Pub Date : 2024-05-16DOI: 10.9734/ajess/2024/v50i61407
Elizabeth I. D. Offor, Nwamara Carmelita O.
Pre-primary education is globally recognized as important stage in the life of a growing child. This is because experiences at this stage have far-reaching effects on the behaviour of the child as adult member of the society. This study is an evaluation research which focused on the implementation of pre-primary education using policy stipulations as the standards. It is also a survey study because the researchers went to the field to meet the things on the ground with instruments that enable data collection and reports are presented as seen without manipulations. The area of the study is Imo State in the South-East geopolitical zone of Nigeria. The population of teachers in the four hundred and seventy threee-primary schools in the State is Five Hundred and Forty One. The sample size is One Hundred and seventy eight teachers in 38 pre-primary schools drawn using proportionate cluster random sampling techniques. This is to achieve a good spread across the three education zones of the state and each zone was represented in the sample according to its school population. Instruments for data collection were school records, interview and observation checklists and a proforma for abstracting the teachers qualifications. Four research questions guided the study. Findings include that 93.26% of the teachers were not trained to teach in the pre-primary education level, teaching and learning materials were far inadequate, and the teachers focused more on getting the pupils learn to carry out written works, thus maintaining strict academic work and strong discipline as opposed to independent activities that boost initiatives and creativity. It was recommended that teachers should be sponsored to go back to school and get training in the early childhood education among other recommendations.
{"title":"Evaluation of the Implementation of Pre-Primary Education in the South-East Geopolitical Zone of Nigeria","authors":"Elizabeth I. D. Offor, Nwamara Carmelita O.","doi":"10.9734/ajess/2024/v50i61407","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61407","url":null,"abstract":"Pre-primary education is globally recognized as important stage in the life of a growing child. This is because experiences at this stage have far-reaching effects on the behaviour of the child as adult member of the society. This study is an evaluation research which focused on the implementation of pre-primary education using policy stipulations as the standards. It is also a survey study because the researchers went to the field to meet the things on the ground with instruments that enable data collection and reports are presented as seen without manipulations. The area of the study is Imo State in the South-East geopolitical zone of Nigeria. The population of teachers in the four hundred and seventy threee-primary schools in the State is Five Hundred and Forty One. The sample size is One Hundred and seventy eight teachers in 38 pre-primary schools drawn using proportionate cluster random sampling techniques. This is to achieve a good spread across the three education zones of the state and each zone was represented in the sample according to its school population. Instruments for data collection were school records, interview and observation checklists and a proforma for abstracting the teachers qualifications. Four research questions guided the study. Findings include that 93.26% of the teachers were not trained to teach in the pre-primary education level, teaching and learning materials were far inadequate, and the teachers focused more on getting the pupils learn to carry out written works, thus maintaining strict academic work and strong discipline as opposed to independent activities that boost initiatives and creativity. It was recommended that teachers should be sponsored to go back to school and get training in the early childhood education among other recommendations.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"18 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968856","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 : 2024-05-16DOI: 10.9734/ajess/2024/v50i61406
Charan Maharana
Undoubtedly, growing urbanisation, increasing of infrastructure requirement and rapid economic development has imposed high pressure on land in India. Private land is regularly acquired for both State-sponsored development and private projects, which is increasingly become contentious. Compulsory acquisition of land till the end of December 2013 is primarily governed by the Land Acquisition Act, 1894, which is century-old legislation enacted in the very different social, economic and political milieu. Post-independence period Indian Government has not fundamentally changed the acquisition policy to reflect the values and needs of our times, which has resulted in legal, social, cultural, economic and political fallouts. Land Acquisition Act, 1894 is needed for public purpose and economic development, but it is deficient in many respects. In this background the colonial Land Acquisition Act, 1894 was repealed and replaced by the Right to Fair Compensation and Transparency in Land Acquisition, Rehabilitation and Resettlement Act.2013. It is now settled that whatever State or Government acquires land from its citizens for public purpose, it has power to do so. The jurisprudence that has developed around colonial Land Acquisition Ac, 1894 over the years on this subject has made the citizen, a subject. The colonial mind-set is that all pervasive under the Act was reflected in practice and even the judiciary in some cases has inadvertently furthered this notion. Thus, it becomes imperative to scrutinize the law and test it, against the contemporary democratic values. However, the Right to Fair Compensation and Transparency in Land Acquisition, Rehabilitation and Resettlement Act, 2013 made an attempt to balance within the larger political context of land acquisition in India. Through the land acquisition how people be affected to be estimated by SIA study suggested in The RFCTLARR Act 2013. But the entire SIA process can be succeed when all the stakeholders in general and the project affected people or families in particular to be participated fully during the implementation of the project. The current paper have studied the participation and perception of project affected families in different projects implemented by Government of Odisha.
毫无疑问，日益增长的城市化、不断增加的基础设施需求和快速的经济发展对印度的土地造成了巨大压力。私人土地经常被征用，用于国家支持的开发和私人项目，这也越来越引起争议。截至 2013 年 12 月底，强制征用土地主要受 1894 年《土地征用法》管辖，该法是在社会、经济和政治环境截然不同的情况下颁布的，已有百年历史。独立后的印度政府并未从根本上改变土地征用政策，以反映我们时代的价值观和需求，这导致了法律、社会、文化、经济和政治方面的后果。1894 年土地征用法》是公共目的和经济发展的需要，但在许多方面存在缺陷。在此背景下，1894 年殖民地时期的《土地征用法》被废除，取而代之的是《2013 年土地征用、恢复和重新安置中的公平补偿和透明度权利法》。现在已经确定，无论国家或政府出于公共目的从其公民手中获取土地，它都有权这样做。多年来，围绕 1894 年殖民时期《土地征用法》在此问题上形成的法理已将公民视为主体。殖民时期的思维定势是，该法所规定的一切都反映在实践中，甚至司法机构在某些情况下也无意中进一步强化了这一观念。因此，必须根据当代民主价值观对法律进行审查和检验。然而，2013 年《土地征用、恢复和重新安置中的公平补偿权和透明度法》试图在印度土地征用的大政治背景下实现平衡。2013 年土地征用、恢复和重新安置法》中建议通过 SIA 研究估算受土地征用影响的人数。但是，在项目实施过程中，如果所有利益相关者，特别是受项目影响的人或家庭都能充分参与，整个 SIA 过程就能取得成功。本文研究了奥迪沙邦政府实施的不同项目中受项目影响家庭的参与情况和看法。
{"title":"Participation and Perception of Project Affected People in SIA Process under RFCTLARR Act 2013","authors":"Charan Maharana","doi":"10.9734/ajess/2024/v50i61406","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61406","url":null,"abstract":"Undoubtedly, growing urbanisation, increasing of infrastructure requirement and rapid economic development has imposed high pressure on land in India. Private land is regularly acquired for both State-sponsored development and private projects, which is increasingly become contentious. Compulsory acquisition of land till the end of December 2013 is primarily governed by the Land Acquisition Act, 1894, which is century-old legislation enacted in the very different social, economic and political milieu. Post-independence period Indian Government has not fundamentally changed the acquisition policy to reflect the values and needs of our times, which has resulted in legal, social, cultural, economic and political fallouts. Land Acquisition Act, 1894 is needed for public purpose and economic development, but it is deficient in many respects. In this background the colonial Land Acquisition Act, 1894 was repealed and replaced by the Right to Fair Compensation and Transparency in Land Acquisition, Rehabilitation and Resettlement Act.2013. It is now settled that whatever State or Government acquires land from its citizens for public purpose, it has power to do so. The jurisprudence that has developed around colonial Land Acquisition Ac, 1894 over the years on this subject has made the citizen, a subject. The colonial mind-set is that all pervasive under the Act was reflected in practice and even the judiciary in some cases has inadvertently furthered this notion. Thus, it becomes imperative to scrutinize the law and test it, against the contemporary democratic values. However, the Right to Fair Compensation and Transparency in Land Acquisition, Rehabilitation and Resettlement Act, 2013 made an attempt to balance within the larger political context of land acquisition in India. Through the land acquisition how people be affected to be estimated by SIA study suggested in The RFCTLARR Act 2013. But the entire SIA process can be succeed when all the stakeholders in general and the project affected people or families in particular to be participated fully during the implementation of the project. The current paper have studied the participation and perception of project affected families in different projects implemented by Government of Odisha.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"6 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967159","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 : 2024-05-15DOI: 10.9734/ajess/2024/v50i61404
Chanda Chansa Thelma
Overview: Civic education plays a crucial role in the development of nations by fostering informed and responsible citizenship, promoting democratic values, and strengthening social cohesion. Hence, this study presented a thorough examination of the relationship between civic education and national development. The study was conducted in Lusaka district, the capital city of Zambia from which the participants were selected for the study from 5 different organizations. Body of Knowledge: The study comprehended various aspects, including the definition and objectives of civic education, its importance in fostering democratic values, and its impact on social cohesion and economic growth. It dwelt into the crucial role civic education plays in shaping informed and responsible citizens who actively contribute to the progress of their nations. This study was guided by the social learning theory. The social learning theory has been widely applied in the study of human behavior, including in the context of civic education and national development. Methods: The total target population was 1000. The sample size involved a total of 100 respondents, which was 10% of the target population. A mixed method approach was used in this study in combination with the descriptive survey design. Interviews and questionnaires were used to collect data. Tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was then analyzed manually in some cases and also, a combination of software MS Access, MS Excel, and SPSS. Results: The following key findings were established on the effect of civic education on national development; increased awareness, enhanced civic engagement, strengthened community bonds, improved governance understanding, empowered citizenry while regarding the factors that hinder citizen participation in national development, the study found; lack of awareness, limited access to information, distrust in institutions, socioeconomic challenges and ineffective communication channels. Recommendation: The Ministry of Education need to integrating civic education into educational curricula and policymaking initiatives to facilitate sustainable development and democratic governance.
{"title":"Civic Education and National Development: A Comprehensive Analysis of Zambia","authors":"Chanda Chansa Thelma","doi":"10.9734/ajess/2024/v50i61404","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61404","url":null,"abstract":"Overview: Civic education plays a crucial role in the development of nations by fostering informed and responsible citizenship, promoting democratic values, and strengthening social cohesion. Hence, this study presented a thorough examination of the relationship between civic education and national development. The study was conducted in Lusaka district, the capital city of Zambia from which the participants were selected for the study from 5 different organizations.\u0000Body of Knowledge: The study comprehended various aspects, including the definition and objectives of civic education, its importance in fostering democratic values, and its impact on social cohesion and economic growth. It dwelt into the crucial role civic education plays in shaping informed and responsible citizens who actively contribute to the progress of their nations. This study was guided by the social learning theory. The social learning theory has been widely applied in the study of human behavior, including in the context of civic education and national development.\u0000Methods: The total target population was 1000. The sample size involved a total of 100 respondents, which was 10% of the target population. A mixed method approach was used in this study in combination with the descriptive survey design. Interviews and questionnaires were used to collect data. Tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was then analyzed manually in some cases and also, a combination of software MS Access, MS Excel, and SPSS.\u0000Results: The following key findings were established on the effect of civic education on national development; increased awareness, enhanced civic engagement, strengthened community bonds, improved governance understanding, empowered citizenry while regarding the factors that hinder citizen participation in national development, the study found; lack of awareness, limited access to information, distrust in institutions, socioeconomic challenges and ineffective communication channels.\u0000Recommendation: The Ministry of Education need to integrating civic education into educational curricula and policymaking initiatives to facilitate sustainable development and democratic governance.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"60 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972199","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 : 2024-05-15DOI: 10.9734/ajess/2024/v50i61405
Amardeep Kumar
This paper seeks to understand the aspirations of first-generation learners for higher education and overcoming urban marginalisation in Indian higher education. It also aims to understand how students from the most disadvantaged social group, mahadalit, overcome their marginalities in accessing and obtaining higher education. Access and equity in higher education have been important goals for Indian policymakers and planners. The study, which is qualitative in nature and uses the ethnography method, provides a deep and nuanced understanding of the aspirations for higher education and Strategies for Overcoming Urban Marginalities among the mahadalit students in Bihar, India. Various educational and equalising programs focusing on disadvantaged groups have created aspirations among first-generation and marginalised learners like Mahadalit students. These mahadalit students are also from non-urban backgrounds and come to cities for higher education. In pursuing higher education, these students face social and economic marginality in their villages, schooling, and urban marginality. They use their social networks to find space at the transformative Dr B. R. Ambedkar hostel, which helps them sustain their higher education in the city. The Dr B. R. Ambedkar hostel becomes the site of educational and career aspirations for the mahadalit students in Bihar, India.
本文旨在了解印度高等教育中第一代学习者对高等教育和克服城市边缘化的渴望。本文还旨在了解来自最弱势社会群体--"马哈达利特"（mahadalit）--的学生如何克服在接受和获得高等教育方面的边缘化。高等教育的入学和公平一直是印度决策者和规划者的重要目标。本研究采用人种学方法进行定性研究，深入细致地了解了印度比哈尔邦 Mahadalit 学生接受高等教育的愿望和克服城市边缘问题的策略。以弱势群体为重点的各种教育和平等计划，为马哈达利特学生这样的第一代边缘化学习者带来了希望。这些马哈达利特学生也来自非城市背景，来到城市接受高等教育。在接受高等教育的过程中，这些学生面临着乡村的社会和经济边缘化、学校教育和城市边缘化。他们利用自己的社会网络在具有变革意义的 Dr. B. R. Ambedkar 宿舍找到了空间，这有助于他们在城市中继续接受高等教育。B. R. Ambedkar 博士宿舍成为印度比哈尔邦马哈达利特学生实现教育和职业抱负的场所。
{"title":"Aspirations for Higher Education among Mahadalit Students and Strategies for Overcoming Urban Marginalities in India","authors":"Amardeep Kumar","doi":"10.9734/ajess/2024/v50i61405","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61405","url":null,"abstract":"This paper seeks to understand the aspirations of first-generation learners for higher education and overcoming urban marginalisation in Indian higher education. It also aims to understand how students from the most disadvantaged social group, mahadalit, overcome their marginalities in accessing and obtaining higher education. Access and equity in higher education have been important goals for Indian policymakers and planners. The study, which is qualitative in nature and uses the ethnography method, provides a deep and nuanced understanding of the aspirations for higher education and Strategies for Overcoming Urban Marginalities among the mahadalit students in Bihar, India. Various educational and equalising programs focusing on disadvantaged groups have created aspirations among first-generation and marginalised learners like Mahadalit students. These mahadalit students are also from non-urban backgrounds and come to cities for higher education. In pursuing higher education, these students face social and economic marginality in their villages, schooling, and urban marginality. They use their social networks to find space at the transformative Dr B. R. Ambedkar hostel, which helps them sustain their higher education in the city. The Dr B. R. Ambedkar hostel becomes the site of educational and career aspirations for the mahadalit students in Bihar, India.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"142 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976465","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 : 2024-05-14DOI: 10.9734/ajess/2024/v50i61403
Tsai-Fa(TF) Yen
The ability to solve problems has always been a core skill required in study, work and life, and is one of the important goals of high-impact teaching. In this case, project-based learning with problem solving orientation has become the teaching model often adopted by teachers. However, there are still some problems in the practical application of PBL. Such as reasonable allocation of teachers and teaching resources, mobilize the enthusiasm of teachers and students for PBL teaching. Therefore, the purpose of this paper is to explore the nature of students' perception of PBL and put forward research suggestions. Data was collected by literature retrieval and investigation of those students who study the course of managerial psychology. Text analysis and induction were used to find out the main ways that affect the learning effectiveness of PBL. It is found that teachers' humor personality traits and attitude toward students, the practicability of teaching materials and course content, and the interactivity and practicability of teaching methods can improve students' attraction, learning interest and class participation, and then affect the classroom atmosphere and learning effectiveness. The research suggests that teachers can cultivate a sense of humor, simplify the content of textbooks, propose corresponding materials and cases, strengthen interactive and practical teaching methods, and encourage students to practice, which can attract students efficiently and achieve good learning results.
{"title":"Effectiveness of PBL in Improving Managerial Psychology Learning","authors":"Tsai-Fa(TF) Yen","doi":"10.9734/ajess/2024/v50i61403","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61403","url":null,"abstract":"The ability to solve problems has always been a core skill required in study, work and life, and is one of the important goals of high-impact teaching. In this case, project-based learning with problem solving orientation has become the teaching model often adopted by teachers. However, there are still some problems in the practical application of PBL. Such as reasonable allocation of teachers and teaching resources, mobilize the enthusiasm of teachers and students for PBL teaching. Therefore, the purpose of this paper is to explore the nature of students' perception of PBL and put forward research suggestions. Data was collected by literature retrieval and investigation of those students who study the course of managerial psychology. Text analysis and induction were used to find out the main ways that affect the learning effectiveness of PBL. It is found that teachers' humor personality traits and attitude toward students, the practicability of teaching materials and course content, and the interactivity and practicability of teaching methods can improve students' attraction, learning interest and class participation, and then affect the classroom atmosphere and learning effectiveness. The research suggests that teachers can cultivate a sense of humor, simplify the content of textbooks, propose corresponding materials and cases, strengthen interactive and practical teaching methods, and encourage students to practice, which can attract students efficiently and achieve good learning results.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"73 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140978887","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 : 2024-05-13DOI: 10.9734/ajess/2024/v50i61401
Rogel Equirne D. Sudaria, Miguela B. Napiere
Understanding how family dynamics and self-esteem impact the social development of teenagers from low-income backgrounds is crucial for designing effective youth development programs. This study investigates the relationship between parental relationships, self-esteem, and relational skills among senior high school students who are beneficiaries of the Pantawid Pamilyang Pilipino Program (4Ps) in Mindanao, Philippines. Utilizing a descriptive-correlational design and simple random sampling, the study surveyed 171 students using standardized questionnaires. Data analysis included mean, standard deviation, Pearson correlation, and linear regression. Participants reported high parental relationship quality, self-esteem, and relational skills components such as bi-directional communication, disclosure and interpersonal closeness, and emotional experience and expression. However, assertion and conflict resolution skills were rated moderately. Parental relationships significantly correlated with self-esteem, particularly with mothers (p<0.05). Both factors significantly influenced relational skills (p<0.05). These findings suggest that while the 4Ps program may positively impact family relationships and self-esteem, additional support might be beneficial for developing stronger assertion and conflict resolution skills among beneficiaries, potentially leading to improved overall social development.
{"title":"Interrelationships of Quality of Parental Relationship, Self-esteem, and Relational Skills among 4Ps Teenage Beneficiaries in Iligan City, Philippines","authors":"Rogel Equirne D. Sudaria, Miguela B. Napiere","doi":"10.9734/ajess/2024/v50i61401","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61401","url":null,"abstract":"Understanding how family dynamics and self-esteem impact the social development of teenagers from low-income backgrounds is crucial for designing effective youth development programs. This study investigates the relationship between parental relationships, self-esteem, and relational skills among senior high school students who are beneficiaries of the Pantawid Pamilyang Pilipino Program (4Ps) in Mindanao, Philippines. Utilizing a descriptive-correlational design and simple random sampling, the study surveyed 171 students using standardized questionnaires. Data analysis included mean, standard deviation, Pearson correlation, and linear regression. Participants reported high parental relationship quality, self-esteem, and relational skills components such as bi-directional communication, disclosure and interpersonal closeness, and emotional experience and expression. However, assertion and conflict resolution skills were rated moderately. Parental relationships significantly correlated with self-esteem, particularly with mothers (p<0.05). Both factors significantly influenced relational skills (p<0.05). These findings suggest that while the 4Ps program may positively impact family relationships and self-esteem, additional support might be beneficial for developing stronger assertion and conflict resolution skills among beneficiaries, potentially leading to improved overall social development.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982620","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 : 2024-05-13DOI: 10.9734/ajess/2024/v50i61399
Mohamed Issak Mohamed, Aden Ali, Stephen Rotich
Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.
{"title":"Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County","authors":"Mohamed Issak Mohamed, Aden Ali, Stephen Rotich","doi":"10.9734/ajess/2024/v50i61399","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61399","url":null,"abstract":"Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"120 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985364","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 : 2024-05-13DOI: 10.9734/ajess/2024/v50i61400
Rika Riwayatiningsih
This research aims to analyze the classroom language used by a teacher of English department during the learning process. Mastery of a foreign language requires persistent practice and patience among students and teachers. Therefore, languages used in the classroom have a potential to help students produced good communication in the target language. This qualitative study was conducted with 1 male teacher and 22 second grade English major students who were learning writing. Data collection was carried out by observation and interviews both the teacher and 5 sample students and it was analysed with descriptive qualitative techniques. The results showed that the classroom language generally used by the EFL teacher were categorized into several types: instructions, questions, feedback and correction, clasroom management, building rapport, explanations, transitions, and encouragement. While for students, they used language revolved around their interactions within the classroom, both with their peers and teachers. It included phrases and questions that helped them manage their learning experiences, clarify instructions, and participate actively in classroom activities. The results of the analysis are supported by the observation checklists regarding how situations require certain types of language goals. The use of classroom language has different objectives according to the current situation within the scope of learning. The study offers practical recommendations for EFL teachers on how to effectively use different types of language to enhance learning outcomes, such as the strategic use of questions, feedback, and encouragement.
{"title":"Teachers’ Language Use in EFL Classroom Interaction: A Qualitative Study Analysis in Indonesia Settings","authors":"Rika Riwayatiningsih","doi":"10.9734/ajess/2024/v50i61400","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61400","url":null,"abstract":"This research aims to analyze the classroom language used by a teacher of English department during the learning process. Mastery of a foreign language requires persistent practice and patience among students and teachers. Therefore, languages used in the classroom have a potential to help students produced good communication in the target language. This qualitative study was conducted with 1 male teacher and 22 second grade English major students who were learning writing. Data collection was carried out by observation and interviews both the teacher and 5 sample students and it was analysed with descriptive qualitative techniques. The results showed that the classroom language generally used by the EFL teacher were categorized into several types: instructions, questions, feedback and correction, clasroom management, building rapport, explanations, transitions, and encouragement. While for students, they used language revolved around their interactions within the classroom, both with their peers and teachers. It included phrases and questions that helped them manage their learning experiences, clarify instructions, and participate actively in classroom activities. The results of the analysis are supported by the observation checklists regarding how situations require certain types of language goals. The use of classroom language has different objectives according to the current situation within the scope of learning. The study offers practical recommendations for EFL teachers on how to effectively use different types of language to enhance learning outcomes, such as the strategic use of questions, feedback, and encouragement.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"32 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985141","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 : 2024-05-13DOI: 10.9734/ajess/2024/v50i61402
Abdikani Roble Mathay, J. Gori, Robert Machyo
The objective of the study was to establish the relationship between work environment and students' academic performance in Mandera east sub-county, Kenya, this study was anchored on Scarcity theory. The research employed a pragmatic research philosophy and adopted a survey research design. The target population was 62 (comprising 54 teachers and 8 principals of secondary schools in Mandera East Sub-County). While the teachers responded to the questionnaire, the principals participated in interviews as key interview informants. Since the target population wase small, manageable and accessible the study used a census where the sample size was 62 respondents; comprising the 54 teachers and 8 principals of secondary schools in Mandera East Sub-County. Interviews and questionnaires were used in secondary schools in Mandera East sub-county, Kenya, as a data collection method. The questionnaire was tested for validity using content validity and reliability using Cronbach’s Alpha. The study revealed that at α=0.05, work environment, was an estimators of students’ academic performance in Mandera east sub-county, Kenya. The study recommends that schools in Mandera east sub-county, Kenya should; create strategies for enhancing their work environment by providing incentives to drive teacher’s satisfaction with the work environment, review their strategies on supply of teachers through ensuring that they have the number of teachers they require at any given time and develop strategies to mitigate teacher turnover strategies.
{"title":"Examining the Relationship between Work Environment and Students' Academic Performance in Mandera East Sub-County, Kenya","authors":"Abdikani Roble Mathay, J. Gori, Robert Machyo","doi":"10.9734/ajess/2024/v50i61402","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61402","url":null,"abstract":"The objective of the study was to establish the relationship between work environment and students' academic performance in Mandera east sub-county, Kenya, this study was anchored on Scarcity theory. The research employed a pragmatic research philosophy and adopted a survey research design. The target population was 62 (comprising 54 teachers and 8 principals of secondary schools in Mandera East Sub-County). While the teachers responded to the questionnaire, the principals participated in interviews as key interview informants. Since the target population wase small, manageable and accessible the study used a census where the sample size was 62 respondents; comprising the 54 teachers and 8 principals of secondary schools in Mandera East Sub-County. Interviews and questionnaires were used in secondary schools in Mandera East sub-county, Kenya, as a data collection method. The questionnaire was tested for validity using content validity and reliability using Cronbach’s Alpha. The study revealed that at α=0.05, work environment, was an estimators of students’ academic performance in Mandera east sub-county, Kenya. The study recommends that schools in Mandera east sub-county, Kenya should; create strategies for enhancing their work environment by providing incentives to drive teacher’s satisfaction with the work environment, review their strategies on supply of teachers through ensuring that they have the number of teachers they require at any given time and develop strategies to mitigate teacher turnover strategies.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"74 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984778","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 : 2024-05-09DOI: 10.9734/ajess/2024/v50i61398
Kusow M. Nadhif, A. Warfa, Rosalia Mumo
Incorporation of Information, Communication and Technology (ICT) in learning has been established as crucial for enabling teachers to replace traditional methods of teaching with technology-enabled education facilities. In Kenya, under vision 2030, ICT is deemed to be among the key elements essential for transforming the nation’s development. The Ministry of Education, through the Education Blue print dated 2013-2025, highlights the essence of technology-aided teaching and learning in the school’s national curriculum. This study aims to examine the availability of instructional ICT resources in government secondary schools in Habaswein sub-county Descriptive survey design was employed in this study. The study targeted nine secondary schools in the region. Piloting of study was carried out in Sarif Mixed Day Secondary School within Habaswein Sub-County. Data was gathered using semi-structured interviews and questionnaire to allow the respondents present their unbound views about the issue being explored. The qualitative data collected was analyzed using thematic data analysis method while quantitative data obtained was analyzed using SPSS. The study concludes that information communication and technology resource availability has a significant association (r = 0.644, p<.001) with ICT integration in instructions. The study recommends for provision of adequate ICT resources for effective ICT integration in in instructions in public secondary schools in Habaswein Sub- County.
{"title":"Information Communication and Technology Resource Availability and Integration in Instruction among Secondary Schools in Habaswein Sub-county","authors":"Kusow M. Nadhif, A. Warfa, Rosalia Mumo","doi":"10.9734/ajess/2024/v50i61398","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i61398","url":null,"abstract":"Incorporation of Information, Communication and Technology (ICT) in learning has been established as crucial for enabling teachers to replace traditional methods of teaching with technology-enabled education facilities. In Kenya, under vision 2030, ICT is deemed to be among the key elements essential for transforming the nation’s development. The Ministry of Education, through the Education Blue print dated 2013-2025, highlights the essence of technology-aided teaching and learning in the school’s national curriculum. This study aims to examine the availability of instructional ICT resources in government secondary schools in Habaswein sub-county Descriptive survey design was employed in this study. The study targeted nine secondary schools in the region. Piloting of study was carried out in Sarif Mixed Day Secondary School within Habaswein Sub-County. Data was gathered using semi-structured interviews and questionnaire to allow the respondents present their unbound views about the issue being explored. The qualitative data collected was analyzed using thematic data analysis method while quantitative data obtained was analyzed using SPSS. The study concludes that information communication and technology resource availability has a significant association (r = 0.644, p<.001) with ICT integration in instructions. The study recommends for provision of adequate ICT resources for effective ICT integration in in instructions in public secondary schools in Habaswein Sub- County.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994049","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：