leadership for inclusive education.
{"title":"Instructional Leadership in Inclusive Secondary Schools of Zimbabwe: Balancing Multiple and Competing Expectations","authors":"Edson Muresherwa, L. Jita","doi":"10.13189/ujer.2021.091003","DOIUrl":"https://doi.org/10.13189/ujer.2021.091003","url":null,"abstract":"This article explores school heads’ enactment of instructional leadership practices in inclusive secondary schools in Zimbabwe. It provides answers to the central question: How do school heads enact instructional leadership practices in inclusive secondary schools and how does sense-making by school heads explain instructional leadership practices in this instructional environment? The article forms part of a larger study on the challenges of and opportunities for instructional leadership in inclusive secondary schools of Zimbabwe. The study employed a qualitative multiple case study research approach and was informed by the enactive sense-making theory. The cases comprised three secondary school heads purposively sampled in line with the extent to which they embraced inclusivity in terms of serving differently abled learners. Data were collected using a combination of semi-structured interviews on instructional leadership thought and practices, non-participant observation and documents analysis. The data were analysed using the interactional narrative analysis approach and presented using the case-by-case method. The study revealed that participants understood instructional leadership in their schools in the morphed sense of the concept as a multidimensional and stakeholder-based social activity built on equity principles. However, the concept of “equity” and purpose of education in society seem to be understood differently by different stakeholders across the social divide. As a result, instructional leadership practices by the school heads were characterised by struggles to balance competing expectations from stakeholders as the school heads sought to protect personal identity and guarantee self-legitimacy. Our findings have implications for policy and practice and contribute to scholarship by adding new insights into growing literature on instructional leadership for inclusive education.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134132615","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}
Pub Date : 2021-10-01DOI: 10.13189/ujer.2021.091001
L. Segalo
This paper explored a fostered critical self-reflection among Postgraduate Certificate in Education (PGCE) students after their micro-teaching sessions. During the first and second micro-teaching sessions, student teachers attend to the pre-lesson phase; and the actual teaching focuses on the mastering of skills such as lesson planning, use of instructional teaching media, management of classroom activities and questioning skills, among others. In return, student teachers are provided with written and face-to-face feedback or a video recording as a third option. These three approaches are employed by lecturers to assist student teachers to critically reflect on their own progress and practices. The aim of the research study was to explore the use of critical reflection PGCE students after micro-lesson exposure. self-critical reflection in a micro-teaching can be useful. This study used a qualitative research approach. A purposive sample of 16 students was selected with the aim to broaden the understanding of self-critical assessment within a micro-teaching context. An open-ended questionnaire was used to collect data which was later analysed categorically into different themes, according to the items responded to by the students. The findings showed that PGCE students are able to apply critical self-reflection as a skill to enhance and confront teaching problems at a very limited scale. Furthermore, the study revealed that PGCE students find it challenging to critique themselves using various tools such as video-recordings, reflective journaling among others within Vygotsky’s
{"title":"Fostering Critical Self-reflection among PGCE Students: A Case of Micro-teaching Practices","authors":"L. Segalo","doi":"10.13189/ujer.2021.091001","DOIUrl":"https://doi.org/10.13189/ujer.2021.091001","url":null,"abstract":"This paper explored a fostered critical self-reflection among Postgraduate Certificate in Education (PGCE) students after their micro-teaching sessions. During the first and second micro-teaching sessions, student teachers attend to the pre-lesson phase; and the actual teaching focuses on the mastering of skills such as lesson planning, use of instructional teaching media, management of classroom activities and questioning skills, among others. In return, student teachers are provided with written and face-to-face feedback or a video recording as a third option. These three approaches are employed by lecturers to assist student teachers to critically reflect on their own progress and practices. The aim of the research study was to explore the use of critical reflection PGCE students after micro-lesson exposure. self-critical reflection in a micro-teaching can be useful. This study used a qualitative research approach. A purposive sample of 16 students was selected with the aim to broaden the understanding of self-critical assessment within a micro-teaching context. An open-ended questionnaire was used to collect data which was later analysed categorically into different themes, according to the items responded to by the students. The findings showed that PGCE students are able to apply critical self-reflection as a skill to enhance and confront teaching problems at a very limited scale. Furthermore, the study revealed that PGCE students find it challenging to critique themselves using various tools such as video-recordings, reflective journaling among others within Vygotsky’s","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122140830","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}
Pub Date : 2021-09-01DOI: 10.13189/ujer.2021.090903
Mudzamiri Edson, Govender Nadaraj
The study explores teachers’ perspectives on the possibility and necessity of creating indigenous knowledge spaces (IKS) in physical learning environments (PLE) for learning physics in high schools in Zimbabwe. Traditional PLE such as laboratories for learning physics are still dominated by colonized western pedagogical designs and features but can be redesigned in light of the recent debates on Indigenous Knowledge (IK) and Science integration decolonizing agenda. IKS intends to make classrooms physics more accessible and meaningful for both indigenous teachers and learners. In many African countries including Zimbabwe, educational policies indicate the need to integrate IK and IKS in the school curriculum. However, these policies do not provide guidelines on what IK to integrate, where and how to do it in the existing curriculum as well as how to create and facilitate IKS. There are limited studies on IKS and advice on how to transform current educational facilities spaces. This study therefore provides insights on how IK can be integrated in physics through the creation of IKS in the PLE. In this regard, data were gathered from 10 male and 10 female teachers using quantitative (Likert-scale questionnaires) and qualitative data (observations and interviews). The findings suggest that the existing physics PLE is limited in providing IK resources for the teachers. The teachers confirm that IKS can be created in the PLE where indigenous artefacts are incorporated, traditional homestead are modelled, etc. integrated together with existing physics laboratory and school resources. The study recommends a variety of IK resources and strategies in the creation of IKS but it will also require a team effort from teachers, community, and educational authorities in effecting the decolonizing agenda.
{"title":"Creating Indigenous Knowledge Spaces in Physics Learning Environments: Postcolonial Views and Insights from High School Physics Teachers","authors":"Mudzamiri Edson, Govender Nadaraj","doi":"10.13189/ujer.2021.090903","DOIUrl":"https://doi.org/10.13189/ujer.2021.090903","url":null,"abstract":"The study explores teachers’ perspectives on the possibility and necessity of creating indigenous knowledge spaces (IKS) in physical learning environments (PLE) for learning physics in high schools in Zimbabwe. Traditional PLE such as laboratories for learning physics are still dominated by colonized western pedagogical designs and features but can be redesigned in light of the recent debates on Indigenous Knowledge (IK) and Science integration decolonizing agenda. IKS intends to make classrooms physics more accessible and meaningful for both indigenous teachers and learners. In many African countries including Zimbabwe, educational policies indicate the need to integrate IK and IKS in the school curriculum. However, these policies do not provide guidelines on what IK to integrate, where and how to do it in the existing curriculum as well as how to create and facilitate IKS. There are limited studies on IKS and advice on how to transform current educational facilities spaces. This study therefore provides insights on how IK can be integrated in physics through the creation of IKS in the PLE. In this regard, data were gathered from 10 male and 10 female teachers using quantitative (Likert-scale questionnaires) and qualitative data (observations and interviews). The findings suggest that the existing physics PLE is limited in providing IK resources for the teachers. The teachers confirm that IKS can be created in the PLE where indigenous artefacts are incorporated, traditional homestead are modelled, etc. integrated together with existing physics laboratory and school resources. The study recommends a variety of IK resources and strategies in the creation of IKS but it will also require a team effort from teachers, community, and educational authorities in effecting the decolonizing agenda.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129463408","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}
Pub Date : 2021-09-01DOI: 10.13189/ujer.2021.090905
N. Phan, Vita L. Jones, Dawn R. Person, S. L. Sparks
In recent decades, there has been increasing pressure for teacher accountability. Additionally, interest in teacher evaluation throughout the field of education has grown. While research has been conducted on multiple factors contributing to student achievement, there is a lack of research in the Vietnamese culture on faculty perceptions of the meaning and interpretation of the faculty performance evaluation. This study addressed faculty perceptions of the evaluation process and overall impact on their teaching performance. The purpose of this qualitative case study was to explore full-time faculty members' perceptions of the performance appraisal (PA) process currently implemented at a local university (i.e., private university in Ho Chi Minh City, Vietnam). Data obtained from individual, semi-structured interviews with 12 full-time faculty was analyzed. After analysis of the data, salient findings were identified regarding the enhancement of teaching quality. Second, substantial factors contributing to the faculty's positive perceptions of the PA process and instructional methods were determined. Leading on from this, this study identified key factors that instructors believe are critical in an effective performance appraisal process. Furthermore, the leadership tools required to make the overall process meet instructors' expectations were met.
{"title":"Perceptions of Faculty on the Performance Appraisal Process","authors":"N. Phan, Vita L. Jones, Dawn R. Person, S. L. Sparks","doi":"10.13189/ujer.2021.090905","DOIUrl":"https://doi.org/10.13189/ujer.2021.090905","url":null,"abstract":"In recent decades, there has been increasing pressure for teacher accountability. Additionally, interest in teacher evaluation throughout the field of education has grown. While research has been conducted on multiple factors contributing to student achievement, there is a lack of research in the Vietnamese culture on faculty perceptions of the meaning and interpretation of the faculty performance evaluation. This study addressed faculty perceptions of the evaluation process and overall impact on their teaching performance. The purpose of this qualitative case study was to explore full-time faculty members' perceptions of the performance appraisal (PA) process currently implemented at a local university (i.e., private university in Ho Chi Minh City, Vietnam). Data obtained from individual, semi-structured interviews with 12 full-time faculty was analyzed. After analysis of the data, salient findings were identified regarding the enhancement of teaching quality. Second, substantial factors contributing to the faculty's positive perceptions of the PA process and instructional methods were determined. Leading on from this, this study identified key factors that instructors believe are critical in an effective performance appraisal process. Furthermore, the leadership tools required to make the overall process meet instructors' expectations were met.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126671332","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}
Increasing social and emotional development of primary school students with learning difficulties promotes equal participation in educational processes at all levels of their education. Social coexistence programmes at all school levels empower all students both emotionally and socially by promoting solidarity and creatively enhancing the learning environment. The aim of this research was for the students with learning difficulties and the teachers to evaluate a social coexistence programme implemented in a Greek Primary School. The program involved 22 students in a 4th-grade class, 4 of whom had been diagnosed with learning difficulties, and 4 members who are scientific and teaching staff of the school. In order to evaluate the actions of the programme, the multimethodological approach was applied by using a sociometric tool and a logbook, and by conducting semi–structured interviews. The research results showed that the social interaction of students with learning disabilities with their peers increased significantly after the completion of our intervention. The development of a collaborative culture in school was cited as a decisive factor for the effective implementation of social coexistence programmes by the participating adults. The results are discussed in the context of implementing similar interventions in more classes by having more students and members of the teaching staff participating as well.
{"title":"Enhance the Interaction of Students with Learning Difficulties by Implementing a Social Coexistence Programme in Greek Primary Schools","authors":"Ilias Vasileiadis, Spyos Koutras, Ioanna Dimitriadou, Ioanna Gripsiou","doi":"10.13189/ujer.2021.090911","DOIUrl":"https://doi.org/10.13189/ujer.2021.090911","url":null,"abstract":"Increasing social and emotional development of primary school students with learning difficulties promotes equal participation in educational processes at all levels of their education. Social coexistence programmes at all school levels empower all students both emotionally and socially by promoting solidarity and creatively enhancing the learning environment. The aim of this research was for the students with learning difficulties and the teachers to evaluate a social coexistence programme implemented in a Greek Primary School. The program involved 22 students in a 4th-grade class, 4 of whom had been diagnosed with learning difficulties, and 4 members who are scientific and teaching staff of the school. In order to evaluate the actions of the programme, the multimethodological approach was applied by using a sociometric tool and a logbook, and by conducting semi–structured interviews. The research results showed that the social interaction of students with learning disabilities with their peers increased significantly after the completion of our intervention. The development of a collaborative culture in school was cited as a decisive factor for the effective implementation of social coexistence programmes by the participating adults. The results are discussed in the context of implementing similar interventions in more classes by having more students and members of the teaching staff participating as well.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132687190","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}
Pub Date : 2021-09-01DOI: 10.13189/ujer.2021.090906
M. Guntur, H. Gani, Mustafa Mustafa
One of the problems of education in Indonesia is the low level of public literacy both on a national and international scale. One of the essential aspects of improving literacy is by generating interest in reading in college students. This study aims to test the effectiveness of the Content & Language Integrated Learning (CLIL) method on students' reading comprehension skills. There were 40 participants involved in the study which were divided into two groups, namely the control class and the experimental class. All participants are students from the State Islamic Institute (IAIN) Palopo, South Sulawesi, Indonesia who are taking Indonesian language courses as a compulsory subject in higher education. To collect data, the researcher used an instrument in the form of a multiple-choice test which was given to both groups in the pretest and posttest sessions. The learning outcomes of the two test sessions were analyzed quantitatively using the SPSS 20.00 application. The results showed that the use of the CLIL method in Indonesian courses could improve students' reading comprehension skills. This is indicated by the difference in the average value between the pretest and posttest reading comprehension.
{"title":"The Impacts of Content & Language Integrated Learning (CLIL) Method on University Students' Reading Comprehension Skills in Indonesia","authors":"M. Guntur, H. Gani, Mustafa Mustafa","doi":"10.13189/ujer.2021.090906","DOIUrl":"https://doi.org/10.13189/ujer.2021.090906","url":null,"abstract":"One of the problems of education in Indonesia is the low level of public literacy both on a national and international scale. One of the essential aspects of improving literacy is by generating interest in reading in college students. This study aims to test the effectiveness of the Content & Language Integrated Learning (CLIL) method on students' reading comprehension skills. There were 40 participants involved in the study which were divided into two groups, namely the control class and the experimental class. All participants are students from the State Islamic Institute (IAIN) Palopo, South Sulawesi, Indonesia who are taking Indonesian language courses as a compulsory subject in higher education. To collect data, the researcher used an instrument in the form of a multiple-choice test which was given to both groups in the pretest and posttest sessions. The learning outcomes of the two test sessions were analyzed quantitatively using the SPSS 20.00 application. The results showed that the use of the CLIL method in Indonesian courses could improve students' reading comprehension skills. This is indicated by the difference in the average value between the pretest and posttest reading comprehension.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121846622","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}
Pub Date : 2021-09-01DOI: 10.13189/ujer.2021.090904
Rukkumani ap Sinnatamby, Enio Kang Sufian Kang
The purpose of this study is to identify the level of readiness of future home science teachers in teaching alternative agricultural topics in design and technology subjects. Aspects of readiness were examined to identify the level of knowledge, skill, attitude, and exposure of home science teachers to teaching alternative agricultural topics in design and technology subjects. Data collection was conducted using questionnaires and respondents for this study involved 77 Home Science Education students consisting of 36 students in Year 3 and 41 students in Year 4 who sit for the Agriculture and Human and Practical Teaching of Agricultural Science courses. The questionnaire consisted of 5 sections comprising respondents' background, knowledge, skills, attitudes, and exposure to the topic. The reliability coefficient of this study was α =0.81. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0 to obtain the frequency, percentage, mean and standard deviation values. The findings showed that Bachelor of Home Science Education students had a moderate level of readiness (mean = 2.71) towards teaching alternative agricultural topics in design and technology subjects in terms of knowledge level (mean = 1.86), skill level (mean = 3.34), attitude (mean = 3.78) and level of exposure (mean = 4.72). Some suggestions have been made to increase the readiness of home science teachers for teaching alternative agricultural topics, so that all future teachers are prepared to master the subjects that will be taught, especially in the areas of knowledge so that they will not miss out and be able to implement teaching and learning more effectively.
{"title":"Readiness of Prospective Home Science Teachers for Teaching Alternative Agriculture Topics in Design and Technology Subjects","authors":"Rukkumani ap Sinnatamby, Enio Kang Sufian Kang","doi":"10.13189/ujer.2021.090904","DOIUrl":"https://doi.org/10.13189/ujer.2021.090904","url":null,"abstract":"The purpose of this study is to identify the level of readiness of future home science teachers in teaching alternative agricultural topics in design and technology subjects. Aspects of readiness were examined to identify the level of knowledge, skill, attitude, and exposure of home science teachers to teaching alternative agricultural topics in design and technology subjects. Data collection was conducted using questionnaires and respondents for this study involved 77 Home Science Education students consisting of 36 students in Year 3 and 41 students in Year 4 who sit for the Agriculture and Human and Practical Teaching of Agricultural Science courses. The questionnaire consisted of 5 sections comprising respondents' background, knowledge, skills, attitudes, and exposure to the topic. The reliability coefficient of this study was α =0.81. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0 to obtain the frequency, percentage, mean and standard deviation values. The findings showed that Bachelor of Home Science Education students had a moderate level of readiness (mean = 2.71) towards teaching alternative agricultural topics in design and technology subjects in terms of knowledge level (mean = 1.86), skill level (mean = 3.34), attitude (mean = 3.78) and level of exposure (mean = 4.72). Some suggestions have been made to increase the readiness of home science teachers for teaching alternative agricultural topics, so that all future teachers are prepared to master the subjects that will be taught, especially in the areas of knowledge so that they will not miss out and be able to implement teaching and learning more effectively.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126700725","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}
Pub Date : 2021-09-01DOI: 10.13189/ujer.2021.090901
T. Ajayi, P. Amosun, O. Ige
Few decades ago, the Internet became a new home for academic research and a spot where teaching and learning materials could be found. A cursory look at previous studies on university instructors’ use of online resources shows intermittent influence students’ academic outcomes in Nigerian schools. Although, several efforts have been put in place to establish a cordial and steady relationship between university instructors’ use of online resources and the students’ academic attainment in Nigerian schools, it seems that there is paucity of studies on the linkage between university instructors’ use of online resources and students’ academic attainment in Social Studies. This research explored the relationship between Social Studies lecturers’ use of online resources and students’ performance in the course. This study adopted descriptive research using correlational design, and purposive sampling technique. 398 students at two Bachelor of Education degree-awarding institutions in Nigeria responded to the questionnaire. The data collected were analyzed using frequency counts, percentage, mean and standard deviation and Pearson Product Moment Correlation. The outcomes of this discourse indicated no significant relationship between Social Studies lecturers’ use of online resources and students’ performance in the course. Additionally, it was evident from the results that the extent to which Social Studies students’ use of online resources in the selected tertiary institutions in Nigeria was high. This paper, therefore, concludes that the use of online resources has no significant relationship with students’ performance in Social Studies. It was recommended that university instructors should grasp a new means in the use of online resources in the classroom in order to foster a good lecturer-students interaction that would eventually results in great academic attainment of students in the course.
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