Currently, a wide range of papers have been conducted in the field of L2 learners’ vocabulary problems and difficulty in academic written texts; commonly, L1 processing routine over L2 learning brought problems in maintaining vocabulary fluency in academic writing for non-native speakers of English. The establishment of an initial form-meaning link should be regarded as early steps of vocabulary learning. The study investigates major problems of Kurdish learners of English Language in homogenous classes regarding the fluency use of vocabulary in their writings. Besides all those studies which have been carried out in the specified field; however, still, less progress can be seen, and still, students face obstacles when it comes to vocabulary fluency in English taught program.The study was conducted on Kurdish university students (n=33). English department of Charmo University was selected as the setting for the study. Moreover, 30 students who participated in the questionnaire were equally divided on both genders. Later, few students, in the range of 3, were tested from the same department. Though tests were considered as the main criteria for finding out students’ major problems in writing and especially vocabulary fluency, whenever the students were put in the position of the test, outer factors will take the bigger slice and main piece of the puzzle. Several essay writings were collected from them and different problems were carried out through those feedbacks that were given by the assigned program.As it can be seen in the discussion section personal desires and interest on the aforementioned language is not to the degree that they can improve their abilities; besides, each of culture, society, and family awareness plays a crucial part in common sense. Moreover, Sociology and psychology of the student, as each of culture, religion, gender differences, male dominance, and family motivation, have vital roles and effects on their use of low efficiency and contextually low frequent vocabulary when they compose in English.
{"title":"Vocabulary Fluency and Writing Skill: A Case Study on Kurdish Students in Learning English Vocabulary","authors":"A. Muhammed","doi":"10.5296/IRE.V7I2.14838","DOIUrl":"https://doi.org/10.5296/IRE.V7I2.14838","url":null,"abstract":"Currently, a wide range of papers have been conducted in the field of L2 learners’ vocabulary problems and difficulty in academic written texts; commonly, L1 processing routine over L2 learning brought problems in maintaining vocabulary fluency in academic writing for non-native speakers of English. The establishment of an initial form-meaning link should be regarded as early steps of vocabulary learning. The study investigates major problems of Kurdish learners of English Language in homogenous classes regarding the fluency use of vocabulary in their writings. Besides all those studies which have been carried out in the specified field; however, still, less progress can be seen, and still, students face obstacles when it comes to vocabulary fluency in English taught program.The study was conducted on Kurdish university students (n=33). English department of Charmo University was selected as the setting for the study. Moreover, 30 students who participated in the questionnaire were equally divided on both genders. Later, few students, in the range of 3, were tested from the same department. Though tests were considered as the main criteria for finding out students’ major problems in writing and especially vocabulary fluency, whenever the students were put in the position of the test, outer factors will take the bigger slice and main piece of the puzzle. Several essay writings were collected from them and different problems were carried out through those feedbacks that were given by the assigned program.As it can be seen in the discussion section personal desires and interest on the aforementioned language is not to the degree that they can improve their abilities; besides, each of culture, society, and family awareness plays a crucial part in common sense. Moreover, Sociology and psychology of the student, as each of culture, religion, gender differences, male dominance, and family motivation, have vital roles and effects on their use of low efficiency and contextually low frequent vocabulary when they compose in English.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"15 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90087707","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}
L. Kogan, Regina M Schoenfeld-Tacher, P. Hellyer, J. Oxley, M. Rishniw
Service-learning offers numerous benefits to students, yet there is minimal research exploring the immediate impact of service-learning on students’ emotive state. Given the prevalence of stress, depression and anxiety in college students, this area of research carries important implications. This paper investigates the emotional impact of participation in an intergenerational service-learning course on college students’ moods. In the course investigated, students were responsible for providing direct services related to pet care to low-income elderly persons, and individuals with disabilities. Students were asked to track their moods before and after each interaction with a pet owner using a mobile application. They were also required to write reflection papers about their experiences, views, and insights gained over the course of the semester. Using the mood tracking application, participants reported improved mood after visiting clients and their pets when compared to before their visit. Students’ personal reflection essays supported this trend in mood change. While it was not possible to determine whether the observed gains were due to interactions with the elderly or their pets, intergenerational service-learning courses represent a possible avenue for ameliorating mental health issues among college students.
{"title":"Emotional Impact of Participation in an Intergenerational Service-Learning Course","authors":"L. Kogan, Regina M Schoenfeld-Tacher, P. Hellyer, J. Oxley, M. Rishniw","doi":"10.5296/IRE.V7I2.14794","DOIUrl":"https://doi.org/10.5296/IRE.V7I2.14794","url":null,"abstract":"Service-learning offers numerous benefits to students, yet there is minimal research exploring the immediate impact of service-learning on students’ emotive state. Given the prevalence of stress, depression and anxiety in college students, this area of research carries important implications. This paper investigates the emotional impact of participation in an intergenerational service-learning course on college students’ moods. In the course investigated, students were responsible for providing direct services related to pet care to low-income elderly persons, and individuals with disabilities. Students were asked to track their moods before and after each interaction with a pet owner using a mobile application. They were also required to write reflection papers about their experiences, views, and insights gained over the course of the semester. Using the mood tracking application, participants reported improved mood after visiting clients and their pets when compared to before their visit. Students’ personal reflection essays supported this trend in mood change. While it was not possible to determine whether the observed gains were due to interactions with the elderly or their pets, intergenerational service-learning courses represent a possible avenue for ameliorating mental health issues among college students.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"34 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73501309","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}
The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.
{"title":"Analysis of Middle Grades’ Science Textbooks Based on the Active Learning","authors":"N Al-Momani Fayhaa","doi":"10.5296/IRE.V7I1.14512","DOIUrl":"https://doi.org/10.5296/IRE.V7I1.14512","url":null,"abstract":"The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89626713","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}
The present study aims to evaluate the reality of the services provided to children with cerebral palsy from the guardians’ perspective and its relation to some relevant variables (i.e. branch of the association, educational level of the parents, monthly income, and number of years for receiving the associations’ services). The study was applied to the families of children with cerebral palsy in (10) centers of the Association of Disabled Children in Saudi Arabia. Therefore, a tool for data collection was prepared and verified for validity and reliability. It comprised (47) items distributed to (6) domains. The results showed that the arithmetic means of the domains ranged from (0.65) to (0.84). While “the performance of the administration and staff” was ranked first with an arithmetic mean of (0.84), “the supporting services” domain was ranked last with an arithmetic mean of (0.65), and the tool’s arithmetic mean was (0.71). Additionally, there are no statistically significant differences for (the academic qualification of the father, academic qualification of the mother, average monthly income, and number of years for receiving the associations’ services) variables. The study concluded that there is an urgent need to improve the services provided to children with cerebral palsy in all domains, especially in the Western Region of Saudi Arabia.
本研究旨在从监护人角度评价脑瘫儿童服务的实现性及其与相关变量(协会所属机构、家长受教育程度、月收入、接受协会服务年限)的关系。该研究应用于沙特阿拉伯残疾儿童协会(Association of disability children) 10个中心的脑瘫儿童家庭。因此，准备了一个数据收集工具，并对其有效性和可靠性进行了验证。它包括(47)个项目，分布在(6)个域中。结果表明，各域的算术平均值在(0.65)~(0.84)之间。“行政及职员的表现”的算术平均值为(0.84)，排名第一;“支援服务”的算术平均值为(0.65)，排名最后;而该工具的算术平均值为(0.71)。此外，在(父亲的学历、母亲的学历、平均月收入和接受协会服务的年数)变量方面，没有统计学上的显著差异。该研究的结论是，迫切需要改善向所有领域的脑瘫儿童提供的服务，特别是在沙特阿拉伯西部地区。
{"title":"Evaluation of the Services Provided to Children With Cerebral Palsy From the Guardians’ Perspective","authors":"Osama Al-smadi","doi":"10.5296/IRE.V7I1.14207","DOIUrl":"https://doi.org/10.5296/IRE.V7I1.14207","url":null,"abstract":"The present study aims to evaluate the reality of the services provided to children with cerebral palsy from the guardians’ perspective and its relation to some relevant variables (i.e. branch of the association, educational level of the parents, monthly income, and number of years for receiving the associations’ services). The study was applied to the families of children with cerebral palsy in (10) centers of the Association of Disabled Children in Saudi Arabia. Therefore, a tool for data collection was prepared and verified for validity and reliability. It comprised (47) items distributed to (6) domains. The results showed that the arithmetic means of the domains ranged from (0.65) to (0.84). While “the performance of the administration and staff” was ranked first with an arithmetic mean of (0.84), “the supporting services” domain was ranked last with an arithmetic mean of (0.65), and the tool’s arithmetic mean was (0.71). Additionally, there are no statistically significant differences for (the academic qualification of the father, academic qualification of the mother, average monthly income, and number of years for receiving the associations’ services) variables. The study concluded that there is an urgent need to improve the services provided to children with cerebral palsy in all domains, especially in the Western Region of Saudi Arabia.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"49 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77550939","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}
Educational universities of GCC countries have developed a promising implementation of distance learning by delivering complete courses and degrees online. The present study aims to investigate the potentials and barriers for the successful implementation of MOOC in GCC countries. Delphi methods have been employed by recruiting 10 experts for maintaining a feasible and acceptable number of a sample size from different GCC countries. The findings indicated the issues related to a reduction in the fees of MOOCs and improvement in the adaptability of the offered MOOCs. The study pinpointed the instructors’ significant role in the provision of user-customized feedback and highlighted the instructors’ need for reward and recognition for the needed time and efforts. GCC countries can reap the benefits of MOOCs, if they reshaped their educational policies as a new model of credible learning, leading to employers’ recognition to MOOCs certificates.
{"title":"To “MOOC” or Not to “MOOC”: Contributors to the Successful Implementation of MOOC in Countries of the GCC","authors":"B. Alsoliman","doi":"10.5296/IRE.V7I1.14235","DOIUrl":"https://doi.org/10.5296/IRE.V7I1.14235","url":null,"abstract":"Educational universities of GCC countries have developed a promising implementation of distance learning by delivering complete courses and degrees online. The present study aims to investigate the potentials and barriers for the successful implementation of MOOC in GCC countries. Delphi methods have been employed by recruiting 10 experts for maintaining a feasible and acceptable number of a sample size from different GCC countries. The findings indicated the issues related to a reduction in the fees of MOOCs and improvement in the adaptability of the offered MOOCs. The study pinpointed the instructors’ significant role in the provision of user-customized feedback and highlighted the instructors’ need for reward and recognition for the needed time and efforts. GCC countries can reap the benefits of MOOCs, if they reshaped their educational policies as a new model of credible learning, leading to employers’ recognition to MOOCs certificates.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"394 4","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5296/IRE.V7I1.14235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72448192","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}
The aim of this study was to examine the abstraction process of tenth grade students' complex number knowledge. A semi-structured interview was held with two students who were successful at mathematics and who voluntarily participated in the study. In this interview, the students faced three different research problems prepared by the researcher in order to reveal the students' knowledge formation processes. The students studied these research problems together. In the meantime, their cognitive processes related to recognizing, building-with, and constructing of discourses was analysed. The analyses indicated that both of the students recognized and built-with the preliminary knowledge necessary for them to construct the knowledge of complex numbers. Moreover, it was understood that one of these students recognized and build-with their previous knowledge of linear functions, coordinate systems, and parallel displacement. In conclusion, it could be said that this student constructed the knowledge of complex plane.
{"title":"Examination of the Abstraction Process of Complex Number Knowledge","authors":"Merve Çoban, Dilek Sezgin Memnun, Emre Dinç","doi":"10.5296/IRE.V7I1.12923","DOIUrl":"https://doi.org/10.5296/IRE.V7I1.12923","url":null,"abstract":"The aim of this study was to examine the abstraction process of tenth grade students' complex number knowledge. A semi-structured interview was held with two students who were successful at mathematics and who voluntarily participated in the study. In this interview, the students faced three different research problems prepared by the researcher in order to reveal the students' knowledge formation processes. The students studied these research problems together. In the meantime, their cognitive processes related to recognizing, building-with, and constructing of discourses was analysed. The analyses indicated that both of the students recognized and built-with the preliminary knowledge necessary for them to construct the knowledge of complex numbers. Moreover, it was understood that one of these students recognized and build-with their previous knowledge of linear functions, coordinate systems, and parallel displacement. In conclusion, it could be said that this student constructed the knowledge of complex plane.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"16 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73670955","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}
L. Nadelson, Carlos M. Baldo, N. Banman, Ed Bonan-Hamada, R. Calland, Carmine R. Grieco, Christine Z. J. Noel, S. Owens, K. Santos, Elizabeth A. Sharp
The teacher-scholar model was created in recognition of the expectations that university faculty members will engage in both high-quality teaching and scholarship. The adoption of the teacher-scholar model at universities has been mixed. Our exploratory case study investigation took place at a primarily teaching university in which the model was recently embraced. We wanted to empirically document the faculty members’ knowledge, perceptions, preparation, and engagement in the teacher-scholar model. Our results indicate that the faculty members held constrained levels of knowledge of the model, were neutral in their perceptions of model, had a range of preparation to productively engage in the model, and they tended to take an array of approaches for engaging in the model. We also found positive relationships among perceptions of the teacher-scholar model, knowledge of the model, faculty member engagement in scholarship, and the duration of employment in higher education. Our findings suggest that there is a need for long-term professional development focused on the teacher-scholar model at universities where the model is being adopted.
{"title":"The Determination of Faculty Members’ Perceptions and Knowledge of the Teacher-Scholar Model at a Primarily Teaching Institution","authors":"L. Nadelson, Carlos M. Baldo, N. Banman, Ed Bonan-Hamada, R. Calland, Carmine R. Grieco, Christine Z. J. Noel, S. Owens, K. Santos, Elizabeth A. Sharp","doi":"10.5296/IRE.V7I1.13921","DOIUrl":"https://doi.org/10.5296/IRE.V7I1.13921","url":null,"abstract":"The teacher-scholar model was created in recognition of the expectations that university faculty members will engage in both high-quality teaching and scholarship. The adoption of the teacher-scholar model at universities has been mixed. Our exploratory case study investigation took place at a primarily teaching university in which the model was recently embraced. We wanted to empirically document the faculty members’ knowledge, perceptions, preparation, and engagement in the teacher-scholar model. Our results indicate that the faculty members held constrained levels of knowledge of the model, were neutral in their perceptions of model, had a range of preparation to productively engage in the model, and they tended to take an array of approaches for engaging in the model. We also found positive relationships among perceptions of the teacher-scholar model, knowledge of the model, faculty member engagement in scholarship, and the duration of employment in higher education. Our findings suggest that there is a need for long-term professional development focused on the teacher-scholar model at universities where the model is being adopted.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"500 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80039022","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}
This research is driven by the difficulty of students studying Arabic Qawaid which is considered complex.This study aims to develop the Qawaid Arabic language teaching materials based on Mind Map and know the learning process of the students by using the teaching materials for Islamic religious college level .This research method using R & D (research and development). The result of this research is 1) development of teaching materials based on Qawaid concept for teaching material of Islamic religious college level presented in the form of map with various shapes and color illustrations that have main theme (primer) connected with derivative and interrelated themes accompanied for example, and 2) the use of this material indicates that Qawaid Arabic teaching materials based on Mind Map can improve student learning outcomes on average 78.59 (AB).
{"title":"Development of Arabic Qawaid Arabic Material Based on Mind Map for Islamic Higher Education Level","authors":"N. Amirudin","doi":"10.5296/IRE.V6I2.13364","DOIUrl":"https://doi.org/10.5296/IRE.V6I2.13364","url":null,"abstract":"This research is driven by the difficulty of students studying Arabic Qawaid which is considered complex.This study aims to develop the Qawaid Arabic language teaching materials based on Mind Map and know the learning process of the students by using the teaching materials for Islamic religious college level .This research method using R & D (research and development). The result of this research is 1) development of teaching materials based on Qawaid concept for teaching material of Islamic religious college level presented in the form of map with various shapes and color illustrations that have main theme (primer) connected with derivative and interrelated themes accompanied for example, and 2) the use of this material indicates that Qawaid Arabic teaching materials based on Mind Map can improve student learning outcomes on average 78.59 (AB).","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"3 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85471682","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}
Kosovo needs some improvements about its education system and requires some essential and rapid changes in teachers' attitudes towards their profession and in teacher training. Attitude and anxiety are important components that affect the success in profession life and teaching of them. Because of that, the aim of this research is to examine the attitude towards teaching profession and the anxiety towards mathematics teaching, and to explore the differences between the attitude and the anxiety levels of Kosovan and Turkish teachers. The attitude towards teaching profession and the anxiety towards mathematics teaching scales were applied to a total of 64 teachers with this aim. A total of 29 of these teachers were from Turkey while a total of 35 of them were from Kosovo. These teachers were determined randomly from the teachers working in Turkey and Kosovo. At the data analysis stage, firstly total points were divided into the items for each scale and then average points were calculated separately for each one. After that, descriptive statistics and variance analysis were applied to the average points. After the analysis of the data, it was understood that there was not a significant difference between the anxiety towards mathematics teaching of Kosovan and Turkish teachers while there was a significant difference between their attitudes about teaching profession. Besides, it was indicated that Kosovan teachers had a higher level of attitude towards teaching profession than Turkish teachers. Additionally, there were significant relationships between the attitude towards teaching profession and the anxiety towards mathematics teaching not only for Turkish teachers but also Kosovan teachers.
{"title":"Teaching Profession Attitudes and the Anxiety towards Mathematics Teaching of Turkish and Kosovan Teachers","authors":"Bünyamin Aydın, Dilek Sezgin Memnun","doi":"10.5296/IRE.V6I2.13192","DOIUrl":"https://doi.org/10.5296/IRE.V6I2.13192","url":null,"abstract":"Kosovo needs some improvements about its education system and requires some essential and rapid changes in teachers' attitudes towards their profession and in teacher training. Attitude and anxiety are important components that affect the success in profession life and teaching of them. Because of that, the aim of this research is to examine the attitude towards teaching profession and the anxiety towards mathematics teaching, and to explore the differences between the attitude and the anxiety levels of Kosovan and Turkish teachers. The attitude towards teaching profession and the anxiety towards mathematics teaching scales were applied to a total of 64 teachers with this aim. A total of 29 of these teachers were from Turkey while a total of 35 of them were from Kosovo. These teachers were determined randomly from the teachers working in Turkey and Kosovo. At the data analysis stage, firstly total points were divided into the items for each scale and then average points were calculated separately for each one. After that, descriptive statistics and variance analysis were applied to the average points. After the analysis of the data, it was understood that there was not a significant difference between the anxiety towards mathematics teaching of Kosovan and Turkish teachers while there was a significant difference between their attitudes about teaching profession. Besides, it was indicated that Kosovan teachers had a higher level of attitude towards teaching profession than Turkish teachers. Additionally, there were significant relationships between the attitude towards teaching profession and the anxiety towards mathematics teaching not only for Turkish teachers but also Kosovan teachers.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"195 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79816065","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}
ERP systems are the life blood of institutions of higher education but however they require substantial investments to implement. Many institutions of higher education are not deriving the expected benefits from the ERP implementation due to ERP failures. The aim of the study was to critically examine the causes of ERP failures in higher education from the primary studies. The study used thematic synthesis to generate new concepts from the primary studies. The results that came from the inductive analysis were that the ERP technology is failing to be integrated in higher education; stakeholders requirements are not considered in ERP systems development and the productivity of the stakeholders are not being enhanced by the ERP systems. The study made the recommendation that there is need to identify critical stakeholders to be involved in requirements engineering to preclude ERP failures.
{"title":"Enterprise Resource Planning (ERP) Systems in Higher Education: A Deeper Look at Their Failures and the Way Forward","authors":"Kanos Matyokurehwa, N. Mavetera, Osden Jokonya","doi":"10.5296/IRE.V6I2.13064","DOIUrl":"https://doi.org/10.5296/IRE.V6I2.13064","url":null,"abstract":"ERP systems are the life blood of institutions of higher education but however they require substantial investments to implement. Many institutions of higher education are not deriving the expected benefits from the ERP implementation due to ERP failures. The aim of the study was to critically examine the causes of ERP failures in higher education from the primary studies. The study used thematic synthesis to generate new concepts from the primary studies. The results that came from the inductive analysis were that the ERP technology is failing to be integrated in higher education; stakeholders requirements are not considered in ERP systems development and the productivity of the stakeholders are not being enhanced by the ERP systems. The study made the recommendation that there is need to identify critical stakeholders to be involved in requirements engineering to preclude ERP failures.","PeriodicalId":29908,"journal":{"name":"International Research in Early Childhood Education","volume":"31 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82464838","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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