Pub Date : 2022-01-01DOI: 10.13189/ujer.2022.100101
Louie P. Hijalda
Many Philippine schools, colleges and tertiary institutions struggled to restructure their educational institutions with the full implementation of K-12 and the advent of Outcomes-Based Education in Philippine Educational System since 2016 in compliance with the International Qualification Standards utilizing different strategies for their survival and growth. This research aimed to determine the impact of institutional downsizing towards work satisfaction and clinical instructors' workplace commitment in Region VI. The study employed a descriptive-correlational design utilizing a survey method. Qualitative data were obtained to enrich survey results. Ninety-one (91) clinical instructors in various nursing colleges in Region VI, Philippines were chosen as actual participants using a stratified random sampling. Data collected were analyzed using appropriate descriptive, inferential statistics and qualitative analysis. The overall interpretation indicates a moderate level of work satisfaction (grand mean of 3.81) and clinical instructors' workplace commitment (grand mean of 4.20) in Region VI; there is no significant relationship between clinical instructors' workplace commitment and profile variables except for area of assignment (χ2 = 16.217, p = 0.013). There is no significant relationship between institutional downsizing and workplace commitment. However, there is a significant relationship between work satisfaction and workplace commitment (χ2 = 100.2, p = 0.000). The study concluded that clinical instructors' perception of the impact of restructuring has little effect on their work satisfaction and workplace commitment but undergone various struggles.
自2016年以来，随着K-12的全面实施和菲律宾教育体系中成果导向型教育的出现，许多菲律宾学校，学院和高等教育机构努力重组其教育机构，以符合国际资格标准，利用不同的战略来生存和发展。本研究旨在确定第六区机构精简对工作满意度和临床教师工作场所承诺的影响。本研究采用描述性相关设计，采用调查方法。获得定性数据，丰富调查结果。采用分层随机抽样的方法，选取菲律宾第六区各护理学院的91名临床讲师作为实际参与者。收集的数据采用适当的描述性、推断性统计和定性分析进行分析。整体解释表明，第六区临床教师的工作满意度(大平均值为3.81)和工作承诺(大平均值为4.20)处于中等水平;临床教师的工作场所承诺与个人档案变量之间除任务区域外无显著相关(χ2 = 16.217, p = 0.013)。机构裁员与工作场所承诺之间没有显著的关系。然而，工作满意度与工作场所承诺之间存在显著关系(χ2 = 100.2, p = 0.000)。研究得出结论，临床教师对重组影响的感知对其工作满意度和工作场所承诺的影响不大，但经历了各种斗争。
{"title":"Institutional Downsizing: Impact on Work Satisfaction and Workplace Commitment among Clinical Instructors in Region VI, Philippines:Voices of Struggles","authors":"Louie P. Hijalda","doi":"10.13189/ujer.2022.100101","DOIUrl":"https://doi.org/10.13189/ujer.2022.100101","url":null,"abstract":"Many Philippine schools, colleges and tertiary institutions struggled to restructure their educational institutions with the full implementation of K-12 and the advent of Outcomes-Based Education in Philippine Educational System since 2016 in compliance with the International Qualification Standards utilizing different strategies for their survival and growth. This research aimed to determine the impact of institutional downsizing towards work satisfaction and clinical instructors' workplace commitment in Region VI. The study employed a descriptive-correlational design utilizing a survey method. Qualitative data were obtained to enrich survey results. Ninety-one (91) clinical instructors in various nursing colleges in Region VI, Philippines were chosen as actual participants using a stratified random sampling. Data collected were analyzed using appropriate descriptive, inferential statistics and qualitative analysis. The overall interpretation indicates a moderate level of work satisfaction (grand mean of 3.81) and clinical instructors' workplace commitment (grand mean of 4.20) in Region VI; there is no significant relationship between clinical instructors' workplace commitment and profile variables except for area of assignment (χ2 = 16.217, p = 0.013). There is no significant relationship between institutional downsizing and workplace commitment. However, there is a significant relationship between work satisfaction and workplace commitment (χ2 = 100.2, p = 0.000). The study concluded that clinical instructors' perception of the impact of restructuring has little effect on their work satisfaction and workplace commitment but undergone various struggles.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130668377","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 : 2022-01-01DOI: 10.13189/ujer.2022.100104
Mokibelo Michael Mokoena, S. Simelane-Mnisi, A. Mji
The paper reports on the challenges teachers encountered in the use of interactive whiteboards in high schools to make improvement. The Gauteng Department of Basic Education's robust paperless initiative of introducing tablets, interactive whiteboards (IWBs), and smart classrooms in all public schools in Gauteng Province, motivated this study. In addition, little is known about teachers' academic self-efficacy when using an IWB-based teaching method. It was found that teachers experienced challenges in utilizing the IWB in teaching and learning. Participants were 123 teachers from four high schools in Tshwane North District, Gauteng, South Africa. More than half (57.8%) of the teachers were females. Most of the teachers (92.7%) received formal training on the use of IWBs. The mixed method was applied to better understand the phenomenon. Observation and individual semi-structured interviews were used to collect data for the qualitative aspect. On the other hand, Bandura's adapted problem-solving self-efficacy survey questionnaire was used to address the quantitative part. Quantitative data were analyzed using SPSS version 25 frequency distributions and percentages. On the other hand, qualitative data were analyzed with the aid of Atlas ti. The results show that 75.6% of the teachers indicated that they cannot solve problems at 90% when using IWBs in class. The challenges found in this study relate to technic, teaching material and lessons, lack of engagement, health, and lack of electricity. It was indicated that if teachers could adopt positive problem orientation, they could be successful in solving the problem with the use of IWBs. It is necessary to investigate the efficacy of the solutions presented in this study when using IWBs.
本文报告了教师在高中使用交互式白板时遇到的挑战，以进行改进。豪登省基础教育厅大力推行无纸化计划，在豪登省所有公立学校引进平板电脑、互动白板(IWBs)和智能教室，推动了这项研究。此外，采用iwb教学法对教师学业自我效能感的影响尚不清楚。研究发现，教师在教学和学习中运用IWB遇到了挑战。参与者是来自南非豪登省茨瓦内北区四所高中的123名教师。超过一半(57.8%)的教师是女性。大多数教师(92.7%)接受了使用iwb的正式培训。为了更好地理解这一现象，采用了混合方法。观察和个人半结构化访谈被用来收集定性方面的数据。另一方面，采用Bandura的适应性问题解决自我效能感调查问卷来解决定量部分。定量数据采用SPSS version 25进行频率分布和百分比分析。另一方面，借助Atlas ti对定性数据进行分析。结果显示，75.6%的教师表示他们在课堂上使用IWBs时不能解决90%的问题。这项研究发现的挑战涉及技术、教材和课程、缺乏参与、健康和缺乏电力。结果表明，如果教师能采取积极的问题导向，他们就能成功地使用IWBs来解决问题。在使用IWBs时，有必要调查本研究中提出的解决方案的有效性。
{"title":"Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools","authors":"Mokibelo Michael Mokoena, S. Simelane-Mnisi, A. Mji","doi":"10.13189/ujer.2022.100104","DOIUrl":"https://doi.org/10.13189/ujer.2022.100104","url":null,"abstract":"The paper reports on the challenges teachers encountered in the use of interactive whiteboards in high schools to make improvement. The Gauteng Department of Basic Education's robust paperless initiative of introducing tablets, interactive whiteboards (IWBs), and smart classrooms in all public schools in Gauteng Province, motivated this study. In addition, little is known about teachers' academic self-efficacy when using an IWB-based teaching method. It was found that teachers experienced challenges in utilizing the IWB in teaching and learning. Participants were 123 teachers from four high schools in Tshwane North District, Gauteng, South Africa. More than half (57.8%) of the teachers were females. Most of the teachers (92.7%) received formal training on the use of IWBs. The mixed method was applied to better understand the phenomenon. Observation and individual semi-structured interviews were used to collect data for the qualitative aspect. On the other hand, Bandura's adapted problem-solving self-efficacy survey questionnaire was used to address the quantitative part. Quantitative data were analyzed using SPSS version 25 frequency distributions and percentages. On the other hand, qualitative data were analyzed with the aid of Atlas ti. The results show that 75.6% of the teachers indicated that they cannot solve problems at 90% when using IWBs in class. The challenges found in this study relate to technic, teaching material and lessons, lack of engagement, health, and lack of electricity. It was indicated that if teachers could adopt positive problem orientation, they could be successful in solving the problem with the use of IWBs. It is necessary to investigate the efficacy of the solutions presented in this study when using IWBs.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130432668","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 : 2021-12-01DOI: 10.13189/ujer.2021.091205
S. Fernandez
Tablets are rapidly growing pervasive, influencing all age groups of people especially adolescents. Utilizing quantitative methodology, this study sought to explore the perceptions of students and lecturers on using tablets for learning at a rural university located in the Eastern Cape state of South Africa. A descriptive case study research design was employed. A sample of 155 from a population of 254 students and 14 from a population of 25 lecturers voluntarily participated in the survey. Data collected from the structured questionnaires were captured into Statistical Package for Social Sciences (version 24). Quantitative data were analysed using descriptive and inferential analysis. Data collected from both stakeholders were triangulated by sources to confirm the findings. The results revealed that students answered the exercise questions, developed the projects and started to search concepts in detail after getting tablets. Although a statistically significant difference was there between the perceptions of students and lecturers, both stakeholders showed positive attitudes toward the students’ use of tablets for learning in university classrooms. The study recommended that lecturers must provide more tablet related learning tasks to students in order to make them accept tablet as a learning tool and lecturers must ensure regularly that those tasks are done effectively.
{"title":"Exploring Students and Lecturers Perceptions on Tablet Use for Learning in a South African Rural University","authors":"S. Fernandez","doi":"10.13189/ujer.2021.091205","DOIUrl":"https://doi.org/10.13189/ujer.2021.091205","url":null,"abstract":"Tablets are rapidly growing pervasive, influencing all age groups of people especially adolescents. Utilizing quantitative methodology, this study sought to explore the perceptions of students and lecturers on using tablets for learning at a rural university located in the Eastern Cape state of South Africa. A descriptive case study research design was employed. A sample of 155 from a population of 254 students and 14 from a population of 25 lecturers voluntarily participated in the survey. Data collected from the structured questionnaires were captured into Statistical Package for Social Sciences (version 24). Quantitative data were analysed using descriptive and inferential analysis. Data collected from both stakeholders were triangulated by sources to confirm the findings. The results revealed that students answered the exercise questions, developed the projects and started to search concepts in detail after getting tablets. Although a statistically significant difference was there between the perceptions of students and lecturers, both stakeholders showed positive attitudes toward the students’ use of tablets for learning in university classrooms. The study recommended that lecturers must provide more tablet related learning tasks to students in order to make them accept tablet as a learning tool and lecturers must ensure regularly that those tasks are done effectively.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122057098","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 : 2021-12-01DOI: 10.13189/ujer.2021.091201
U. Jacob, Jace Pillay, Olajumoke Christiana Ayandokun, J. Oyundoyin
Background: This research examined the significant main effect of peer tutoring, storytelling, and gender, on the social skills of pupils with mild intellectual disability. Using the Social Development Theory of Lev Vygotsky as the rationale for this study, the acquisition of social skills is viewed as based on a social constructivist view of learning. Methodology: The study sample consisted of thirty-four pupils with intellectual disability, purposively selected from three schools in Ibadan Metropolis, and randomly assigned to one of the peer tutoring, storytelling, or control groups. Thirty sessions were held over ten weeks with the peer tutoring and storytelling experimental groups only. A social skills performance scale was administered before and after the intervention to collect data from these three groups. An analysis of covariance was used to examine the data collected. Results: Findings based on the analysed data revealed that there was a significant statistical difference between pre-test and post-test results of the three groups. The effect of gender on social skills of participants was significant, as was the interaction effect of treatment and gender. Conclusion: Recommendations based on the finding of this study are that peer tutoring and storytelling be adopted for teaching social skills to pupils with mild intellectual disability, and that pictorial illustration be used to enhance their reading skills.
{"title":"Social Skills of Pupils with Mild Intellectual Disability: Do Peer Tutoring, Storytelling and Gender Play a Role?","authors":"U. Jacob, Jace Pillay, Olajumoke Christiana Ayandokun, J. Oyundoyin","doi":"10.13189/ujer.2021.091201","DOIUrl":"https://doi.org/10.13189/ujer.2021.091201","url":null,"abstract":"Background: This research examined the significant main effect of peer tutoring, storytelling, and gender, on the social skills of pupils with mild intellectual disability. Using the Social Development Theory of Lev Vygotsky as the rationale for this study, the acquisition of social skills is viewed as based on a social constructivist view of learning. Methodology: The study sample consisted of thirty-four pupils with intellectual disability, purposively selected from three schools in Ibadan Metropolis, and randomly assigned to one of the peer tutoring, storytelling, or control groups. Thirty sessions were held over ten weeks with the peer tutoring and storytelling experimental groups only. A social skills performance scale was administered before and after the intervention to collect data from these three groups. An analysis of covariance was used to examine the data collected. Results: Findings based on the analysed data revealed that there was a significant statistical difference between pre-test and post-test results of the three groups. The effect of gender on social skills of participants was significant, as was the interaction effect of treatment and gender. Conclusion: Recommendations based on the finding of this study are that peer tutoring and storytelling be adopted for teaching social skills to pupils with mild intellectual disability, and that pictorial illustration be used to enhance their reading skills.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124494387","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 : 2021-12-01DOI: 10.13189/ujer.2021.091208
M. Ogbeche, K. Emeribe, Stella Asu-Okang, Caroline Ephraim Etim, Valentine Joseph Owan
{"title":"Strategic Planning and Staff Management as Determinants of Post-Graduate Programmes' Effectiveness in Universities","authors":"M. Ogbeche, K. Emeribe, Stella Asu-Okang, Caroline Ephraim Etim, Valentine Joseph Owan","doi":"10.13189/ujer.2021.091208","DOIUrl":"https://doi.org/10.13189/ujer.2021.091208","url":null,"abstract":"","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121361978","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 : 2021-12-01DOI: 10.13189/ujer.2021.091206
Morakane C. Mphojane, A. Rambuda
The aim of this phenomenological qualitative study was to explore the opinions of the teachers on mentoring process and their experiences. To achieve this aim, the study sought information on mentoring essences, practices, roles, and training needs of mentor teachers. Experienced and beginning teachers were purposefully selected from eight English-medium secondary schools in South Africa. Data from the literature review, 16 group interviews and 24 open-ended questionnaires were triangulated and thematically analysed to gain a deeper understanding of the phenomenon. Forty-eight experienced teachers and 24 beginning teachers shared their life experiences, perspectives, and perceptions on the mentoring process. The study revealed that in South African schools, mentoring was patchy and unsystematic. Data collected revealed that a new working environment presented some social, personal, and professional challenges to beginning teachers. It was revealed that experienced teachers were willing to support their fellow beginning colleagues even though they were not trained in the mentoring process and did not receive the necessary support from the school management teams.
{"title":"The Opinions of the Teachers on Mentoring Process and Experiences","authors":"Morakane C. Mphojane, A. Rambuda","doi":"10.13189/ujer.2021.091206","DOIUrl":"https://doi.org/10.13189/ujer.2021.091206","url":null,"abstract":"The aim of this phenomenological qualitative study was to explore the opinions of the teachers on mentoring process and their experiences. To achieve this aim, the study sought information on mentoring essences, practices, roles, and training needs of mentor teachers. Experienced and beginning teachers were purposefully selected from eight English-medium secondary schools in South Africa. Data from the literature review, 16 group interviews and 24 open-ended questionnaires were triangulated and thematically analysed to gain a deeper understanding of the phenomenon. Forty-eight experienced teachers and 24 beginning teachers shared their life experiences, perspectives, and perceptions on the mentoring process. The study revealed that in South African schools, mentoring was patchy and unsystematic. Data collected revealed that a new working environment presented some social, personal, and professional challenges to beginning teachers. It was revealed that experienced teachers were willing to support their fellow beginning colleagues even though they were not trained in the mentoring process and did not receive the necessary support from the school management teams.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130917374","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 : 2021-12-01DOI: 10.13189/ujer.2021.091207
C. N. Saniyyati, N. Razali, H. Othman, Nazatul Aini Abd Majid
Nowadays, Virtual Reality (VR) is one of the new technologies that have been used in learning session that have a positive impact on the students. This article is intended to study the students' acceptance and interest in the use of VR in learning Mathematics. This study involves 37 students, of whom are 15 male students and 22 female students with age range of 15 and 16 years from Sekolah Menengah Maahad Tahfiz Ilmuan (SMITIN) located in Bangi, Selangor. The module that contains 13 questions and 1 set of questionnaires is used to collect the research data. The findings reveal that majority of the students show good results in the use of VR as learning tools in the lesson, whereby 89% of them got grade A in the task whilst the rest of them got grade A-. These technologies have a positive impact on the students in understanding Mathematics. Furthermore, the findings show that the usage of VR in the group can not only help improve students' social skills in doing tutorial in the class but also increase their interests in learning Mathematics. The implementation of VR application has a positive impact on the students in learning Mathematics with the help of their teachers and parents. Nevertheless, parents need to control the usage of the gadgets.
如今，虚拟现实(VR)是一种应用于学习的新技术，对学生产生了积极的影响。本文旨在研究学生在数学学习中使用虚拟现实的接受程度和兴趣。这项研究涉及37名学生，其中15名男学生和22名女学生，年龄在15岁和16岁之间，来自雪兰莪州班吉的Sekolah Menengah Maahad Tahfiz Ilmuan (SMITIN)。该模块包含13个问题和1套问卷，用于收集研究数据。调查结果显示，大多数学生在课堂上使用VR作为学习工具表现出良好的效果，其中89%的学生在任务中获得了A级，其余学生获得了A-级。这些技术对学生理解数学产生了积极的影响。此外，研究结果表明，在小组中使用VR不仅可以帮助学生提高课堂上的社交技能，还可以增加他们学习数学的兴趣。在老师和家长的帮助下，VR应用的实施对学生的数学学习产生了积极的影响。然而，家长需要控制孩子对电子产品的使用。
{"title":"The Acceptance and Interest of Students in Using Virtual Reality (VR) for Learning Mathematics","authors":"C. N. Saniyyati, N. Razali, H. Othman, Nazatul Aini Abd Majid","doi":"10.13189/ujer.2021.091207","DOIUrl":"https://doi.org/10.13189/ujer.2021.091207","url":null,"abstract":"Nowadays, Virtual Reality (VR) is one of the new technologies that have been used in learning session that have a positive impact on the students. This article is intended to study the students' acceptance and interest in the use of VR in learning Mathematics. This study involves 37 students, of whom are 15 male students and 22 female students with age range of 15 and 16 years from Sekolah Menengah Maahad Tahfiz Ilmuan (SMITIN) located in Bangi, Selangor. The module that contains 13 questions and 1 set of questionnaires is used to collect the research data. The findings reveal that majority of the students show good results in the use of VR as learning tools in the lesson, whereby 89% of them got grade A in the task whilst the rest of them got grade A-. These technologies have a positive impact on the students in understanding Mathematics. Furthermore, the findings show that the usage of VR in the group can not only help improve students' social skills in doing tutorial in the class but also increase their interests in learning Mathematics. The implementation of VR application has a positive impact on the students in learning Mathematics with the help of their teachers and parents. Nevertheless, parents need to control the usage of the gadgets.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"311 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129750153","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 : 2021-12-01DOI: 10.13189/ujer.2021.091204
Senzeni Sibanda, A. Rambuda
The purpose of this research was to explore how intermediate phase mathematics teachers implemented formal assessments to enhance teaching and learning. The research was elicited by several reports on the underperformance of South African learners in mathematics. The constructivist philosophy was embraced to underpin the study, specifically, Piaget’s theory of cognitive constructivism. The research adopted an interpretivist paradigm and a phenomenological research design. The study employed purposive sampling to select nine grade 4 to 6 mathematics teachers who were interviewed, and data were gathered through semi-structured interviews. Data analysis was done through the themes that emerged from participants’ responses. Results of the research revealed that some teachers did not align assessment in mathematics to theories of education. In this case, the constructivist theory was informed in the study. Some teachers faced challenges in formal assessment implementation because they were not trained to teach in the intermediate phase. Instead, they were trained to teach in other phases. Additionally, the South African Department of Basic Education did not adequately train teachers in formal assessments. Learners had difficulties in understanding word sums, hence making it difficult for them to solve complex procedures in mathematics. The study, therefore, recommends that teachers be involved in curriculum design. Teachers must be placed according to the subjects and phases they are qualified for. Teacher training institutions should practically help in the training of mathematics teachers to implement formal assessments effectively. Teachers should be continuously developed by their mathematics subject advisors and lastly, teachers need to continue developing themselves to keep abreast of current developments in the teaching and learning of mathematics.
{"title":"The Implementation of Formal Assessments in Intermediate Phase Mathematics as a Foundation of Teaching and Learning Enhancement","authors":"Senzeni Sibanda, A. Rambuda","doi":"10.13189/ujer.2021.091204","DOIUrl":"https://doi.org/10.13189/ujer.2021.091204","url":null,"abstract":"The purpose of this research was to explore how intermediate phase mathematics teachers implemented formal assessments to enhance teaching and learning. The research was elicited by several reports on the underperformance of South African learners in mathematics. The constructivist philosophy was embraced to underpin the study, specifically, Piaget’s theory of cognitive constructivism. The research adopted an interpretivist paradigm and a phenomenological research design. The study employed purposive sampling to select nine grade 4 to 6 mathematics teachers who were interviewed, and data were gathered through semi-structured interviews. Data analysis was done through the themes that emerged from participants’ responses. Results of the research revealed that some teachers did not align assessment in mathematics to theories of education. In this case, the constructivist theory was informed in the study. Some teachers faced challenges in formal assessment implementation because they were not trained to teach in the intermediate phase. Instead, they were trained to teach in other phases. Additionally, the South African Department of Basic Education did not adequately train teachers in formal assessments. Learners had difficulties in understanding word sums, hence making it difficult for them to solve complex procedures in mathematics. The study, therefore, recommends that teachers be involved in curriculum design. Teachers must be placed according to the subjects and phases they are qualified for. Teacher training institutions should practically help in the training of mathematics teachers to implement formal assessments effectively. Teachers should be continuously developed by their mathematics subject advisors and lastly, teachers need to continue developing themselves to keep abreast of current developments in the teaching and learning of mathematics.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128359966","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 : 2021-12-01DOI: 10.13189/ujer.2021.091202
S. Orhan, A. Aydin
The aim this study is to investigate the growth mindset levels of the pre-service teachers according to gender, the program they studied and the grade level, and to reveal descriptive inferences in this direction. For this purpose, the research was carried out with 534 pre-service teachers studying in 10 different teaching programs. Data on the current growth mindset levels of the pre-service teachers were obtained with the Mindset Scale (MS). As a result of this study, it was observed that the growth mindset levels of the pre-service teachers did not change statistically according to gender, the program they studied and the grade level. However, when looking at the mean rank, it was determined that female's growth mindset levels were higher than male's. According to the program they were studying, it was seen that the highest growth mindset level was among the pre-service teachers studying in department of art education. According to the grade level, it was determined that the highest growth mindset level was among the pre-service teachers studying in the first grade.
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Pub Date : 2021-11-01DOI: 10.13189/ujer.2021.091106
Sangrawee Donkaewbua
Public speaking in Thailand especially in Thai youth who uses English as a second language still has lots of problems and needs some major development. The researcher noticed after weeks of observation that there were lots of problems in speaking of all the 45 students studying in the public speaking course since they paused too many times while speaking, each pause took a long time and they paused at the wrong places. This pausing manner made speaking sound unnatural even if it was accurate. Since the meaning of the message was disturbed by pausing wrongly, the researcher would like to try a new teaching method by teaching how to chunk their words while speaking by using lexical phrases as language input in order to help develop efficient lexical retrieval. This research aims at studying the effects that lexical phrases have on public speaking. The analysis of the study uses both quantitative and qualitative research by analyzing through a new teaching method in public speaking that is using lexical phrases as a means to keep the flow of deliverance in public speaking going. Lexical phrases were presented to language learners in several ways. Some are presented through mini lectures and some through simulated public speaking situations or activities. These include speaking connectors to buy time in speaking. There are three out of 45 research participants participating in this research because these three are advanced students which were chosen by their grades in the previous year in speaking class. The data were collected by individual elicitation interviews by using descriptive statistics. As a result, lexical phrases offer language learners the opportunity of fluent production. Furthermore, lexical phrases offer less likelihood of producing deviant language because lexical phrases come ready made.
{"title":"Using Lexical Phrases to Help with the Flow of Deliverance in Public Speaking","authors":"Sangrawee Donkaewbua","doi":"10.13189/ujer.2021.091106","DOIUrl":"https://doi.org/10.13189/ujer.2021.091106","url":null,"abstract":"Public speaking in Thailand especially in Thai youth who uses English as a second language still has lots of problems and needs some major development. The researcher noticed after weeks of observation that there were lots of problems in speaking of all the 45 students studying in the public speaking course since they paused too many times while speaking, each pause took a long time and they paused at the wrong places. This pausing manner made speaking sound unnatural even if it was accurate. Since the meaning of the message was disturbed by pausing wrongly, the researcher would like to try a new teaching method by teaching how to chunk their words while speaking by using lexical phrases as language input in order to help develop efficient lexical retrieval. This research aims at studying the effects that lexical phrases have on public speaking. The analysis of the study uses both quantitative and qualitative research by analyzing through a new teaching method in public speaking that is using lexical phrases as a means to keep the flow of deliverance in public speaking going. Lexical phrases were presented to language learners in several ways. Some are presented through mini lectures and some through simulated public speaking situations or activities. These include speaking connectors to buy time in speaking. There are three out of 45 research participants participating in this research because these three are advanced students which were chosen by their grades in the previous year in speaking class. The data were collected by individual elicitation interviews by using descriptive statistics. As a result, lexical phrases offer language learners the opportunity of fluent production. Furthermore, lexical phrases offer less likelihood of producing deviant language because lexical phrases come ready made.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133047400","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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