Pub Date : 2024-04-18DOI: 10.9734/ajess/2024/v50i51374
Rini Susanti, Shilpi Saha, Deepali Mallya
There has been a paradigm shift in the knowledge acquisition over the decades with the advent of digital era and information and communication technology. In the traditional form knowledge transfer has been largely limited to lectures and discussions with the instructor being the focal point of knowledge transfer. In the current generation, where the Generation Z is the student herd, the knowledge acquisitions must adapt to compliment their skills and behavioral attributes. There seems to be a gap with Generation-Z learners being digitally –skilled but instructors either migrating to technology or being non-skilled. This objective of the paper is to understand the pedagogical approaches for teaching English as a Foreign Language (EFL) to the Generation Z using Bibliometric analysis. To do so, the paper has searched the SCOPUS database to examine the quality research conducted in this study until recently. The analysis included the keywords “Generation Z”, “Pedagogy” and “English Language Learning.” The results of the study indicate significant co-occurrences with mobile learning and e-learning. These papers emphasize the need for adapting technological tools to teach EFL to the Generation Z. Additionally, the limited research in this area indicates the enormous scope in this domain for further scientific inquiry and pedagogical recommendations.
几十年来，随着数字时代和信息通信技术的到来，知识获取的模式发生了转变。传统形式的知识传授主要局限于讲座和讨论，教师是知识传授的焦点。在以 Z 世代为学生群体的当代，知识获取必须适应他们的技能和行为特征。Z世代的学习者掌握了数字技能，但教员要么迁移到技术，要么不掌握技能，这似乎存在差距。本文旨在通过文献计量学分析，了解针对 Z 世代的英语作为外语（EFL）的教学方法。为此，本文搜索了 SCOPUS 数据库，以检查直到最近在这项研究中开展的高质量研究。分析包括关键词 "Z 世代"、"教学法 "和 "英语语言学习"。研究结果表明，移动学习和电子学习的共同出现率很高。这些论文强调了采用技术工具向 Z 世代教授 EFL 的必要性。此外，该领域有限的研究表明，该领域存在巨大的空间，有待进一步的科学探索和教学建议。
{"title":"Exploring Pedagogical Approaches for Teaching English to Generation Z: A Bibliometric Analysis","authors":"Rini Susanti, Shilpi Saha, Deepali Mallya","doi":"10.9734/ajess/2024/v50i51374","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51374","url":null,"abstract":"There has been a paradigm shift in the knowledge acquisition over the decades with the advent of digital era and information and communication technology. In the traditional form knowledge transfer has been largely limited to lectures and discussions with the instructor being the focal point of knowledge transfer. In the current generation, where the Generation Z is the student herd, the knowledge acquisitions must adapt to compliment their skills and behavioral attributes. There seems to be a gap with Generation-Z learners being digitally –skilled but instructors either migrating to technology or being non-skilled. This objective of the paper is to understand the pedagogical approaches for teaching English as a Foreign Language (EFL) to the Generation Z using Bibliometric analysis. To do so, the paper has searched the SCOPUS database to examine the quality research conducted in this study until recently. The analysis included the keywords “Generation Z”, “Pedagogy” and “English Language Learning.” The results of the study indicate significant co-occurrences with mobile learning and e-learning. These papers emphasize the need for adapting technological tools to teach EFL to the Generation Z. Additionally, the limited research in this area indicates the enormous scope in this domain for further scientific inquiry and pedagogical recommendations.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140688646","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}
Similar triangles of junior high school mathematics textbooks from Chinese People's Education Press Version and Korean Gyeonggi Province Department of Education Version were selected for the study. The methods of literature study, content analysis and comparative study were utilized to compare the content of similar triangles in the two sets of textbooks from different aspects and dimensions. In the end, the study found that the People's Education Press Version was more complete in depth and breadth, but lacked interest, and the Gyeonggi Province Department of Education Version used the context well, but the knowledge content was relatively shallow.
{"title":"A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles","authors":"Jiaxuan Huang, Xie Lan, Zhengyuan Xie, Wen Yang, Zhongyan Shen, Ye Lixia","doi":"10.9734/ajess/2024/v50i51376","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51376","url":null,"abstract":"Similar triangles of junior high school mathematics textbooks from Chinese People's Education Press Version and Korean Gyeonggi Province Department of Education Version were selected for the study. The methods of literature study, content analysis and comparative study were utilized to compare the content of similar triangles in the two sets of textbooks from different aspects and dimensions. In the end, the study found that the People's Education Press Version was more complete in depth and breadth, but lacked interest, and the Gyeonggi Province Department of Education Version used the context well, but the knowledge content was relatively shallow.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140686940","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 : 2024-04-18DOI: 10.9734/ajess/2024/v50i51375
Sanjay Kumar Yadav, U. C. Vashishtha
Raising a society's socioeconomic status is a crucial function of Education. A large part of India's urban poor live in slums and lack access to formal schooling. For various reasons, many slum children (those between 6 and 14) do not attend school. Children from low-income families living in slums are the target population, and this Study aims to examine the variables that affect their access to and satisfaction with educational opportunities. Opportunities, access, and equality in local Education are the foci of this research. Accessibility, the role of teachers and parents, the physical environment, essential elements, and the importance of Education were among the main characteristics gathered by this tool. Frequency analysis and the chi-square test examined various variables and their potential correlations with educational attitudes. It is crucial to investigate if the educational opportunities, equity, and access provided to children in slums have any positive results. A significant discovery emphasizes the vital role of parents. Parents influence their children's opinions on the value of Education by their example. According to the report, parents should be empowered via awareness programs and support structures. Despite the importance of expanding access, the Study shows that more is needed to provide access; quality must also be improved. Because of this, funding for schools, their resources, and specific programs to educate teachers are all urgently needed.
{"title":"Accessibility, Quality, and Significance of Education for Educationally Deprived Children","authors":"Sanjay Kumar Yadav, U. C. Vashishtha","doi":"10.9734/ajess/2024/v50i51375","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51375","url":null,"abstract":"Raising a society's socioeconomic status is a crucial function of Education. A large part of India's urban poor live in slums and lack access to formal schooling. For various reasons, many slum children (those between 6 and 14) do not attend school. Children from low-income families living in slums are the target population, and this Study aims to examine the variables that affect their access to and satisfaction with educational opportunities. Opportunities, access, and equality in local Education are the foci of this research. Accessibility, the role of teachers and parents, the physical environment, essential elements, and the importance of Education were among the main characteristics gathered by this tool. Frequency analysis and the chi-square test examined various variables and their potential correlations with educational attitudes. It is crucial to investigate if the educational opportunities, equity, and access provided to children in slums have any positive results. A significant discovery emphasizes the vital role of parents. Parents influence their children's opinions on the value of Education by their example. According to the report, parents should be empowered via awareness programs and support structures. Despite the importance of expanding access, the Study shows that more is needed to provide access; quality must also be improved. Because of this, funding for schools, their resources, and specific programs to educate teachers are all urgently needed.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140686775","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 : 2024-04-16DOI: 10.9734/ajess/2024/v50i51373
Erwin Gatot Amiruddin, H. Gani, Faisal Syafar
The core of Industry 4.0 is the extensive use of Information System in organizational business processes. The competency of System Analysis and Design is required by companies as an expert in Information System development. UNITAMA, a higher education institution, is developing a program of study in Information Systems that produces competent professionals with a discipline in Analysis and Information System Design. The university will strengthen student competencies through a collaborative approach between the learning process and IDUKA. The type of research is Research & Development (R&D) research so that the process of developing virtual learning media technology media for the Hybrid Teaching Factory (H-TEFA) model is directed and systematic, so in this research and development using the ADDIE development model which consists of five development stages (analysis, design, product manufacturing, implementation and evaluation). The Virtual Lab is a modern learning method based on the Learning Management System (LMS) that provides students with more dynamic and customized educational materials for practical learning. The Virtual Lab UNITAMA is the development of a practical learning method designed and adapted to the needs of the Analysis and Information System Design course based on the IDUKA Information System, utilizing web-based IT technology that allows learning to take place remotely, not limited to the classroom and specific hours. The model of collaboration between teachers, students, and IDUKA in the Analysis and Information System Design course is enabled by the rapid development of technology and information systems in the era of Industry 4.0, using e-learning/LMS systems that are integrated with Virtual Lab. The Link & Match policy between the education sector and IDUKA is expected to improve the competencies of graduates and align them with IDUKA's specific needs.
{"title":"A Frame Work for Development of Hybrid-teaching Factory (H-TEFA) Model on Virtual Lab application","authors":"Erwin Gatot Amiruddin, H. Gani, Faisal Syafar","doi":"10.9734/ajess/2024/v50i51373","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51373","url":null,"abstract":"The core of Industry 4.0 is the extensive use of Information System in organizational business processes. The competency of System Analysis and Design is required by companies as an expert in Information System development. UNITAMA, a higher education institution, is developing a program of study in Information Systems that produces competent professionals with a discipline in Analysis and Information System Design. The university will strengthen student competencies through a collaborative approach between the learning process and IDUKA. The type of research is Research & Development (R&D) research so that the process of developing virtual learning media technology media for the Hybrid Teaching Factory (H-TEFA) model is directed and systematic, so in this research and development using the ADDIE development model which consists of five development stages (analysis, design, product manufacturing, implementation and evaluation). The Virtual Lab is a modern learning method based on the Learning Management System (LMS) that provides students with more dynamic and customized educational materials for practical learning. The Virtual Lab UNITAMA is the development of a practical learning method designed and adapted to the needs of the Analysis and Information System Design course based on the IDUKA Information System, utilizing web-based IT technology that allows learning to take place remotely, not limited to the classroom and specific hours. The model of collaboration between teachers, students, and IDUKA in the Analysis and Information System Design course is enabled by the rapid development of technology and information systems in the era of Industry 4.0, using e-learning/LMS systems that are integrated with Virtual Lab. The Link & Match policy between the education sector and IDUKA is expected to improve the competencies of graduates and align them with IDUKA's specific needs.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"26 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697244","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 : 2024-04-15DOI: 10.9734/ajess/2024/v50i51372
Yuran Jin, Xiaolin Zhu, Wei Wang
China is currently the world's largest carbon emitter. New liberal arts, as an important discipline for cultivating humanistic literacy and social responsibility, is closely related to the achievement of carbon neutrality goals. By using the method of logical reasoning and deduction, seven talent training mechanisms were proposed including the optimization mechanism of the talent training goal, the interdisciplinary course integration mechanism, the education mechanism of the scientific research innovation platform, the social practice mechanism, the cultivating mechanism with a sense of social responsibility, the mechanism of international cooperation and school-enterprise cooperation and exchange mechanism, and the evaluation mechanism of talent training. These mechanisms may improve the comprehensive quality and ability level of students and provide talent guarantees for the achievement of China's “carbon peak and carbon neutralization” goal.
{"title":"Talent Training Mechanism of Carbon Peak and Carbon Neutralization in New Liberal Arts: A Chinese Perspective","authors":"Yuran Jin, Xiaolin Zhu, Wei Wang","doi":"10.9734/ajess/2024/v50i51372","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51372","url":null,"abstract":"China is currently the world's largest carbon emitter. New liberal arts, as an important discipline for cultivating humanistic literacy and social responsibility, is closely related to the achievement of carbon neutrality goals. By using the method of logical reasoning and deduction, seven talent training mechanisms were proposed including the optimization mechanism of the talent training goal, the interdisciplinary course integration mechanism, the education mechanism of the scientific research innovation platform, the social practice mechanism, the cultivating mechanism with a sense of social responsibility, the mechanism of international cooperation and school-enterprise cooperation and exchange mechanism, and the evaluation mechanism of talent training. These mechanisms may improve the comprehensive quality and ability level of students and provide talent guarantees for the achievement of China's “carbon peak and carbon neutralization” goal.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"5 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703316","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 : 2024-04-11DOI: 10.9734/ajess/2024/v50i51371
Dawa Phuntsho
This research investigates strategies to stimulate classroom participation among grade III learners at Arekha Primary School. The study aims to identify barriers to participation and effective strategies for enhancing engagement. Using a mixed-method approach, data was collected through surveys, interviews, and observations. The findings reveal various factors hindering participation, including shyness, reservation, and demanding behavior. Motivation, open-ended questions, favorable learning environments, and group discussions emerged as effective strategies for promoting participation. Despite limitations in sample size and participant reluctance, the study suggests promising results in improving student engagement. Recommendations include conducting future studies with diverse samples and incorporating teachers' perspectives for a comprehensive understanding of classroom dynamics and interventions. Overall, the research underscores the importance of addressing psychological and social barriers to foster a more inclusive and interactive learning environment for grade III learners.
{"title":"Stimulating Classroom Participation: Case Study of Class III Learners at Arekha Primary School","authors":"Dawa Phuntsho","doi":"10.9734/ajess/2024/v50i51371","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51371","url":null,"abstract":"This research investigates strategies to stimulate classroom participation among grade III learners at Arekha Primary School. The study aims to identify barriers to participation and effective strategies for enhancing engagement. Using a mixed-method approach, data was collected through surveys, interviews, and observations. The findings reveal various factors hindering participation, including shyness, reservation, and demanding behavior. Motivation, open-ended questions, favorable learning environments, and group discussions emerged as effective strategies for promoting participation. Despite limitations in sample size and participant reluctance, the study suggests promising results in improving student engagement. Recommendations include conducting future studies with diverse samples and incorporating teachers' perspectives for a comprehensive understanding of classroom dynamics and interventions. Overall, the research underscores the importance of addressing psychological and social barriers to foster a more inclusive and interactive learning environment for grade III learners.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"50 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715885","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 : 2024-04-10DOI: 10.9734/ajess/2024/v50i51369
Dr. Isaac Eshun, A. Bordoh, Prince Opoku-Afriyie
The purpose of this study was to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s). The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and semi-structured interview) guide, observation and documentary analysis. Quantitative data were tabulated, organized, analysed and interpreted to draw sound conclusions and generalizations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study revealed that most of the teachers who are the curriculum implementers have forgotten the subject's general objectives. Therefore, they teach the subject without any cognizance of the attainment of these objectives. Concerning the findings of the study, it is recommended that the district education directorate should organize periodic workshops, in-service training and seminars for teachers teaching the subject. This will help Social Studies teachers acquire the relevant knowledge and the pre-requisite skills needed to effectively implement the Social Studies curriculum in the Asante Akim North District.”
{"title":"An Evaluation of the Implementation of the Social Studies Curriculum in Ghana: A Case Study of the Asante Akim North District","authors":"Dr. Isaac Eshun, A. Bordoh, Prince Opoku-Afriyie","doi":"10.9734/ajess/2024/v50i51369","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51369","url":null,"abstract":"The purpose of this study was to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s). The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and semi-structured interview) guide, observation and documentary analysis. Quantitative data were tabulated, organized, analysed and interpreted to draw sound conclusions and generalizations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study revealed that most of the teachers who are the curriculum implementers have forgotten the subject's general objectives. Therefore, they teach the subject without any cognizance of the attainment of these objectives. Concerning the findings of the study, it is recommended that the district education directorate should organize periodic workshops, in-service training and seminars for teachers teaching the subject. This will help Social Studies teachers acquire the relevant knowledge and the pre-requisite skills needed to effectively implement the Social Studies curriculum in the Asante Akim North District.”","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140717241","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 : 2024-04-10DOI: 10.9734/ajess/2024/v50i51370
Gembo Tshering
Homework is here to stay, but perspectives about its influence on student achievement vary among stakeholders, as do the ways of using it. This study used a secondary data analysis approach to investigate the correlation between homework and student achievement, examining students' and teachers' perspectives and practices. The secondary datasets were sourced from a doctoral study that used cross-sectional survey questionnaires and a mathematics test (students only) administered to 1500 Grade 10 students and 60 teachers teaching Grade 10 students across 60 schools with Grade 10 students. Findings indicated that students with homework assigned three to four times weekly tend to achieve higher mathematics test scores. Furthermore, teachers who consistently employ homework for various purposes, such as monitoring completion, providing feedback, and engaging students in class discussions, are associated with higher test scores. Despite many students participating in out-of-school mathematics lessons, only some invested extended time in in-school mathematics-related activities, indicating a potential gap in learning opportunities.
{"title":"Perceptions of Teachers and Students Regarding the 10th Grade Students’ Homework in Perspectives: Academic Achievement and Practices","authors":"Gembo Tshering","doi":"10.9734/ajess/2024/v50i51370","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51370","url":null,"abstract":"Homework is here to stay, but perspectives about its influence on student achievement vary among stakeholders, as do the ways of using it. This study used a secondary data analysis approach to investigate the correlation between homework and student achievement, examining students' and teachers' perspectives and practices. The secondary datasets were sourced from a doctoral study that used cross-sectional survey questionnaires and a mathematics test (students only) administered to 1500 Grade 10 students and 60 teachers teaching Grade 10 students across 60 schools with Grade 10 students. Findings indicated that students with homework assigned three to four times weekly tend to achieve higher mathematics test scores. Furthermore, teachers who consistently employ homework for various purposes, such as monitoring completion, providing feedback, and engaging students in class discussions, are associated with higher test scores. Despite many students participating in out-of-school mathematics lessons, only some invested extended time in in-school mathematics-related activities, indicating a potential gap in learning opportunities.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"254 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140719862","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 : 2024-04-09DOI: 10.9734/ajess/2024/v50i51366
Ryan V. Catacutan, Roleen B. Moleño
Financial literacy is an important social skill, especially among teachers who play an important role in shaping the educational environment. This study focuses on three specific generations of teachers, Generation X, Generation Y (Millennials), and Generation Z (iGen), and aims to assess their financial literacy levels. The primary goal is to identify differences in financial literacy by generation by examining conceptual knowledge, financial behavior, and financial attitudes and awareness. A descriptive - comparative research design was used to survey teachers in the Department of Education – School Division Office of Cotabato. The sample consisted of teachers from Generation X, Generation Y and Generation Z. Quota - convenience sampling was used to collect a sample of 150 respondents, with a default quota of 50 respondents from each generation. The study used statistical analysis using one-way ANOVA to identify differences in financial literacy levels across generations. The findings revealed that all three generations exhibit high levels of financial literacy across dimensions of conceptual knowledge, financial behavior, and financial attitudes and awareness. However, there were statistically significant differences between Generations Y and Generation Z in terms of financial attitudes and awareness, while no significant differences were found in Generation X and Y or Generation X and Z. In conclusion, teachers in the Department of Education – School Division Office of Cotabato independently showcase commendable financial literacy across generations.
金融知识是一项重要的社会技能，尤其是对在塑造教育环境中发挥重要作用的教师而言。本研究聚焦于三个特定世代的教师，即 X 代、Y 代（千禧一代）和 Z 代（iGen），旨在评估他们的金融素养水平。主要目标是通过研究概念性知识、金融行为以及金融态度和意识，找出不同代际在金融素养方面的差异。研究采用了描述性比较研究设计，对哥打巴托省教育部学校分部办公室的教师进行了调查。样本包括 X 代、Y 代和 Z 代教师。采用配额-便利抽样法收集了 150 个受访者样本，每个世代的默认配额为 50 个受访者。研究采用单因素方差分析法进行统计分析，以确定各代人在金融知识水平上的差异。研究结果显示，三代人在概念知识、金融行为、金融态度和意识等方面都表现出较高的金融素养。然而，在金融态度和意识方面，Y 代和 Z 代之间存在统计意义上的显著差异，而 X 代和 Y 代以及 X 代和 Z 代之间则没有发现显著差异。
{"title":"Assessment of Financial Literacy of Public Schools Teachers: Generation X, Y and Z","authors":"Ryan V. Catacutan, Roleen B. Moleño","doi":"10.9734/ajess/2024/v50i51366","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51366","url":null,"abstract":"Financial literacy is an important social skill, especially among teachers who play an important role in shaping the educational environment. This study focuses on three specific generations of teachers, Generation X, Generation Y (Millennials), and Generation Z (iGen), and aims to assess their financial literacy levels. The primary goal is to identify differences in financial literacy by generation by examining conceptual knowledge, financial behavior, and financial attitudes and awareness. A descriptive - comparative research design was used to survey teachers in the Department of Education – School Division Office of Cotabato. The sample consisted of teachers from Generation X, Generation Y and Generation Z. Quota - convenience sampling was used to collect a sample of 150 respondents, with a default quota of 50 respondents from each generation. The study used statistical analysis using one-way ANOVA to identify differences in financial literacy levels across generations. The findings revealed that all three generations exhibit high levels of financial literacy across dimensions of conceptual knowledge, financial behavior, and financial attitudes and awareness. However, there were statistically significant differences between Generations Y and Generation Z in terms of financial attitudes and awareness, while no significant differences were found in Generation X and Y or Generation X and Z. In conclusion, teachers in the Department of Education – School Division Office of Cotabato independently showcase commendable financial literacy across generations.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"39 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140723417","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 : 2024-04-09DOI: 10.9734/ajess/2024/v50i51368
Sebial, Brian., Reyes, Jovelle M., San Juan, Rose Nannette J., Jose, Lirio Jasmin S., Palacio, Jillian Justine P., Austria, Kyla Sophia R., Derpo, Chella Mae P., Oliveros, Crislyn Joyce B., Dela Cruz, Vincent
Aims: The researchers wanted to determine the relationship between social interaction skills in English communication as the researchers noticed that social interaction using the English language is what professionals usually used. They wanted to discover if the HUMSS students are prepared to move up to the next step, which is going to higher education. Study Design: The design used in this study is Descriptive research. Place and Duration of Study: Laguna University Senior High School Department. Methodology: Grade 12 Humanities and Social Sciences students of Laguna University - Senior High School Department consisting forty-two (42) students were the chosen respondents of the researchers. Results: There is a significant relationship between the students’ English proficiency and social interaction skills as the results showed that most of the respondents fall under upper intermediate on the English proficiency test. In addition to that, English language in social communication is essential as it helps them to socialize with other people resulting in a very satisfactory skill. Conclusion: There is a significant relationship between the students’ English proficiency and social interaction skills.
{"title":"Social Interaction Skills in English Communication","authors":"Sebial, Brian., Reyes, Jovelle M., San Juan, Rose Nannette J., Jose, Lirio Jasmin S., Palacio, Jillian Justine P., Austria, Kyla Sophia R., Derpo, Chella Mae P., Oliveros, Crislyn Joyce B., Dela Cruz, Vincent","doi":"10.9734/ajess/2024/v50i51368","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51368","url":null,"abstract":"Aims: The researchers wanted to determine the relationship between social interaction skills in English communication as the researchers noticed that social interaction using the English language is what professionals usually used. They wanted to discover if the HUMSS students are prepared to move up to the next step, which is going to higher education. \u0000Study Design: The design used in this study is Descriptive research. \u0000Place and Duration of Study: Laguna University Senior High School Department. \u0000Methodology: Grade 12 Humanities and Social Sciences students of Laguna University - Senior High School Department consisting forty-two (42) students were the chosen respondents of the researchers. \u0000Results: There is a significant relationship between the students’ English proficiency and social interaction skills as the results showed that most of the respondents fall under upper intermediate on the English proficiency test. In addition to that, English language in social communication is essential as it helps them to socialize with other people resulting in a very satisfactory skill. \u0000Conclusion: There is a significant relationship between the students’ English proficiency and social interaction skills.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"134 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140725676","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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