Pub Date : 2024-05-04DOI: 10.9734/ajess/2024/v50i51387
Hamud Khalid, Xu Qian
The study delves into the pervasive issue of conflicts within secondary schools, emphasizing their inherent nature in human interactions. It emphasizes the vital role of effective conflict management in maintaining a conducive learning environment. The research objectives cover the identification of conflict root causes, assessment of implemented strategies, and their impacts, and provision of recommendations for improved conflict management approaches in schools. Employing qualitative methodology, the study utilizes in-depth interviews, group discussions, and document reviews to collect data. Findings reveal the persistence of conflicts, notably attributed to the lack of a universally accepted resolution framework. Ad hoc methods are employed, lacking consistency and alignment with specific conflict natures, resulting in profound consequences such as student dropout, prolonged conflicts, fear, resentment, and hindered academic progress. The study recommends government intervention in training teachers, rigorous evaluation of school administrators' qualifications, and improvements in teacher welfare coupled with strict punitive measures for teachers’ inappropriate behavior. It concludes by highlighting the ongoing nature of conflicts and the urgent need for a practical approach, urging schools to prioritize understanding conflict causes, implementing effective management actions, and prioritizing the well-being of both teachers and students.
{"title":"Examining Conflict Management Strategies Used in Tanzania’s Secondary Schools: A Case in Biharamulo District, Tanzania","authors":"Hamud Khalid, Xu Qian","doi":"10.9734/ajess/2024/v50i51387","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51387","url":null,"abstract":"The study delves into the pervasive issue of conflicts within secondary schools, emphasizing their inherent nature in human interactions. It emphasizes the vital role of effective conflict management in maintaining a conducive learning environment. The research objectives cover the identification of conflict root causes, assessment of implemented strategies, and their impacts, and provision of recommendations for improved conflict management approaches in schools. Employing qualitative methodology, the study utilizes in-depth interviews, group discussions, and document reviews to collect data. Findings reveal the persistence of conflicts, notably attributed to the lack of a universally accepted resolution framework. Ad hoc methods are employed, lacking consistency and alignment with specific conflict natures, resulting in profound consequences such as student dropout, prolonged conflicts, fear, resentment, and hindered academic progress. The study recommends government intervention in training teachers, rigorous evaluation of school administrators' qualifications, and improvements in teacher welfare coupled with strict punitive measures for teachers’ inappropriate behavior. It concludes by highlighting the ongoing nature of conflicts and the urgent need for a practical approach, urging schools to prioritize understanding conflict causes, implementing effective management actions, and prioritizing the well-being of both teachers and students.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141014393","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 : 2024-05-03DOI: 10.9734/ajess/2024/v50i51386
Shine Apeadido, Daniel Dzomeku, Emmanuel Nanor
This study examined the perceptions of lecturers and students regarding portfolio assessment practices, their overall attitudes towards this assessment method, and the alignment and divergence between their perceptions. Employing a survey research design, the study was conducted at the University of Education, Winneba, in the Central Region of Ghana, involving 52 final-year science education students and five of their lecturers. Students were selected using stratified random sampling, while lecturers were chosen purposefully. Data collection instruments comprised five-point Likert scale questionnaires administered to both groups, ranging from strongly disagree to strongly agree. Descriptive analysis, including mean, frequencies, and percentages, was utilised for data analysis. Results indicated that lecturers generally perceive a clear purpose for portfolio assessment practices (mean score = 4.20) and emphasise integrating them into every educational programme (mean score = 4.40), while students express lower levels of satisfaction with these aspects (mean scores = 2.15, 2.42, respectively). Additionally, lecturers exhibit moderate attitudes towards portfolio assessment (60.0%), while students predominantly demonstrate low attitudes (59.6%). Alignment between lecturers and students is evident in some areas, such as the importance of communicating objectives and providing feedback to students and the importance of this assessment in diagnosing students’ strengths and weaknesses, but discrepancies arise regarding the guidance of students during the practices. The study concluded that understanding and addressing the differences in perceptions and attitudes between lecturers and students is crucial for promoting a shared understanding and acceptance of portfolio assessment practices. In order to close gaps and foster meaningful engagement, it is then recommended that institutions prioritise efforts to improve communication, collaboration, and support for both lecturers and students to enhance the effectiveness of portfolio assessment practices in higher education.
{"title":"Navigating the Portfolio Landscape: Examining Lecturers’ and Students’ Perspectives on Portfolio Assessment Practices","authors":"Shine Apeadido, Daniel Dzomeku, Emmanuel Nanor","doi":"10.9734/ajess/2024/v50i51386","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51386","url":null,"abstract":"This study examined the perceptions of lecturers and students regarding portfolio assessment practices, their overall attitudes towards this assessment method, and the alignment and divergence between their perceptions. Employing a survey research design, the study was conducted at the University of Education, Winneba, in the Central Region of Ghana, involving 52 final-year science education students and five of their lecturers. Students were selected using stratified random sampling, while lecturers were chosen purposefully. Data collection instruments comprised five-point Likert scale questionnaires administered to both groups, ranging from strongly disagree to strongly agree. Descriptive analysis, including mean, frequencies, and percentages, was utilised for data analysis. Results indicated that lecturers generally perceive a clear purpose for portfolio assessment practices (mean score = 4.20) and emphasise integrating them into every educational programme (mean score = 4.40), while students express lower levels of satisfaction with these aspects (mean scores = 2.15, 2.42, respectively). Additionally, lecturers exhibit moderate attitudes towards portfolio assessment (60.0%), while students predominantly demonstrate low attitudes (59.6%). Alignment between lecturers and students is evident in some areas, such as the importance of communicating objectives and providing feedback to students and the importance of this assessment in diagnosing students’ strengths and weaknesses, but discrepancies arise regarding the guidance of students during the practices. The study concluded that understanding and addressing the differences in perceptions and attitudes between lecturers and students is crucial for promoting a shared understanding and acceptance of portfolio assessment practices. In order to close gaps and foster meaningful engagement, it is then recommended that institutions prioritise efforts to improve communication, collaboration, and support for both lecturers and students to enhance the effectiveness of portfolio assessment practices in higher education.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"32 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141015839","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 : 2024-05-02DOI: 10.9734/ajess/2024/v50i51385
Renhan Li, Zezhong Yang
With the advent of the information age, information technology has been widely used in mathematics classroom teaching. How to use PowerPoint (hereinafter referred to as PPT) effectively in mathematics teaching has received more and more attention. At present, there has been much research on it in China, however there is no complete overview and organized literature in this regard. This paper sorts out and summarizes the previous relevant studies and draws the following conclusions: (1) Previous studies on the usage of PPT in mathematics teaching mainly focus on three aspects: the value of PPT, the use of PPT and the use skills of PPT. (2) Previous research methods were single, and suggestions were mainly made through literature research, and the research conclusions were concentrated. The research on the value of PPT has not been deeply discussed and analyzed, so it lacks completeness. Most of the studies only focus on students, and there is no excessive and in-depth discussion on teachers' ability requirements. In addition, the research on the use skills of PPT has not been further implemented and verified, so the feasibility of the conclusion cannot be guaranteed. (3) There are still some gaps in the research on this topic. Most studies focus on the compulsory education stage, and there are few studies on the senior high school stage; Previous studies rarely discussed the disadvantages and shortcomings of PPT, and then did not discuss the problems that teachers should pay attention to avoid when using PPT; There are no relevant surveys and studies on students' attitudes towards PPT.
{"title":"Research on the Usage of PPT in Mathematics Teaching in China","authors":"Renhan Li, Zezhong Yang","doi":"10.9734/ajess/2024/v50i51385","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51385","url":null,"abstract":"With the advent of the information age, information technology has been widely used in mathematics classroom teaching. How to use PowerPoint (hereinafter referred to as PPT) effectively in mathematics teaching has received more and more attention. At present, there has been much research on it in China, however there is no complete overview and organized literature in this regard. This paper sorts out and summarizes the previous relevant studies and draws the following conclusions: (1) Previous studies on the usage of PPT in mathematics teaching mainly focus on three aspects: the value of PPT, the use of PPT and the use skills of PPT. (2) Previous research methods were single, and suggestions were mainly made through literature research, and the research conclusions were concentrated. The research on the value of PPT has not been deeply discussed and analyzed, so it lacks completeness. Most of the studies only focus on students, and there is no excessive and in-depth discussion on teachers' ability requirements. In addition, the research on the use skills of PPT has not been further implemented and verified, so the feasibility of the conclusion cannot be guaranteed. (3) There are still some gaps in the research on this topic. Most studies focus on the compulsory education stage, and there are few studies on the senior high school stage; Previous studies rarely discussed the disadvantages and shortcomings of PPT, and then did not discuss the problems that teachers should pay attention to avoid when using PPT; There are no relevant surveys and studies on students' attitudes towards PPT.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141021604","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 : 2024-05-01DOI: 10.9734/ajess/2024/v50i51384
Rubina Usman Ali, Asma Afzal, Madiha Fahd
This research study take a look into a study of the effectiveness of teachers training program for private secondary schools in Sindh. Technology integration is far behind in Pakistani Schools as a consequence of ICT deficiency, absence of in-service teachers training. ICT has tremendous potential to prepare students for the workplaces globally and improve educational systems, if it’s integrated wisely into a curriculum. ICT Teacher Training is being sorted out at distinctive levels for the educators to outfit them with essential most recent information and abilities to make them great ICT educators by the Government of Pakistan and Education Department; in this study the relationships between in service ICT teachers training and changes in teaching behavior will be investigated. This research take a look into a study of the effectiveness of ICT teachers training program for private secondary schools in Sindh to promote Ubiquitous learning among students. The study's main goals were to investigate the impact of in-service teachers' ICT training on subject teachers' teaching methodology based on Ubiquitous Learning. Apricot Education System conducted this study in private schools in Karachi, and 150 teachers were chosen as a target sample using purposive random sampling following three months of teacher training. The investigation was descriptive in nature. A questionnaire with 60 items based on a 5 Likert scale was used to collect data using the survey method. The data was analyzed using the correlation, regression, and reliability tests. The results of the regression test revealed that teacher training had a substantial impact on subject teachers' teaching style based on Ubiquitous Learning. The t- value is 5.079.The data was analyzed using the correlation, regression, and reliability tests. The results of the regression test revealed that teacher training had a substantial impact on subject teachers' teaching style based on Ubiquitous Learning. The t-value is 5.079, and the p-value is.000 less than 0.05. That equals.000. It indicates that H1 is acceptable. Finding administrators should perform maximal ICT Teachers Training to improve teacher competencies, according to the recommendation.
{"title":"A Study of the Effectiveness of Teachers Training in Sindh Province","authors":"Rubina Usman Ali, Asma Afzal, Madiha Fahd","doi":"10.9734/ajess/2024/v50i51384","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51384","url":null,"abstract":"This research study take a look into a study of the effectiveness of teachers training program for private secondary schools in Sindh. Technology integration is far behind in Pakistani Schools as a consequence of ICT deficiency, absence of in-service teachers training. ICT has tremendous potential to prepare students for the workplaces globally and improve educational systems, if it’s integrated wisely into a curriculum. ICT Teacher Training is being sorted out at distinctive levels for the educators to outfit them with essential most recent information and abilities to make them great ICT educators by the Government of Pakistan and Education Department; in this study the relationships between in service ICT teachers training and changes in teaching behavior will be investigated. This research take a look into a study of the effectiveness of ICT teachers training program for private secondary schools in Sindh to promote Ubiquitous learning among students. The study's main goals were to investigate the impact of in-service teachers' ICT training on subject teachers' teaching methodology based on Ubiquitous Learning. Apricot Education System conducted this study in private schools in Karachi, and 150 teachers were chosen as a target sample using purposive random sampling following three months of teacher training. The investigation was descriptive in nature. A questionnaire with 60 items based on a 5 Likert scale was used to collect data using the survey method. The data was analyzed using the correlation, regression, and reliability tests. The results of the regression test revealed that teacher training had a substantial impact on subject teachers' teaching style based on Ubiquitous Learning. The t- value is 5.079.The data was analyzed using the correlation, regression, and reliability tests. The results of the regression test revealed that teacher training had a substantial impact on subject teachers' teaching style based on Ubiquitous Learning. The t-value is 5.079, and the p-value is.000 less than 0.05. That equals.000. It indicates that H1 is acceptable. Finding administrators should perform maximal ICT Teachers Training to improve teacher competencies, according to the recommendation.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141043919","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 : 2024-04-25DOI: 10.9734/ajess/2024/v50i51382
Samuel Saio Mansaray, Hongyi Xu, Ibrahim Abdulai Sawaneh
This study investigates the innovation efficiency of Sierra Leone's banking sector, utilizing Data Envelopment Analysis (DEA) across 14 commercial banks representing 70% of the sector's total assets from 2017 to 2022. By analyzing existing financial and operational data, the study assesses performance variations and identifies disparities in innovation efficiency among these institutions. Findings indicate significant discrepancies in innovation efficiency levels, highlighting the critical role of strategic investment in technology and innovation for enhancing competitiveness and growth. This research contributes theoretically and practically to the literature on service innovation in banking in developing countries. It provides empirical evidence of the efficacy of DEA models in performance evaluation, offering benchmarks and strategic insights that could inform future policy and operational strategies. The study underscores the need for Sierra Leone banks to continually invest in innovative capabilities to maintain and enhance their competitive edge in a dynamic financial environment.
{"title":"Service Innovation Performance in Sierra Leone's Banking Sector: An Empirical Analysis","authors":"Samuel Saio Mansaray, Hongyi Xu, Ibrahim Abdulai Sawaneh","doi":"10.9734/ajess/2024/v50i51382","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51382","url":null,"abstract":"This study investigates the innovation efficiency of Sierra Leone's banking sector, utilizing Data Envelopment Analysis (DEA) across 14 commercial banks representing 70% of the sector's total assets from 2017 to 2022. By analyzing existing financial and operational data, the study assesses performance variations and identifies disparities in innovation efficiency among these institutions. Findings indicate significant discrepancies in innovation efficiency levels, highlighting the critical role of strategic investment in technology and innovation for enhancing competitiveness and growth. This research contributes theoretically and practically to the literature on service innovation in banking in developing countries. It provides empirical evidence of the efficacy of DEA models in performance evaluation, offering benchmarks and strategic insights that could inform future policy and operational strategies. The study underscores the need for Sierra Leone banks to continually invest in innovative capabilities to maintain and enhance their competitive edge in a dynamic financial environment.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"6 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140652837","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 : 2024-04-24DOI: 10.9734/ajess/2024/v50i51381
.. Rosnita, .. Syaiful, .. Syamsuriza
Joint Learning Groups (JLG) are groupings of students where one group of students works with activities that are interrelated with other groups, resulting in a set of interlinked activities. Task Planning Groups (TPG) are grouped based on the task plan that the teacher will give. This research aims to determine the increase in students' mathematical critical thinking skills after different treatments in the final test. The experimental research method aims to determine the increase in students' critical mathematical thinking skills using the Join Learning Groups technique and the results of students' critical mathematical thinking using the Task Planning Groups technique regarding Systems of Linear Equations in Two Variables. Research at SMPN 11 Jambi City, which was the sample for class VIII experimental group VIIIJ control group VIIIK. Experiments were treated with the JLG technique, and controls were treated with the TPG technique. From the results of this research hypothesis research using the t-test and SPSS.25, with tcount = 3.08 – 1.667, the JLG Technique further improves critical thinking skills with the TPG Technique in class VIII SMPN 11 Jambi City. The results of students' critical mathematical thinking using the JLG technique were 83.33, and the TPG technique was 75.03, better than the results of students' critical mathematical thinking using the TPG technique. In this research, it is recommended that teachers pay more attention to techniques that can improve student learning outcomes.
{"title":"Improving Students' Mathematical Critical Thinking Abilities Using Join Learning Groups Techniques","authors":".. Rosnita, .. Syaiful, .. Syamsuriza","doi":"10.9734/ajess/2024/v50i51381","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51381","url":null,"abstract":"Joint Learning Groups (JLG) are groupings of students where one group of students works with activities that are interrelated with other groups, resulting in a set of interlinked activities. Task Planning Groups (TPG) are grouped based on the task plan that the teacher will give. This research aims to determine the increase in students' mathematical critical thinking skills after different treatments in the final test. The experimental research method aims to determine the increase in students' critical mathematical thinking skills using the Join Learning Groups technique and the results of students' critical mathematical thinking using the Task Planning Groups technique regarding Systems of Linear Equations in Two Variables. Research at SMPN 11 Jambi City, which was the sample for class VIII experimental group VIIIJ control group VIIIK. Experiments were treated with the JLG technique, and controls were treated with the TPG technique. From the results of this research hypothesis research using the t-test and SPSS.25, with tcount = 3.08 – 1.667, the JLG Technique further improves critical thinking skills with the TPG Technique in class VIII SMPN 11 Jambi City. The results of students' critical mathematical thinking using the JLG technique were 83.33, and the TPG technique was 75.03, better than the results of students' critical mathematical thinking using the TPG technique. In this research, it is recommended that teachers pay more attention to techniques that can improve student learning outcomes.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"52 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140660655","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 : 2024-04-23DOI: 10.9734/ajess/2024/v50i51379
.. Kasmiah, Husain Syam, .. Rifdan
This research evaluates the Digital Village Application (Digides) within Barru Regency's village administration, aiming to align with public service principles to improve service delivery and achieve administrative efficiency. It explores Digides’ operational benefits and identifies challenges like insufficient transparency, limited community engagement, and rights and obligations imbalances. The study underscores the necessity of innovation in governance to meet community needs and enhance social justice. Key recommendations include Digides’ integration with other governmental platforms, IT infrastructure enhancement, digital literacy promotion, and increased transparency and community involvement. These steps are intended to maximize Digides’ utility, promoting equitable and effective public services. This contribution enriches the digital governance discourse, providing insights and recommendations to advance village administration through technological innovation.
本研究评估了巴鲁行政区村庄管理中的数字村庄应用（Digides），旨在与公共服务原则保持一致，改善服务提供并实现行政效率。研究探讨了 Digides 的运行效益，并指出了其面临的挑战，如透明度不足、社区参与有限、权利与义务不平衡等。研究强调了治理创新的必要性，以满足社区需求并促进社会公正。主要建议包括将 Digides 与其他政府平台整合、加强 IT 基础设施、促进数字扫盲以及提高透明度和社区参与度。这些步骤旨在最大限度地发挥 Digides 的效用，促进公平有效的公共服务。这一贡献丰富了数字治理的论述，为通过技术创新推进乡村管理提供了见解和建议。
{"title":"Implementation of Village Administration Service Innovation in Barru District, Indonesia","authors":".. Kasmiah, Husain Syam, .. Rifdan","doi":"10.9734/ajess/2024/v50i51379","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51379","url":null,"abstract":"This research evaluates the Digital Village Application (Digides) within Barru Regency's village administration, aiming to align with public service principles to improve service delivery and achieve administrative efficiency. It explores Digides’ operational benefits and identifies challenges like insufficient transparency, limited community engagement, and rights and obligations imbalances. The study underscores the necessity of innovation in governance to meet community needs and enhance social justice. Key recommendations include Digides’ integration with other governmental platforms, IT infrastructure enhancement, digital literacy promotion, and increased transparency and community involvement. These steps are intended to maximize Digides’ utility, promoting equitable and effective public services. This contribution enriches the digital governance discourse, providing insights and recommendations to advance village administration through technological innovation.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"42 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140667096","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}
Secondary education redefines the academic foundation of the child and serves as a link between the elementary and higher education, which in turns help in developing a reservoir of intellectual human resource. India envisioned having universalization of secondary education and substantial progress has been made in achieving the goal. Many of the children entering the schools are unable to complete education and multiple factors are responsible for their dropping out. It necessitates to a deeper probe into the problem of exclusion of children from secondary education. Present study provides an in-depth understanding of the phenomenon of educational exclusion at secondary school level in India. Empirical Phenomenological approach was adopted to carry out this study. The study was delimited to one state of India i.e. Punjab. A sample of 72 dropped-out adolescents (54 boys and 18 girls), their parents (61) was drawn from the selected areas of Punjab using ppurposive sampling technique. Open-ended questions were asked to generate data that led to a textural description. Data analysis revealed nine composite textural theme swhich included (i) Gender Bias (in case of girls), (ii) Finnacial Constraints (iii) School Distance (iv) Family responsibilities (v) Physical disability (vi) Demotivating and Hostile teachers (vii) Learning Difficulties (viii) Failure (ix) Early marriage in case of girls.
{"title":"Phenomenology of Educational Exclusion at Secondary School Level in India","authors":"Mamta Garg, Kuldip Puri, Kuldeep Kaur, Satvinderpal Kaur","doi":"10.9734/ajess/2024/v50i51380","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51380","url":null,"abstract":"Secondary education redefines the academic foundation of the child and serves as a link between the elementary and higher education, which in turns help in developing a reservoir of intellectual human resource. India envisioned having universalization of secondary education and substantial progress has been made in achieving the goal. Many of the children entering the schools are unable to complete education and multiple factors are responsible for their dropping out. It necessitates to a deeper probe into the problem of exclusion of children from secondary education. Present study provides an in-depth understanding of the phenomenon of educational exclusion at secondary school level in India. Empirical Phenomenological approach was adopted to carry out this study. The study was delimited to one state of India i.e. Punjab. A sample of 72 dropped-out adolescents (54 boys and 18 girls), their parents (61) was drawn from the selected areas of Punjab using ppurposive sampling technique. Open-ended questions were asked to generate data that led to a textural description. Data analysis revealed nine composite textural theme swhich included (i) Gender Bias (in case of girls), (ii) Finnacial Constraints (iii) School Distance (iv) Family responsibilities (v) Physical disability (vi) Demotivating and Hostile teachers (vii) Learning Difficulties (viii) Failure (ix) Early marriage in case of girls.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"27 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140671469","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 : 2024-04-22DOI: 10.9734/ajess/2024/v50i51378
Cuenca, Janela Nicole A., Malabanan, Gene Marie S., Periodica, Ariane May M., Retrita, Jenny May Q., San Juan, Keiza U.
The main purpose of the study was to determine the quality of visual aids and the engagement of learners inside the classroom. Descriptive quantitative research was designed to measure the quality of visual aids and the engagement of learners in the teaching and learning process, with 37 students under the grade 10 at Gov. Felicisimo T. San Luis Integrated Senior High School as respondent. A survey questionnaire through google forms was used to gather the needed data to find out the relationship between the quality of visual aids and the engagement of learners in the teaching and learning process. The questionnaire provided insight into the learners’ opinions and experiences with visual aids in English subjects. The researchers found out that there is a significant relationship between the quality of visual aids and the engagement of learners of grade 10 students at Gov. Felicisimo T. San Luis Integrated Senior High School. The researchers' recommendation was to focus on conducting more training and professional development for teachers. Schools can organize workshops, seminars, or training sessions to educate teachers on the use of visual aids. These are based on the results of the study, which show that the quality of visual aids highly relationship with the engagement of learners, as well as on the data gathered from the learners' perceptions and experiences of visual aids in English subjects.
本研究的主要目的是确定视觉教具的质量和学习者在课堂上的参与度。研究设计了描述性定量研究，以Gov. Felicisimo T. San Luis综合高中10年级的37名学生为调查对象，测量视觉辅助工具的质量和学习者在教学过程中的参与度。调查问卷通过谷歌表格收集所需的数据，以了解直观教具的质量与学习者在教学过程中的参与度之间的关系。通过问卷调查，研究人员了解了学习者对英语学科视觉辅助工具的看法和经验。研究人员发现，直观教具的质量与 Gov. Felicisimo T. San Luis 综合高级中学 10 年级学生的参与度之间存在显著关系。研究人员的建议是集中精力为教师开展更多的培训和专业发展。学校可以组织工作坊、研讨会或培训课程，教育教师如何使用直观教具。这些建议是基于研究结果（研究结果表明，直观教具的质量与学习者的参与度有很大关系），以及从学习者对英语学科直观教具的看法和体验中收集的数据。
{"title":"Quality of Visual Aids and The Engagement of Learners in the Teaching and Learning Process","authors":"Cuenca, Janela Nicole A., Malabanan, Gene Marie S., Periodica, Ariane May M., Retrita, Jenny May Q., San Juan, Keiza U.","doi":"10.9734/ajess/2024/v50i51378","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51378","url":null,"abstract":"The main purpose of the study was to determine the quality of visual aids and the engagement of learners inside the classroom. Descriptive quantitative research was designed to measure the quality of visual aids and the engagement of learners in the teaching and learning process, with 37 students under the grade 10 at Gov. Felicisimo T. San Luis Integrated Senior High School as respondent. A survey questionnaire through google forms was used to gather the needed data to find out the relationship between the quality of visual aids and the engagement of learners in the teaching and learning process. The questionnaire provided insight into the learners’ opinions and experiences with visual aids in English subjects. The researchers found out that there is a significant relationship between the quality of visual aids and the engagement of learners of grade 10 students at Gov. Felicisimo T. San Luis Integrated Senior High School. The researchers' recommendation was to focus on conducting more training and professional development for teachers. Schools can organize workshops, seminars, or training sessions to educate teachers on the use of visual aids. These are based on the results of the study, which show that the quality of visual aids highly relationship with the engagement of learners, as well as on the data gathered from the learners' perceptions and experiences of visual aids in English subjects.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"32 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673287","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 : 2024-04-20DOI: 10.9734/ajess/2024/v50i51377
Mbarouk Ali Haji, Xu Qian, Mshenga Khamis Ramadhan, Shillinde Ahmed Mike
The purpose of this study was to assess the extent to which teachers in Zanzibar are incorporating tablets into their teaching and learning. The study was conducted particularly in the MICHEWENI District, which is in the northern region of Tanzania-Zanzibar. The government of Zanzibar implemented various ICT programs and plans to motivate teachers to use technology in their teaching such as the Introduction of ICT subjects in Primary and secondary schools in Zanzibar (ZICT 2017) and distributing tablets for all teachers in Zanzibar which was done in January 2023. This study employs a qualitative approach to explore How teachers integrate tablets into teaching and learning in Zanzibar. To achieve this objective, we conducted semi-structured interviews with the teachers, headmasters, district officers, and Ministry officers who engage in the integration and supervising the tablets in teaching and learning in Zanzibar. Several tools were employed by the researcher such as interviews, classroom observation, and documentary review. The study's findings reveal that some teachers in Zanzibar have good attitudes about adopting tablets in teaching and learning there are significant barriers to their effective implementation. These difficulties include a lack of training and assistance, insufficient infrastructure, and limited access to relevant digital resources. The results of the study showed that several effective motivational strategies can be used to motivate teachers to integrate tablets into the teaching and learning process. These include Providing seminars and training for teachers in using Tablets, Cultivation positive school Administration support, Providing the financial budget for using ICT tools, Ensuring Reliable Power Supply, and Availability of Technical support, These factors motivated school teachers to integrate tablets in teaching and learning efficiently and effectively.
{"title":"Integration of Use of Tablets into Teaching and Learning in Secondary School of Michewen District in Zanzibar","authors":"Mbarouk Ali Haji, Xu Qian, Mshenga Khamis Ramadhan, Shillinde Ahmed Mike","doi":"10.9734/ajess/2024/v50i51377","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51377","url":null,"abstract":"The purpose of this study was to assess the extent to which teachers in Zanzibar are incorporating tablets into their teaching and learning. The study was conducted particularly in the MICHEWENI District, which is in the northern region of Tanzania-Zanzibar. The government of Zanzibar implemented various ICT programs and plans to motivate teachers to use technology in their teaching such as the Introduction of ICT subjects in Primary and secondary schools in Zanzibar (ZICT 2017) and distributing tablets for all teachers in Zanzibar which was done in January 2023. This study employs a qualitative approach to explore How teachers integrate tablets into teaching and learning in Zanzibar. To achieve this objective, we conducted semi-structured interviews with the teachers, headmasters, district officers, and Ministry officers who engage in the integration and supervising the tablets in teaching and learning in Zanzibar. Several tools were employed by the researcher such as interviews, classroom observation, and documentary review. The study's findings reveal that some teachers in Zanzibar have good attitudes about adopting tablets in teaching and learning there are significant barriers to their effective implementation. These difficulties include a lack of training and assistance, insufficient infrastructure, and limited access to relevant digital resources.\u0000The results of the study showed that several effective motivational strategies can be used to motivate teachers to integrate tablets into the teaching and learning process. These include Providing seminars and training for teachers in using Tablets, Cultivation positive school Administration support, Providing the financial budget for using ICT tools, Ensuring Reliable Power Supply, and Availability of Technical support, These factors motivated school teachers to integrate tablets in teaching and learning efficiently and effectively.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"112 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140679924","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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