Pub Date : 2024-04-03DOI: 10.9734/ajess/2024/v50i51356
Sarah Vincent Chiwamba, E. J. Sumbizi
The provision of quality education, among other things, depends on the role played by school heads in handling administrative duties such as the supervision of teachers, who are the key players in curriculum implementation. The purpose of this study was to determine the extent to which heads of schools discharge their instructional supervisory roles to enhance teachers’ performance in the daily teaching and learning processes. The study was carried out in the Lindi region, Tanzania Mainland in 2021. This study applied mixed methods where both qualitative and quantitative approaches were applied. The study sample comprised of teachers (N=103), heads of schools (N=57) and class masters (N=11) from 57 randomly selected public secondary schools. Data was collected through questionnaires, focus group discussions and interviews. Data were analysed using both quantitative and qualitative approaches where quantitatively researcher employed descriptive and inferential statistics and presented results with frequencies and percentages. Qualitatively a researcher employed a thematic analysis method for identifying and reporting patterns/themes in the data. The study findings revealed that heads of schools failed to discharge their instructional supervisory responsibilities, as teachers were not punctual in attending to schools. There was no regular checking of teachers’ professional records except once in the year or by school inspectors. Heads of schools did not supervise teachers on how effectively they could handle students’ assessments. Noted was also a lack of instructional resources in schools. For improvement of the provision of quality education it is recommended that heads of schools effectively discharge their duties and where their setbacks, like lack of accommodation around the school, few teachers and lack of instructional resources, they should contact relevant bodies from both government and non-government sectors work together in making friendly teaching environment. Moreover, heads of schools encourage teachers’ creativity in using improvised local resources whenever and wherever possible.
{"title":"Implementing Instructional Supervisory Responsibilities in Tanzanian Public Secondary Schools: To What Extent Do Head of Schools Perform their Duty","authors":"Sarah Vincent Chiwamba, E. J. Sumbizi","doi":"10.9734/ajess/2024/v50i51356","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51356","url":null,"abstract":"The provision of quality education, among other things, depends on the role played by school heads in handling administrative duties such as the supervision of teachers, who are the key players in curriculum implementation. The purpose of this study was to determine the extent to which heads of schools discharge their instructional supervisory roles to enhance teachers’ performance in the daily teaching and learning processes. The study was carried out in the Lindi region, Tanzania Mainland in 2021. This study applied mixed methods where both qualitative and quantitative approaches were applied. The study sample comprised of teachers (N=103), heads of schools (N=57) and class masters (N=11) from 57 randomly selected public secondary schools. Data was collected through questionnaires, focus group discussions and interviews. Data were analysed using both quantitative and qualitative approaches where quantitatively researcher employed descriptive and inferential statistics and presented results with frequencies and percentages. Qualitatively a researcher employed a thematic analysis method for identifying and reporting patterns/themes in the data. The study findings revealed that heads of schools failed to discharge their instructional supervisory responsibilities, as teachers were not punctual in attending to schools. There was no regular checking of teachers’ professional records except once in the year or by school inspectors. Heads of schools did not supervise teachers on how effectively they could handle students’ assessments. Noted was also a lack of instructional resources in schools. For improvement of the provision of quality education it is recommended that heads of schools effectively discharge their duties and where their setbacks, like lack of accommodation around the school, few teachers and lack of instructional resources, they should contact relevant bodies from both government and non-government sectors work together in making friendly teaching environment. Moreover, heads of schools encourage teachers’ creativity in using improvised local resources whenever and wherever possible.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140746908","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 : 2024-04-02DOI: 10.9734/ajess/2024/v50i51355
Marciano B. Melchor, Pablo Bosquit, Ronaldo Seras, Wilson E. Gamao, Flora Garrido
Aims: This study aimed to investigate the livelihood and economic activities of the Sama-Dilaut Tribe, also known as Badjao, residing in Matina Aplaya, Davao City. Specifically, it sought to understand their transition from street beggars to engaged business owners and the impact of their economic endeavors on their quality of life. Study Design: Utilizing a phenomenological approach, this study delved into the lived experiences of the Sama-Dilaut people through in-depth virtual interviews. This design facilitated the extraction of rich narratives and perspectives directly from the participants. Place and Duration of Study: The study was conducted within the well-established community of the Sama-Dilaut Tribe in Matina Aplaya, Davao City, Philippines. Data collection spanned over one (1) year. Methodology: Face-to-face and Virtual interviews were conducted to explore the personal narratives of the Sama-Dilaut individuals, capturing their journey from street begging to establish themselves as entrepreneurs. Thematic analysis was employed to identify key themes emerging from the interviews, focusing on their economic activities and resulting improvements in livelihood. Results: Thematic analysis revealed several significant findings regarding the daily activities and economic pursuits of the Sama-Dilaut Tribe. Key themes included the selling of seafood, maintenance of fishing traps, engagement in traditional fishing practices, and involvement in the "ukay-ukay" business to augment income. These activities facilitated an enhanced standard of living, enabling the fulfillment of basic needs, access to education, and adoption of modern amenities. Importantly, the reduction in street begging indicated a shift towards financial independence and self-sustainability among the tribe members. Conclusion: This study sheds light on the transformative journey of the Sama-Dilaut Tribe in Matina Aplaya, Davao City, from marginalized street beggars to empowered entrepreneurs. Their economic activities have not only uplifted their own livelihoods but also contributed to the overall well-being of the community. These findings underscore the importance of community outreach and extension services, such as those provided by the RMC Graduate School, in supporting indigenous peoples toward socio-economic empowerment and sustainable development of the tribe in Davao City, Philippines.
{"title":"Tales of Indigenous Peoples (IP) of Sama-dilaut Tribe: A Squinny on the Community Outreach and Extension Services of RMC Graduate School, Davao City, Philippines","authors":"Marciano B. Melchor, Pablo Bosquit, Ronaldo Seras, Wilson E. Gamao, Flora Garrido","doi":"10.9734/ajess/2024/v50i51355","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51355","url":null,"abstract":"Aims: This study aimed to investigate the livelihood and economic activities of the Sama-Dilaut Tribe, also known as Badjao, residing in Matina Aplaya, Davao City. Specifically, it sought to understand their transition from street beggars to engaged business owners and the impact of their economic endeavors on their quality of life.\u0000Study Design: Utilizing a phenomenological approach, this study delved into the lived experiences of the Sama-Dilaut people through in-depth virtual interviews. This design facilitated the extraction of rich narratives and perspectives directly from the participants.\u0000Place and Duration of Study: The study was conducted within the well-established community of the Sama-Dilaut Tribe in Matina Aplaya, Davao City, Philippines. Data collection spanned over one (1) year.\u0000Methodology: Face-to-face and Virtual interviews were conducted to explore the personal narratives of the Sama-Dilaut individuals, capturing their journey from street begging to establish themselves as entrepreneurs. Thematic analysis was employed to identify key themes emerging from the interviews, focusing on their economic activities and resulting improvements in livelihood.\u0000Results: Thematic analysis revealed several significant findings regarding the daily activities and economic pursuits of the Sama-Dilaut Tribe. Key themes included the selling of seafood, maintenance of fishing traps, engagement in traditional fishing practices, and involvement in the \"ukay-ukay\" business to augment income. These activities facilitated an enhanced standard of living, enabling the fulfillment of basic needs, access to education, and adoption of modern amenities. Importantly, the reduction in street begging indicated a shift towards financial independence and self-sustainability among the tribe members.\u0000Conclusion: This study sheds light on the transformative journey of the Sama-Dilaut Tribe in Matina Aplaya, Davao City, from marginalized street beggars to empowered entrepreneurs. Their economic activities have not only uplifted their own livelihoods but also contributed to the overall well-being of the community. These findings underscore the importance of community outreach and extension services, such as those provided by the RMC Graduate School, in supporting indigenous peoples toward socio-economic empowerment and sustainable development of the tribe in Davao City, Philippines.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"225 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140752810","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 : 2024-04-01DOI: 10.9734/ajess/2024/v50i51349
Solomon S. Mhango, Godlove Barikiel Matemba
It is important to end Gender-Based Violence because of its consequences in communities but there are factors influencing the efforts toward Reduction of Gender-Based Violence. Tanzania Police Gender and Child Desk fight against gender violence among different communities whereby gender violence survivors report cases with assurance of professional treatment by trained police officers. Main objective was to analyze factors the Performance of Police Gender and Children Desk on Reduction of Gender-Based Violence in Meru District Council, Arusha Region. Tanzania. A cross-sectional research design involving 324 heads of households was adopted for the study. Data were collected using household survey questionnaire and analysed using Multiple linear regression model. Factors; Gender-based Violence cases resolved, number of Gender-based Violence cases reported per annum, increased number of Police officers trained on Gender-based Violence, Level of community awareness and community members trained on Gender-based Violence per annum were statistically significant at 1% level. It is concluded that Police Gender and Children Desk had significant contribution in reduction of gender-based violence in Meru District Council of Arusha Region. The study recommends that the gender issues related stakeholders at the country and international levels support the Police Gender and Children Desk to end as Gender-based Violence.
{"title":"Factors Influencing the Struggle towards Reduction of Gender-Based Violence in Meru District Council, Arusha Region, Tanzania","authors":"Solomon S. Mhango, Godlove Barikiel Matemba","doi":"10.9734/ajess/2024/v50i51349","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51349","url":null,"abstract":"It is important to end Gender-Based Violence because of its consequences in communities but there are factors influencing the efforts toward Reduction of Gender-Based Violence. Tanzania Police Gender and Child Desk fight against gender violence among different communities whereby gender violence survivors report cases with assurance of professional treatment by trained police officers. Main objective was to analyze factors the Performance of Police Gender and Children Desk on Reduction of Gender-Based Violence in Meru District Council, Arusha Region. Tanzania. A cross-sectional research design involving 324 heads of households was adopted for the study. Data were collected using household survey questionnaire and analysed using Multiple linear regression model. Factors; Gender-based Violence cases resolved, number of Gender-based Violence cases reported per annum, increased number of Police officers trained on Gender-based Violence, Level of community awareness and community members trained on Gender-based Violence per annum were statistically significant at 1% level. It is concluded that Police Gender and Children Desk had significant contribution in reduction of gender-based violence in Meru District Council of Arusha Region. The study recommends that the gender issues related stakeholders at the country and international levels support the Police Gender and Children Desk to end as Gender-based Violence.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"372 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140781932","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 : 2024-04-01DOI: 10.9734/ajess/2024/v50i51351
Binayak Dey, B. N. Panda
Aims: This research seeks to explore higher education students’ motivation level under the ODL mode of study and compare the motivation level with respect to gender based on Keller’s ARCS model. Place and Duration of Study: The study was conducted among the higher education students who enrolled in different ODL programs under the dual-mode University in West Bengal. Survey was administered for two weeks during Personal Contact Programme (PCP) for the academic session of 2023-2024. Methodology: The present research used a quantitative research method. We used the IMMS questionnaire based on the Kellers ARCS model. There are 36 items and 4 dimensions in the IMMS. On the standardized Cronbach Alpha, the overall reliability of all the scales was 0.92. The level of motivation was then assessed using some basic statistics. Results: The minimum and maximum overall motivation levels among the 77 ODL students were 2.83 and 4.97, respectively. The overall motivation levels mean score was 4.32, meaning it is very positive. Depending on independent t-test result, no significant difference was found in motivation levels among ODL students related to gender. ARCS model indicates that the motivation level of students under ODL mode of study is in a high category range (4.00-5.00) with an average value of 4.32. Conclusion: The success and effectiveness of the ODL system largely depends on self-learning materials. The learning material in open and distance learning should promote autonomy, motivation, and self-regulated learning while fostering a sense of community and belonging despite physical separation. It is recommended that the ODL professionals should offer more engaging teaching-learning environment that increases ODL students’ competence, giving ODL students more opportunities to learn independently, and involve them in planning learning activities that might enhance their motivation level.
{"title":"Motivation Level of ODL Students Based on Keller’s ARCS Model: A Case of Dual Mode University in West Bengal, India","authors":"Binayak Dey, B. N. Panda","doi":"10.9734/ajess/2024/v50i51351","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51351","url":null,"abstract":"Aims: This research seeks to explore higher education students’ motivation level under the ODL mode of study and compare the motivation level with respect to gender based on Keller’s ARCS model. \u0000Place and Duration of Study: The study was conducted among the higher education students who enrolled in different ODL programs under the dual-mode University in West Bengal. Survey was administered for two weeks during Personal Contact Programme (PCP) for the academic session of 2023-2024. \u0000Methodology: The present research used a quantitative research method. We used the IMMS questionnaire based on the Kellers ARCS model. There are 36 items and 4 dimensions in the IMMS. On the standardized Cronbach Alpha, the overall reliability of all the scales was 0.92. The level of motivation was then assessed using some basic statistics. \u0000Results: The minimum and maximum overall motivation levels among the 77 ODL students were 2.83 and 4.97, respectively. The overall motivation levels mean score was 4.32, meaning it is very positive. Depending on independent t-test result, no significant difference was found in motivation levels among ODL students related to gender. ARCS model indicates that the motivation level of students under ODL mode of study is in a high category range (4.00-5.00) with an average value of 4.32. \u0000Conclusion: The success and effectiveness of the ODL system largely depends on self-learning materials. The learning material in open and distance learning should promote autonomy, motivation, and self-regulated learning while fostering a sense of community and belonging despite physical separation. It is recommended that the ODL professionals should offer more engaging teaching-learning environment that increases ODL students’ competence, giving ODL students more opportunities to learn independently, and involve them in planning learning activities that might enhance their motivation level.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"16 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140785124","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 : 2024-04-01DOI: 10.9734/ajess/2024/v50i51352
Jesa Recca M. Sobrecarey, Josephine B. Baguio
This study aimed to determine the groundbreaking teaching practices and classroom appraisal structure of public elementary school teachers in Caraga South District, Division of Davao Oriental. Utilizing a non-experimental quantitative research design employing the correlational method, the study surveyed 133 teachers in public elementary schools through universal sampling. Data analysis included mean calculation, Pearson correlation coefficient, and regression analysis. The findings revealed that public elementary school teachers exhibit high levels of groundbreaking teaching practices, particularly in the areas of graphic organizers, classroom interactions, objectivity, and creativity, which the teachers frequently manifest. Additionally, the classroom appraisal structure of teachers, encompassing self-assessment, student academic progress, instruction, and feedback, was found to be moderate and sometimes practiced by teachers. Furthermore, a significant relationship was observed between groundbreaking teaching practices and the classroom appraisal structure of teachers in public schools. The study also highlighted that the domains of groundbreaking teaching practices significantly influence the classroom appraisal structure of teachers in public schools. These results underscore the importance of enhancing current groundbreaking teaching practices and classroom appraisal structures while acknowledging the expertise of teachers in formal observation and their contribution to distinguished instruction.
{"title":"Groundbreaking Teaching Practices and Classroom Appraisal Structure of Public Elementary School Teachers","authors":"Jesa Recca M. Sobrecarey, Josephine B. Baguio","doi":"10.9734/ajess/2024/v50i51352","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51352","url":null,"abstract":"This study aimed to determine the groundbreaking teaching practices and classroom appraisal structure of public elementary school teachers in Caraga South District, Division of Davao Oriental. Utilizing a non-experimental quantitative research design employing the correlational method, the study surveyed 133 teachers in public elementary schools through universal sampling. Data analysis included mean calculation, Pearson correlation coefficient, and regression analysis. The findings revealed that public elementary school teachers exhibit high levels of groundbreaking teaching practices, particularly in the areas of graphic organizers, classroom interactions, objectivity, and creativity, which the teachers frequently manifest. Additionally, the classroom appraisal structure of teachers, encompassing self-assessment, student academic progress, instruction, and feedback, was found to be moderate and sometimes practiced by teachers. Furthermore, a significant relationship was observed between groundbreaking teaching practices and the classroom appraisal structure of teachers in public schools. The study also highlighted that the domains of groundbreaking teaching practices significantly influence the classroom appraisal structure of teachers in public schools. These results underscore the importance of enhancing current groundbreaking teaching practices and classroom appraisal structures while acknowledging the expertise of teachers in formal observation and their contribution to distinguished instruction.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140775316","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 : 2024-03-02DOI: 10.9734/ajess/2024/v50i41315
Roberto Patabang Allolangi, H. Gani, Ansar
This study aims to design a school culture management model based on Toraja local wisdom "mangka dolo na masiang". This research refers to the type and mechanism of research and development (R&D) from Borg & Gall. Data were collected using literature, documents, interviews, questionnaires, and observation techniques. The data obtained were analyzed by descriptive narrative. The results showed that: The design of the Toraja local wisdom-based school culture management model "mangka dolo na masiang" is a model product consisting of: a) planning; b) organizing; c) directing; d) and supervising. This Toraja local wisdom-based school culture management model "mangka dolo na masiang" can be used as a reference or guideline for school members in carrying out their duties and responsibilities and activities at school related to religious culture, social culture, work culture, environmental care culture, and culture of love for the Republic of Indonesia.
本研究旨在设计一种基于托拉贾地方智慧 "mangka dolo na masiang "的学校文化管理模式。本研究参考了 Borg & Gall 的研究与发展（R&D）类型和机制。数据收集使用了文献、文件、访谈、问卷和观察技术。获得的数据通过描述性叙述进行分析。结果显示基于托拉贾地方智慧的学校文化管理模式 "mangka dolo na masiang "的设计是一个模型产品，包括：a) 计划；b) 组织；c) 指导；d) 监督。这个以托拉贾地方智慧为基础的学校文化管理模式 "mangka dolo na masiang "可作为学校成员在学校履行与宗教文化、社会文化、工作文化、爱护环境文化和热爱印度尼西亚共和国文化有关的职责和活动时的参考或指南。
{"title":"School Culture Management Based on Toraja Local Wisdom Model Mangka Dolo Na Masiang","authors":"Roberto Patabang Allolangi, H. Gani, Ansar","doi":"10.9734/ajess/2024/v50i41315","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41315","url":null,"abstract":"This study aims to design a school culture management model based on Toraja local wisdom \"mangka dolo na masiang\". This research refers to the type and mechanism of research and development (R&D) from Borg & Gall. Data were collected using literature, documents, interviews, questionnaires, and observation techniques. The data obtained were analyzed by descriptive narrative. The results showed that: The design of the Toraja local wisdom-based school culture management model \"mangka dolo na masiang\" is a model product consisting of: a) planning; b) organizing; c) directing; d) and supervising. This Toraja local wisdom-based school culture management model \"mangka dolo na masiang\" can be used as a reference or guideline for school members in carrying out their duties and responsibilities and activities at school related to religious culture, social culture, work culture, environmental care culture, and culture of love for the Republic of Indonesia.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"42 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140082456","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 : 2024-03-02DOI: 10.9734/ajess/2024/v50i41316
Awiye Sharon Serkwem, Endeley Margaret Nalova, Njungwa Zinkeng Martina.
Aims: This study set out to establish the relationship between digital skills and the use of academic libraries in the Anglo-Saxon State Universities in Cameroon during the covid-19 period. Study Design: The study adopted a sequential explanatory mixed method research design. Place and Duration of Study: The study was carried out in the University of Bamenda Central Library and the University of Buea Library from 2020 to 2023. Methodology: A sample of 377 was selected from library staff and users through simple random sampling. Instruments for data collection were an interview guide, an observation guide and a questionnaire. Validity of instruments was guaranteed with the help of subject and language experts. Reliability was guaranteed by the use of Cronbach’s alpha and a value of .83 was attained. The data collection process was achieved using both direct delivery and electronic methods (Google Forms and Phone calls). Response rate for the questionnaire was 92.16% and for the interviews, 80%. Data from interviews were analysed thematically, from observations narratively and data from the questionnaire analysed using both descriptively (frequencies and percentages) and inferentially (Pearson correlation and simple linear regression). Results: The study found a positive correlation between use of academic libraries and digital skills (r(329) = .531, p < .01). Regression analysis showed that Digital Skills is statistically a significant predictor of the use of academic libraries (β = .632, t =7.269, p < .001). Challenges witnessed in relation to digital skills of library users and staff include technophobia, software, poor digital skills, and limited access to digital tools and insufficient equipment. The libraries under study made efforts to manage challenges through: networking, training, adopting new software and machines, and IT staff. These challenges therefore served as a barrier to the effective use of academic libraries. Conclusion: The study concludes that digital skills is a significant predictor of use of academic libraries in crises periods and if such challenges identified are not properly addressed, libraries are likely to register lower rates of patrons’ use and satisfaction.
{"title":"Digital Skills: The Unavoidable Tool for Use of Academic Libraries during Covid-19","authors":"Awiye Sharon Serkwem, Endeley Margaret Nalova, Njungwa Zinkeng Martina.","doi":"10.9734/ajess/2024/v50i41316","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41316","url":null,"abstract":"Aims: This study set out to establish the relationship between digital skills and the use of academic libraries in the Anglo-Saxon State Universities in Cameroon during the covid-19 period. \u0000Study Design: The study adopted a sequential explanatory mixed method research design. \u0000Place and Duration of Study: The study was carried out in the University of Bamenda Central Library and the University of Buea Library from 2020 to 2023. \u0000Methodology: A sample of 377 was selected from library staff and users through simple random sampling. Instruments for data collection were an interview guide, an observation guide and a questionnaire. Validity of instruments was guaranteed with the help of subject and language experts. Reliability was guaranteed by the use of Cronbach’s alpha and a value of .83 was attained. The data collection process was achieved using both direct delivery and electronic methods (Google Forms and Phone calls). Response rate for the questionnaire was 92.16% and for the interviews, 80%. Data from interviews were analysed thematically, from observations narratively and data from the questionnaire analysed using both descriptively (frequencies and percentages) and inferentially (Pearson correlation and simple linear regression). \u0000Results: The study found a positive correlation between use of academic libraries and digital skills (r(329) = .531, p < .01). Regression analysis showed that Digital Skills is statistically a significant predictor of the use of academic libraries (β = .632, t =7.269, p < .001). Challenges witnessed in relation to digital skills of library users and staff include technophobia, software, poor digital skills, and limited access to digital tools and insufficient equipment. The libraries under study made efforts to manage challenges through: networking, training, adopting new software and machines, and IT staff. These challenges therefore served as a barrier to the effective use of academic libraries. \u0000Conclusion: The study concludes that digital skills is a significant predictor of use of academic libraries in crises periods and if such challenges identified are not properly addressed, libraries are likely to register lower rates of patrons’ use and satisfaction.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"47 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140082702","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 : 2024-03-01DOI: 10.9734/ajess/2024/v50i41313
Soma Sardar, Arjun Chandra Das
The Government of India developed the National Policy on Education (NPE) with the goal of encouraging education among Indians. India's policies span both rural and urban areas for primary education through college. Prime Ministers Indira Gandhi (1968), Rajiv Gandhi (1986), and Narendra Modi (2020) issued the first and second NPEs on behalf of the Indian government, respectively. The National Education Policy of India 2020 (NEP2020), approved by the Union Cabinet of India on 29 July 2020, outline the vision of the new education system of India. The recommendations of an expert committee led by Dr. Kasturirangan, the former chairman of the Indian Space Research Organization (ISRO), served as the foundation for the New Education Policy.It takes the place of the earlier 1986 National Policy on Education. The policy aims to establish an education system that is deeply ingrained in Indian culture and immediately contributes to the country's transformation by offering top-notch education to all, positioning India as a global leader in knowledge. This paper mainly focuses on NEP 2020 and evaluation system in secondary level. This paper also outlines the salient features of NEP and how they affect the existing education system. Education is a concurrent subject, so for the successful implementation of the new education policy the state and the Centre have to come forward accordingly. Timely infusion of necessary resources viz. human, infrastructural, and financial should be taken care of both central and state level for satisfactory implementation of the new education policy. It is hoped that the new evaluation system will play a more important role in education in the future.
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Mathematics as a daily cultural activity of human in space and time; concretized into symbols to be computed using mental computer or activities, is a subject that puts people not only the learners into a feeling of phobia/ anxiety whenever the name is mentioned. This article from psychological perspective posits that, the masses general adoption of mathematics as a difficult and fearful subject is a cause from environmental factors. This is because prior scientific approach to mathematics, human beings have been solving daily issues, removing, adding, dividing and multiplying using available counters like fingers, toes, sticks, stones, grains, charcoal, seeds even human beings, animals, plants, buildings, cars and others. Today, teaching and learning of mathematics is affected. Majority of the mathematics teachers teach mathematics in abstract; learners learn in abstract coupled with some psychological issues that may be opposing the mental ability as at the time of learning which also goes on to affect the retention, remembering and transferring. This article critiqued Development and Validation of 4-Factor Mathematics Anxiety Scale among Secondary School Students in Ibadan, Nigeria. The study adopted opinion research design. The population of the study comprised all aspect of humans that are educable or can learn, but 42 respondents (20 male and 22 female which comprised 8 teachers, 6 non-educators, 24 junior and senior students and 4 postgraduate students) was sampled. The instruments for data collection were interview and focus group. Two research questions guided the study. The main purpose of the critiquing is to counter the masses’ negative notion and the claim about math by this paper; to inculcate into the masses especially the younger learners /scholars that math is like every other subject; that mathematics anxiety is as a result of mathematics nature misconception and the negative verbalization influence from the teachers, parents and the society that, “math is difficult”; to expose the lapses in parents and teachers inadequacies in instilling mathematics self-efficacy into the learners and thereby encourage learners to learn with confidence built on constancy for “constant practice makes for perfection. From the findings, it was discovered that the onset of mathematics anxiety centered around the teachers’ demonstrating incompetence, giving rigid approaches and personalities and employment of untrained math teachers in teaching mathematics. The study on mathematics anxiety was critiqued and recommendations made that would help educational development and management.
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Mathematics as a daily cultural activity of human in space and time; concretized into symbols to be computed using mental computer or activities, is a subject that puts people not only the learners into a feeling of phobia/ anxiety whenever the name is mentioned. This article from psychological perspective posits that, the masses general adoption of mathematics as a difficult and fearful subject is a cause from environmental factors. This is because prior scientific approach to mathematics, human beings have been solving daily issues, removing, adding, dividing and multiplying using available counters like fingers, toes, sticks, stones, grains, charcoal, seeds even human beings, animals, plants, buildings, cars and others. Today, teaching and learning of mathematics is affected. Majority of the mathematics teachers teach mathematics in abstract; learners learn in abstract coupled with some psychological issues that may be opposing the mental ability as at the time of learning which also goes on to affect the retention, remembering and transferring. This article critiqued Development and Validation of 4-Factor Mathematics Anxiety Scale among Secondary School Students in Ibadan, Nigeria. The study adopted opinion research design. The population of the study comprised all aspect of humans that are educable or can learn, but 42 respondents (20 male and 22 female which comprised 8 teachers, 6 non-educators, 24 junior and senior students and 4 postgraduate students) was sampled. The instruments for data collection were interview and focus group. Two research questions guided the study. The main purpose of the critiquing is to counter the masses’ negative notion and the claim about math by this paper; to inculcate into the masses especially the younger learners /scholars that math is like every other subject; that mathematics anxiety is as a result of mathematics nature misconception and the negative verbalization influence from the teachers, parents and the society that, “math is difficult”; to expose the lapses in parents and teachers inadequacies in instilling mathematics self-efficacy into the learners and thereby encourage learners to learn with confidence built on constancy for “constant practice makes for perfection. From the findings, it was discovered that the onset of mathematics anxiety centered around the teachers’ demonstrating incompetence, giving rigid approaches and personalities and employment of untrained math teachers in teaching mathematics. The study on mathematics anxiety was critiqued and recommendations made that would help educational development and management.
{"title":"Critique of Development and Validation of 4-Factor Mathematics Anxiety Scale among Secondary School Students in Ibadan, Nigeria","authors":"Ogazi, Francisca Chinonso, James, Oluwayomi Laseinde, Enya, Immaculetta Eleje","doi":"10.9734/ajess/2024/v50i31292","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31292","url":null,"abstract":"Mathematics as a daily cultural activity of human in space and time; concretized into symbols to be computed using mental computer or activities, is a subject that puts people not only the learners into a feeling of phobia/ anxiety whenever the name is mentioned. This article from psychological perspective posits that, the masses general adoption of mathematics as a difficult and fearful subject is a cause from environmental factors. This is because prior scientific approach to mathematics, human beings have been solving daily issues, removing, adding, dividing and multiplying using available counters like fingers, toes, sticks, stones, grains, charcoal, seeds even human beings, animals, plants, buildings, cars and others. Today, teaching and learning of mathematics is affected. Majority of the mathematics teachers teach mathematics in abstract; learners learn in abstract coupled with some psychological issues that may be opposing the mental ability as at the time of learning which also goes on to affect the retention, remembering and transferring. This article critiqued Development and Validation of 4-Factor Mathematics Anxiety Scale among Secondary School Students in Ibadan, Nigeria. The study adopted opinion research design. The population of the study comprised all aspect of humans that are educable or can learn, but 42 respondents (20 male and 22 female which comprised 8 teachers, 6 non-educators, 24 junior and senior students and 4 postgraduate students) was sampled. The instruments for data collection were interview and focus group. Two research questions guided the study. The main purpose of the critiquing is to counter the masses’ negative notion and the claim about math by this paper; to inculcate into the masses especially the younger learners /scholars that math is like every other subject; that mathematics anxiety is as a result of mathematics nature misconception and the negative verbalization influence from the teachers, parents and the society that, “math is difficult”; to expose the lapses in parents and teachers inadequacies in instilling mathematics self-efficacy into the learners and thereby encourage learners to learn with confidence built on constancy for “constant practice makes for perfection. From the findings, it was discovered that the onset of mathematics anxiety centered around the teachers’ demonstrating incompetence, giving rigid approaches and personalities and employment of untrained math teachers in teaching mathematics. The study on mathematics anxiety was critiqued and recommendations made that would help educational development and management.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"366 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139834305","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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