Pub Date : 2022-03-01DOI: 10.13189/ujer.2022.100301
L. Sibanda
One efficient way through which learners can achieve learning outcomes is the implementation of multiple intelligences, which was proposed by Gardner in 1983. Gardner postulates that individuals have eight clear intellectual potentials which work together to survive in the world, all of which should be developed in the classroom. The study aims to establish manifestations of multiple intelligences in Grade 4 English First Additional Language workbooks currently in use in South African schools, especially as reflected in the teaching and learning activities given to the learners. Since the ubiquitous workbooks are vital in the presentation of educational curriculum in the South African contexts, their reflection of multiple intelligences would optimize diverse learners’ content reception and retention. The cognitive profile was largely intrapersonal and verbal-linguistic, according to a content analysis of the two 2021 Grade 4 English FAL workbooks. The type of intelligence that was identified least was the naturalistic intelligence, while the musical intelligence was completely missing. There was no equitable or balanced distribution or reflection of intelligence types in each of the workbooks. It is recommended that textbook/workbook writers and teachers infuse in their instructional material, activities that serve all the intelligences of learners. In such manner, no learner is left behind as everyone’s learning style is accommodated, and instruction is rendered at the learners’ own terms and not the instructors’ convenience.
{"title":"The Extent to which Grade 4 English First Additional Language Workbooks Cater for Learners' Multiple Intelligences","authors":"L. Sibanda","doi":"10.13189/ujer.2022.100301","DOIUrl":"https://doi.org/10.13189/ujer.2022.100301","url":null,"abstract":"One efficient way through which learners can achieve learning outcomes is the implementation of multiple intelligences, which was proposed by Gardner in 1983. Gardner postulates that individuals have eight clear intellectual potentials which work together to survive in the world, all of which should be developed in the classroom. The study aims to establish manifestations of multiple intelligences in Grade 4 English First Additional Language workbooks currently in use in South African schools, especially as reflected in the teaching and learning activities given to the learners. Since the ubiquitous workbooks are vital in the presentation of educational curriculum in the South African contexts, their reflection of multiple intelligences would optimize diverse learners’ content reception and retention. The cognitive profile was largely intrapersonal and verbal-linguistic, according to a content analysis of the two 2021 Grade 4 English FAL workbooks. The type of intelligence that was identified least was the naturalistic intelligence, while the musical intelligence was completely missing. There was no equitable or balanced distribution or reflection of intelligence types in each of the workbooks. It is recommended that textbook/workbook writers and teachers infuse in their instructional material, activities that serve all the intelligences of learners. In such manner, no learner is left behind as everyone’s learning style is accommodated, and instruction is rendered at the learners’ own terms and not the instructors’ convenience.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114985674","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 : 2022-03-01DOI: 10.13189/ujer.2022.100307
Tafai Mapapali Gladys, Tsakeni Maria
{"title":"Professional Development Activities that Shape Teachers' Perspectives on the Curriculum Project in Lesotho","authors":"Tafai Mapapali Gladys, Tsakeni Maria","doi":"10.13189/ujer.2022.100307","DOIUrl":"https://doi.org/10.13189/ujer.2022.100307","url":null,"abstract":"","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127464472","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 : 2022-03-01DOI: 10.13189/ujer.2022.100304
N. B. Masnoor, N. Razali, A. Jedi, F. Hamzah, M. Osman, H. Othman
The research objective was to compare the performance of Engineering students in a pretest and post-test of Vector Calculus subject between programmes during their first year of study at the Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM). This paper also aims to investigate the student‟s knowledge in Vector Calculus, particularly in main topics including partial derivatives, vector functions, line integrals, double integrals, triple integrals, Green‟s Theorem, Stokes‟ theorem, Gauss‟ theorem, and basic differentiation and integration of complex functions. Each topic is included in Course learning outcomes to analyze either the students show a good or bad performance for Vector calculus subject. 412 first year engineering students from different programmes JKAS, JKMB, JKKP and JKEES were needed to seat for pretest and post-test (Test 1, 2 and 3). The pretest was performed in early of the semester, while the post-test was held afterwards. The analysis results revealed that the performance of students in the post-test was outstanding to their pretest performance. Data analysis of student performance indicated that most students did not seem to understand the basic ideas in each chapter prior to the beginning of the semester.
{"title":"A Comparison Study of Students Performance for Vector Calculus Subject","authors":"N. B. Masnoor, N. Razali, A. Jedi, F. Hamzah, M. Osman, H. Othman","doi":"10.13189/ujer.2022.100304","DOIUrl":"https://doi.org/10.13189/ujer.2022.100304","url":null,"abstract":"The research objective was to compare the performance of Engineering students in a pretest and post-test of Vector Calculus subject between programmes during their first year of study at the Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM). This paper also aims to investigate the student‟s knowledge in Vector Calculus, particularly in main topics including partial derivatives, vector functions, line integrals, double integrals, triple integrals, Green‟s Theorem, Stokes‟ theorem, Gauss‟ theorem, and basic differentiation and integration of complex functions. Each topic is included in Course learning outcomes to analyze either the students show a good or bad performance for Vector calculus subject. 412 first year engineering students from different programmes JKAS, JKMB, JKKP and JKEES were needed to seat for pretest and post-test (Test 1, 2 and 3). The pretest was performed in early of the semester, while the post-test was held afterwards. The analysis results revealed that the performance of students in the post-test was outstanding to their pretest performance. Data analysis of student performance indicated that most students did not seem to understand the basic ideas in each chapter prior to the beginning of the semester.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130702110","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 : 2022-03-01DOI: 10.13189/ujer.2022.100302
J. Dlamini, G. Naidoo
The coronavirus pandemic (COVID-19) brought higher education institutions globally to a standstill as lockdown restrictions were instituted to curb the spread of the virus. Many institutions were obligated to transform from face-to-face to virtual teaching and learning digitally. This move made digital media become a driving force for virtual learning. Students who have never used digital media for learning had to switch overnight to virtual learning; this transit placed them at a disadvantage. This paper examined the first-year students’ experience on the use of digital media for learning and other disparities faced during the urgent transit to digital transformation. A qualitative observation approach was first used to gather information from a few respondents. In the quantitative approach, questionnaires were used to gather valuable feedback from respondents. A convenience sampling method was necessary due to lockdown restrictions. The paper was conceptualized using a Technological Acceptance Model (TAM) and Two-way Communication Model (TCM). The findings revealed that first-year students experienced challenges such as lack of access to computers, data, and poor network connectivity. The findings also revealed a user problem on computers and Moodle that was essential for virtual learning. This paper recommends various plausible solutions to be explored by higher education sectors in assisting first-year students to transit to digital learning and close the digital divide gap.
{"title":"First-Year Student Experience – Using Digital Media for Teaching and Learning amid COVID-19 Pandemic at a Rural-Based Campus","authors":"J. Dlamini, G. Naidoo","doi":"10.13189/ujer.2022.100302","DOIUrl":"https://doi.org/10.13189/ujer.2022.100302","url":null,"abstract":"The coronavirus pandemic (COVID-19) brought higher education institutions globally to a standstill as lockdown restrictions were instituted to curb the spread of the virus. Many institutions were obligated to transform from face-to-face to virtual teaching and learning digitally. This move made digital media become a driving force for virtual learning. Students who have never used digital media for learning had to switch overnight to virtual learning; this transit placed them at a disadvantage. This paper examined the first-year students’ experience on the use of digital media for learning and other disparities faced during the urgent transit to digital transformation. A qualitative observation approach was first used to gather information from a few respondents. In the quantitative approach, questionnaires were used to gather valuable feedback from respondents. A convenience sampling method was necessary due to lockdown restrictions. The paper was conceptualized using a Technological Acceptance Model (TAM) and Two-way Communication Model (TCM). The findings revealed that first-year students experienced challenges such as lack of access to computers, data, and poor network connectivity. The findings also revealed a user problem on computers and Moodle that was essential for virtual learning. This paper recommends various plausible solutions to be explored by higher education sectors in assisting first-year students to transit to digital learning and close the digital divide gap.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122678964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the relationship between communication skills and teacher effectiveness in secondary schools in Ekiti State, Nigeria. The study used a survey-type descriptive research design. All teachers and principals of public secondary schools in Ekiti State, Nigeria, were included in the population. The sample for the study was 330 respondents which comprised 300 students and 30 principals selected from 30 secondary schools through simple random sampling technique. The study employed two self-designed questionnaires, the "Communication Skills Questionnaire" (CSQ) and the "Teacher Effectiveness Questionnaire" (TEQ). The instruments were examined for reliability and confirmed by research specialists. The test-retest technique yielded reliability values of 0.78 and 0.73. Inferential statistics were used to analyse the data collected. The t-test and ANOVA were used to examine the three hypotheses. These hypotheses were evaluated at a significance level of 0.05. There was a relationship between communication skills and teacher effectiveness in the classroom according to the data. There was a considerable disparity in communication abilities between male and female teachers according to the study. The study further revealed that teachers’ teaching experience had no significant influence on communication skills. According to the conclusions of the study, it was advised, among other things, that teachers should continuously enhance their skills of communication in order to improve the teaching-learning processes.
{"title":"Communication Skills and Its Influence on Teacher Effectiveness","authors":"Adeleke Foluso Florence, Adesua Veronica Olubunmi, Jimola Folasade Esther","doi":"10.13189/ujer.2022.100306","DOIUrl":"https://doi.org/10.13189/ujer.2022.100306","url":null,"abstract":"This study examined the relationship between communication skills and teacher effectiveness in secondary schools in Ekiti State, Nigeria. The study used a survey-type descriptive research design. All teachers and principals of public secondary schools in Ekiti State, Nigeria, were included in the population. The sample for the study was 330 respondents which comprised 300 students and 30 principals selected from 30 secondary schools through simple random sampling technique. The study employed two self-designed questionnaires, the \"Communication Skills Questionnaire\" (CSQ) and the \"Teacher Effectiveness Questionnaire\" (TEQ). The instruments were examined for reliability and confirmed by research specialists. The test-retest technique yielded reliability values of 0.78 and 0.73. Inferential statistics were used to analyse the data collected. The t-test and ANOVA were used to examine the three hypotheses. These hypotheses were evaluated at a significance level of 0.05. There was a relationship between communication skills and teacher effectiveness in the classroom according to the data. There was a considerable disparity in communication abilities between male and female teachers according to the study. The study further revealed that teachers’ teaching experience had no significant influence on communication skills. According to the conclusions of the study, it was advised, among other things, that teachers should continuously enhance their skills of communication in order to improve the teaching-learning processes.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121531974","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 : 2022-03-01DOI: 10.13189/ujer.2022.100305
Selin Cengiz, Eray Egmir
In this study, the effect of Realistic Mathematics Education (RME) on fifth grade students’ academic achievement, motivation and retention in "Data Processing" learning domain was investigated. In the research, quasi-experimental design with pre-test post-test control group was used. The research carried out in two secondary schools in the district of Bayat in Afyonkarahisar province in Turkey in the second term of 2018-2019 academic year was conducted with a total of 41 students, 19 of whom were in the experimental group and 22 of whom were in the control group. While the implementations were organized with the RME approach in the experimental group, the control group received instruction in line with the activities included in the Ministry of National Education secondary school mathematics curriculum. In this study, "Evaluation Form of Learning Outputs in Data Processing Learning Domain" and "Mathematical Motivation Scale" were used as data collection tools. The instruments were applied to the experimental and control groups as pre-test, post-test and retention test. As a result of the analysis, there were not any significant differences between achievement, motivation and retention scores of the experimental and control groups.
{"title":"The Effect of Realistic Mathematics Education on Academic Achievement, Motivation and Retention of Fifth Grade Students","authors":"Selin Cengiz, Eray Egmir","doi":"10.13189/ujer.2022.100305","DOIUrl":"https://doi.org/10.13189/ujer.2022.100305","url":null,"abstract":"In this study, the effect of Realistic Mathematics Education (RME) on fifth grade students’ academic achievement, motivation and retention in \"Data Processing\" learning domain was investigated. In the research, quasi-experimental design with pre-test post-test control group was used. The research carried out in two secondary schools in the district of Bayat in Afyonkarahisar province in Turkey in the second term of 2018-2019 academic year was conducted with a total of 41 students, 19 of whom were in the experimental group and 22 of whom were in the control group. While the implementations were organized with the RME approach in the experimental group, the control group received instruction in line with the activities included in the Ministry of National Education secondary school mathematics curriculum. In this study, \"Evaluation Form of Learning Outputs in Data Processing Learning Domain\" and \"Mathematical Motivation Scale\" were used as data collection tools. The instruments were applied to the experimental and control groups as pre-test, post-test and retention test. As a result of the analysis, there were not any significant differences between achievement, motivation and retention scores of the experimental and control groups.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130554442","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 : 2022-02-01DOI: 10.13189/ujer.2022.100205
A. Martínez-Carrillo, Maria José Ortega-Chinchilla, Daniel Jesús Martín-Arroyo Sánchez, Salvador Mateo Arias Romero
{"title":"Didactic Itineraries in the Cultural Heritage Education: Keys for Their Implementation","authors":"A. Martínez-Carrillo, Maria José Ortega-Chinchilla, Daniel Jesús Martín-Arroyo Sánchez, Salvador Mateo Arias Romero","doi":"10.13189/ujer.2022.100205","DOIUrl":"https://doi.org/10.13189/ujer.2022.100205","url":null,"abstract":"","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126028457","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 : 2022-02-01DOI: 10.13189/ujer.2022.100206
Jabulisile C. Ngwenya, Nombuso Q. Hlophe
{"title":"Teaching Strategies Used to Develop Higher-Order Thinking Skills in Financial Accounting in Selected Schools in South Africa","authors":"Jabulisile C. Ngwenya, Nombuso Q. Hlophe","doi":"10.13189/ujer.2022.100206","DOIUrl":"https://doi.org/10.13189/ujer.2022.100206","url":null,"abstract":"","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122683119","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 : 2022-02-01DOI: 10.13189/ujer.2022.100202
A. Harel-Gadassi
{"title":"For Whom is Distance Learning Suitable? The Relationship between Distance Learning, Executive Functions, and Academic Achievements","authors":"A. Harel-Gadassi","doi":"10.13189/ujer.2022.100202","DOIUrl":"https://doi.org/10.13189/ujer.2022.100202","url":null,"abstract":"","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"260 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123266062","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 : 2022-02-01DOI: 10.13189/ujer.2022.100201
Ayat Tarazi, R. Ruiz-Cecilia
{"title":"The NAVIO Application to Teach EFL: An Observational Study in Palestinian Primary Schools","authors":"Ayat Tarazi, R. Ruiz-Cecilia","doi":"10.13189/ujer.2022.100201","DOIUrl":"https://doi.org/10.13189/ujer.2022.100201","url":null,"abstract":"","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128831011","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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