Kelsey Gallagher, Tiara R. Jones, Nicole V. Landrosh, S. Abraham, Deborah R. Gillum
Background: Typical college students experience stressors every day. Purpose: The purpose of this study was to determine college students’ perceptions of stress and coping mechanisms. Method: A quantitative, non-experimental, cross-sectional, descriptive research design was used to assess students’ perception of stress and coping mechanisms. To collect data, a survey tool was used to answer 6 demographic and twenty-five survey items on a 4-point Likert-type scale. Two central research questions guided the study: (1) What are college students’ perceptions of stress? and (2) What are college students’ perceptions of coping mechanisms? Results: The responses to these questions were analyzed and the implications are discussed. Conclusion: College students agree that college life is stressful and that their level of stress increases significantly before exams. In addition, students reported that expectations to excel in classes cause additional stress. Students reported a variety of coping mechanisms, including listening to music, socializing with friends/family, and sitting alone in a quiet place.
{"title":"College Students’ Perceptions of Stress and Coping Mechanisms","authors":"Kelsey Gallagher, Tiara R. Jones, Nicole V. Landrosh, S. Abraham, Deborah R. Gillum","doi":"10.20849/JED.V3I2.600","DOIUrl":"https://doi.org/10.20849/JED.V3I2.600","url":null,"abstract":"Background: Typical college students experience stressors every day. Purpose: The purpose of this study was to determine college students’ perceptions of stress and coping mechanisms. Method: A quantitative, non-experimental, cross-sectional, descriptive research design was used to assess students’ perception of stress and coping mechanisms. To collect data, a survey tool was used to answer 6 demographic and twenty-five survey items on a 4-point Likert-type scale. Two central research questions guided the study: (1) What are college students’ perceptions of stress? and (2) What are college students’ perceptions of coping mechanisms? Results: The responses to these questions were analyzed and the implications are discussed. Conclusion: College students agree that college life is stressful and that their level of stress increases significantly before exams. In addition, students reported that expectations to excel in classes cause additional stress. Students reported a variety of coping mechanisms, including listening to music, socializing with friends/family, and sitting alone in a quiet place.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80033233","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}
Angella Musiimenta, Wilson Tumuhimbise, Michael J Nankunda, Elly Bangumya, J. Atuhaire, Robert Mugonza, Phionah Kobutungi, Aaron Mugaba
Background: Over the years, mathematics and sciences have been performed poorly worldwide. There is an overwhelming high failure rates of mathematics and sciences in the marginalized schools found in Nakivale refugee settlement in Uganda. Electronic (e)-learning tools could be promising interactive strategies for teaching mathematics and sciences. There is lack of studies documenting educational challenges in the refugee settlement, and how e-learning can address the challenges.Objective: To identify the challenges experienced in teaching and learning mathematics and sciences in schools found in Nakivale refugee settlement, and explore the potentials of using e-learning to address the identified challenges.Methods: We employed a parallel mixed methods study design that utilized focus group discussions and surveys. We purposively conducted a focus group discussion with the 17 mathematics/science teachers that we had trained (in e-learning) from 6 schools in Nakivale refugee settlement. We also administered surveys to 267 learners and mathematics/science teachers of the six participating schools.Results: Educational challenges reported by participants are: 1) lack of access to modern teaching and learning resources, 2) Leaners’ negative attitudes towards mathematics and science, 3) overwhelming number of learners in class. 4) Lack of ICT pedagogical skills. They anticipated that e-learning could potentially: 1) enable unlimited and flexible access to educational resources, and 2) enhance engagement, interest and understanding of learning concepts. They however worried about the availability of sufficient technological infrastructure (e.g. internet, computers, and electricity) and skills to use the application. Conclusion: E-learning may enable unlimited and flexible access to educational resources, and enhance engagement, interest and understanding of learning concepts, which could potentially improve performance in mathematics and sciences in otherwise marginalized schools.
{"title":"Electronic Learning May Improve the Teaching and Learning of Mathematics and Science in Marginalized Schools in Nakivale Refugee Settlement, Uganda: A Baseline Analysis","authors":"Angella Musiimenta, Wilson Tumuhimbise, Michael J Nankunda, Elly Bangumya, J. Atuhaire, Robert Mugonza, Phionah Kobutungi, Aaron Mugaba","doi":"10.20849/JED.V3I2.611","DOIUrl":"https://doi.org/10.20849/JED.V3I2.611","url":null,"abstract":"Background: Over the years, mathematics and sciences have been performed poorly worldwide. There is an overwhelming high failure rates of mathematics and sciences in the marginalized schools found in Nakivale refugee settlement in Uganda. Electronic (e)-learning tools could be promising interactive strategies for teaching mathematics and sciences. There is lack of studies documenting educational challenges in the refugee settlement, and how e-learning can address the challenges.Objective: To identify the challenges experienced in teaching and learning mathematics and sciences in schools found in Nakivale refugee settlement, and explore the potentials of using e-learning to address the identified challenges.Methods: We employed a parallel mixed methods study design that utilized focus group discussions and surveys. We purposively conducted a focus group discussion with the 17 mathematics/science teachers that we had trained (in e-learning) from 6 schools in Nakivale refugee settlement. We also administered surveys to 267 learners and mathematics/science teachers of the six participating schools.Results: Educational challenges reported by participants are: 1) lack of access to modern teaching and learning resources, 2) Leaners’ negative attitudes towards mathematics and science, 3) overwhelming number of learners in class. 4) Lack of ICT pedagogical skills. They anticipated that e-learning could potentially: 1) enable unlimited and flexible access to educational resources, and 2) enhance engagement, interest and understanding of learning concepts. They however worried about the availability of sufficient technological infrastructure (e.g. internet, computers, and electricity) and skills to use the application. Conclusion: E-learning may enable unlimited and flexible access to educational resources, and enhance engagement, interest and understanding of learning concepts, which could potentially improve performance in mathematics and sciences in otherwise marginalized schools.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85898610","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}
R. Waller, Pamela A. Lemoine, Evan G. Mense, C. Garretson, M. Richardson
Higher education has faced many challenges since its meager inception. However, higher education today faces its greatest combinations of challenges: economic uncertainty, accountability, globalization and emerging technologies that are daunting to learn and intimidating to implement. VUCA accurately describes this complex, evolving and dynamic environment confronted by global higher education. Therefore, global higher education institutions are attempting to develop the capacity to adapt and modify the new models of knowledge, information and change. In the Industrial Era, work got done in silos with adherence to process and the cult of efficiency. However, this type of working will no longer suffice in an era characterized by flux and change--the VUCA world.
{"title":"Global Higher Education in a VUCA World: Concerns and Projections","authors":"R. Waller, Pamela A. Lemoine, Evan G. Mense, C. Garretson, M. Richardson","doi":"10.20849/JED.V3I2.613","DOIUrl":"https://doi.org/10.20849/JED.V3I2.613","url":null,"abstract":"Higher education has faced many challenges since its meager inception. However, higher education today faces its greatest combinations of challenges: economic uncertainty, accountability, globalization and emerging technologies that are daunting to learn and intimidating to implement. VUCA accurately describes this complex, evolving and dynamic environment confronted by global higher education. Therefore, global higher education institutions are attempting to develop the capacity to adapt and modify the new models of knowledge, information and change. In the Industrial Era, work got done in silos with adherence to process and the cult of efficiency. However, this type of working will no longer suffice in an era characterized by flux and change--the VUCA world.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83644346","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 was to investigate students’ perception of lecturers in utilizing Information and Communication Technology (ICT) tools in instructional delivery in science education programme in Akwa Ibom State University. The researchers adopted descriptive survey design for the study. The population of the study which also formed the sample for the study were one hundred and thirty eight year three students of the Science Education Department, Akwa Ibom State University, Ikot Akpaden, Mkpat Enin L. G. A. Two research questions were formulated to guide the study. A questionnaire titled “Students’ Perception of Lecturers Utilization of Information and Communication Technology Tools Questionnaire (SPLUICTTQ) was used for data collection. The researchers personally administered the questionnaire to the students (respondents) and retrieved immediately after completion. The data was analysed using percentages. The results indicated that students’ perception of lecturers’ use of email and computer in instructional delivery is 36.23% and 34.78% higher than all other ICT tools. The result also revealed excellent utilization of internet and email for instructional delivery as shown in the table with 53.52% and 60.80% respectively, while audio tapes and computer were averagely used with 44.20% and 42.28% respectively as ICT tools in instructional delivery. The result showed that 44.26% was the perceived percentage of lecturers not using teleconferencing at all. It was concluded that the recommendations of school net (2006) and that of National Policy on Education on the use of ICT tools in instructional delivery be re-emphasized to encourage lecturers in the Department of Science Education on the use of ICT tools for effective instructional delivery process.
{"title":"Students’ Perception of Lecturers’ Utilization of Information and Communication Technology (ICT) Tools for Instructional Delivery in Science Education Programme","authors":"Iniobong F. Akpan, Atim Edet Itighise","doi":"10.20849/JED.V3I2.606","DOIUrl":"https://doi.org/10.20849/JED.V3I2.606","url":null,"abstract":"The study was to investigate students’ perception of lecturers in utilizing Information and Communication Technology (ICT) tools in instructional delivery in science education programme in Akwa Ibom State University. The researchers adopted descriptive survey design for the study. The population of the study which also formed the sample for the study were one hundred and thirty eight year three students of the Science Education Department, Akwa Ibom State University, Ikot Akpaden, Mkpat Enin L. G. A. Two research questions were formulated to guide the study. A questionnaire titled “Students’ Perception of Lecturers Utilization of Information and Communication Technology Tools Questionnaire (SPLUICTTQ) was used for data collection. The researchers personally administered the questionnaire to the students (respondents) and retrieved immediately after completion. The data was analysed using percentages. The results indicated that students’ perception of lecturers’ use of email and computer in instructional delivery is 36.23% and 34.78% higher than all other ICT tools. The result also revealed excellent utilization of internet and email for instructional delivery as shown in the table with 53.52% and 60.80% respectively, while audio tapes and computer were averagely used with 44.20% and 42.28% respectively as ICT tools in instructional delivery. The result showed that 44.26% was the perceived percentage of lecturers not using teleconferencing at all. It was concluded that the recommendations of school net (2006) and that of National Policy on Education on the use of ICT tools in instructional delivery be re-emphasized to encourage lecturers in the Department of Science Education on the use of ICT tools for effective instructional delivery process.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88264162","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}
Background: The incidence of workplace violence has continued to occupy a significant place in healthcare at a rate nearly double that in other industries. Those providing direct bedside care are among the most vulnerable to violence, including nursing students. Among the evidence-based tools which may be deployed in such circumstances is verbal de-escalation, or the practice of verbal and physical behaviors and actions meant to calm (or at least not exacerbate) the patient. This literature review outlines the history of research on violence against nursing students and identifies the next steps for addressing this problem. Method: A search for relevant studies included using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), ProQuest, Ovid, Science Direct, Medline, and PubMed databases using key terms such as nursing student, verbal de-escalation, aggression, and violence. Results: Search identified 19,000 articles but only 28 focused on violence experienced by nursing students and are covered in this review. Conclusion: Verbal de-escalation training may represent a promising solution for teaching students how to handle workplace violence. Furthur investigation of this and other solutions is necessary.
{"title":"Violence Against Nursing Students: A Review of Potential Literature","authors":"Tina Hostetler","doi":"10.20849/JED.V3I2.615","DOIUrl":"https://doi.org/10.20849/JED.V3I2.615","url":null,"abstract":"Background: The incidence of workplace violence has continued to occupy a significant place in healthcare at a rate nearly double that in other industries. Those providing direct bedside care are among the most vulnerable to violence, including nursing students. Among the evidence-based tools which may be deployed in such circumstances is verbal de-escalation, or the practice of verbal and physical behaviors and actions meant to calm (or at least not exacerbate) the patient. This literature review outlines the history of research on violence against nursing students and identifies the next steps for addressing this problem. Method: A search for relevant studies included using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), ProQuest, Ovid, Science Direct, Medline, and PubMed databases using key terms such as nursing student, verbal de-escalation, aggression, and violence. Results: Search identified 19,000 articles but only 28 focused on violence experienced by nursing students and are covered in this review. Conclusion: Verbal de-escalation training may represent a promising solution for teaching students how to handle workplace violence. Furthur investigation of this and other solutions is necessary.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77003387","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}
A. Beek, Megan Weier, Kassandra R. Williams, S. Abraham, Deborah R. Gillum
Background: Caffeine is a highly used stimulant on college campuses. The prevalence of energy drinks, especially among the younger generations is cause for concern. Purpose: The purpose of this study was to determine the caffeine intake habits of college students and the perception of its effects. Method: The method used was quantitative, cross-sectional, with a descriptive design. The two research questions were: (1) What are the caffeine intake habits of college students? (2) What are the perceptions of the effects of caffeine use among college students? This study was conducted at a college campus in northern Indiana, USA. Participants included 120 male and female students ages 18 years and older. The health belief model was used to guide this study. Results: The study indicated that while caffeine is a commonly used stimulant across campus, overuse was not revealed. Many students reported being able to go 48-72 hours without caffeine and not experiencing withdrawal symptoms when going without it. However, most students do report that they perceive a need to decrease their use of caffeine, as caffeine use has increased since attending college. Conclusion: The review of the literature indicated that the use of caffeine was higher in younger people. However, the research completed as a part of this study from college students indicated that caffeine overuse may not be as prevalent as previously thought.
{"title":"College Students’ Caffeine Intake Habits and Their Perception of Its Effects","authors":"A. Beek, Megan Weier, Kassandra R. Williams, S. Abraham, Deborah R. Gillum","doi":"10.20849/JED.V3I2.607","DOIUrl":"https://doi.org/10.20849/JED.V3I2.607","url":null,"abstract":"Background: Caffeine is a highly used stimulant on college campuses. The prevalence of energy drinks, especially among the younger generations is cause for concern. Purpose: The purpose of this study was to determine the caffeine intake habits of college students and the perception of its effects. Method: The method used was quantitative, cross-sectional, with a descriptive design. The two research questions were: (1) What are the caffeine intake habits of college students? (2) What are the perceptions of the effects of caffeine use among college students? This study was conducted at a college campus in northern Indiana, USA. Participants included 120 male and female students ages 18 years and older. The health belief model was used to guide this study. Results: The study indicated that while caffeine is a commonly used stimulant across campus, overuse was not revealed. Many students reported being able to go 48-72 hours without caffeine and not experiencing withdrawal symptoms when going without it. However, most students do report that they perceive a need to decrease their use of caffeine, as caffeine use has increased since attending college. Conclusion: The review of the literature indicated that the use of caffeine was higher in younger people. However, the research completed as a part of this study from college students indicated that caffeine overuse may not be as prevalent as previously thought.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79462784","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}
Temitope Ade-Oshifogun Dr., J. Cadet, J. Ade-Oshifogun
Background: The quality of medical education is affected by many factors, one of which is the educational environment of medical education. However, there is paucity of studies addressing the educational environment from African medical schools. The aim of this study was to determine the clinical year students’ perceptions of their educational environment at a medical school in Ghana. This was done with the goal of identifying factors that may impact positive changes in the school.Methods: A cross-sectional study was undertaken using the DREEM questionnaire. The questionnaire was administered to students in clinical years 1, 2, & 3 at the time of the study. 298 students participated in the study by convenience sampling. Data was analyzed using SPSS version 24. The total score and the five subscales of DREEM scores were used in the final analysis.Results: A total of 298 out of 300 students completed the questionnaire out of which Fifty six percent of respondents were male. There was no significant gender differences in the total DREEM scores [F(1, 274) = 1.019, p=0.314]. The overall educational environment was positive M=117.32 ± 15.45. Areas for improvement were students’ perception of the teachers (26.09 ± 3.59) and students’ perception of the atmosphere (25.71 ± 5.62). The students’ perception of learning (30.70 ± 5.20), and students’ academic self-perceptions (21.11 ± 3.74) were positive. Students’ social self-perceptions (13.71 ± 2.99) was neutral. There was no significant difference in perception by clinical year [F(2, 274) = 0.298, p = 0.742].Conclusion: The perception of students at this Ghanaian medical school can be described as positive and negative. The school should consider the two domains with negative perceptions as areas for improvement. Students reported problem-based learning as a preferred method of teaching versus the traditional method. Attention to the learning atmosphere and student-focused learning is likely to increase perception.
背景:影响医学教育质量的因素很多，其中之一就是医学教育的教育环境。然而，缺乏针对非洲医学院教育环境的研究。本研究的目的是确定加纳一所医学院临床学年学生对其教育环境的看法。这样做的目的是确定可能影响学校积极变化的因素。方法:采用DREEM问卷进行横断面研究。在研究开始时，对临床1、2和3年的学生进行问卷调查。采用方便抽样的方法，共有298名学生参与了研究。数据分析采用SPSS version 24。最终采用DREEM总分及五个分量表进行分析。结果:300名学生中共有298人完成了问卷，其中56%的受访者是男性。DREEM总分性别差异无统计学意义[F(1,274) = 1.019, p=0.314]。总体教育环境为正M=117.32±15.45。学生对教师的感知(26.09±3.59)和学生对氛围的感知(25.71±5.62)是有待改善的领域。学生的学习知觉(30.70±5.20)和学业自我知觉(21.11±3.74)为正。学生的社会自我知觉为中性(13.71±2.99)。不同临床年份的感知差异无统计学意义[F(2,274) = 0.298, p = 0.742]。结论:对加纳医学院学生的看法可以分为积极和消极两种。学校应该考虑这两个负面看法的领域作为改进的领域。学生报告说，与传统方法相比，基于问题的学习是一种更受欢迎的教学方法。关注学习氛围和以学生为中心的学习可能会增加感知。
{"title":"A Cross Sectional Study of Medical Students’ Perception of Their Educational Environment in Ghana","authors":"Temitope Ade-Oshifogun Dr., J. Cadet, J. Ade-Oshifogun","doi":"10.20849/JED.V3I2.585","DOIUrl":"https://doi.org/10.20849/JED.V3I2.585","url":null,"abstract":"Background: The quality of medical education is affected by many factors, one of which is the educational environment of medical education. However, there is paucity of studies addressing the educational environment from African medical schools. The aim of this study was to determine the clinical year students’ perceptions of their educational environment at a medical school in Ghana. This was done with the goal of identifying factors that may impact positive changes in the school.Methods: A cross-sectional study was undertaken using the DREEM questionnaire. The questionnaire was administered to students in clinical years 1, 2, & 3 at the time of the study. 298 students participated in the study by convenience sampling. Data was analyzed using SPSS version 24. The total score and the five subscales of DREEM scores were used in the final analysis.Results: A total of 298 out of 300 students completed the questionnaire out of which Fifty six percent of respondents were male. There was no significant gender differences in the total DREEM scores [F(1, 274) = 1.019, p=0.314]. The overall educational environment was positive M=117.32 ± 15.45. Areas for improvement were students’ perception of the teachers (26.09 ± 3.59) and students’ perception of the atmosphere (25.71 ± 5.62). The students’ perception of learning (30.70 ± 5.20), and students’ academic self-perceptions (21.11 ± 3.74) were positive. Students’ social self-perceptions (13.71 ± 2.99) was neutral. There was no significant difference in perception by clinical year [F(2, 274) = 0.298, p = 0.742].Conclusion: The perception of students at this Ghanaian medical school can be described as positive and negative. The school should consider the two domains with negative perceptions as areas for improvement. Students reported problem-based learning as a preferred method of teaching versus the traditional method. Attention to the learning atmosphere and student-focused learning is likely to increase perception.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85720983","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 study examines the influence of some school requirements (textbooks, writing materials, school wear and farm tools) on pupils’ academic performance in urban and rural schools in Kumba III sub Division in the Southwest Region of Cameroon. The study used a cross-sectional survey design and a semi-structured Likert-type questionnaire to collected data from class six pupils. Data was analyzed descriptively using frequency, proportion and Multiple-Response Analysis (MRA). To analyse the hypotheses, the perceptions between those that agreed and disagreed were compared using the Chi-Square test of independence. The findings of study showed that generally pupils did not have any of the required learning materials in sufficient quantities and this seriously affected their academic performance. However, pupil’s performance is slightly better in rural areas as children from rural schools possessed slightly more learning materials in comparison to their peers from urban schools. It is recommended that government should increase efforts aimed at ameliorating the living conditions of the populations while international partners (UNICEF, UNESCO) and non-governmental organizations use every means possible to assist government efforts to address and improve this very critical situation and thus enable the pupils to improve their academic performance.
{"title":"Impact of School Requirements on Pupils’ Academic Performance","authors":"F. Alemnge","doi":"10.20849/JED.V3I1.577","DOIUrl":"https://doi.org/10.20849/JED.V3I1.577","url":null,"abstract":"This study examines the influence of some school requirements (textbooks, writing materials, school wear and farm tools) on pupils’ academic performance in urban and rural schools in Kumba III sub Division in the Southwest Region of Cameroon. The study used a cross-sectional survey design and a semi-structured Likert-type questionnaire to collected data from class six pupils. Data was analyzed descriptively using frequency, proportion and Multiple-Response Analysis (MRA). To analyse the hypotheses, the perceptions between those that agreed and disagreed were compared using the Chi-Square test of independence. The findings of study showed that generally pupils did not have any of the required learning materials in sufficient quantities and this seriously affected their academic performance. However, pupil’s performance is slightly better in rural areas as children from rural schools possessed slightly more learning materials in comparison to their peers from urban schools. It is recommended that government should increase efforts aimed at ameliorating the living conditions of the populations while international partners (UNICEF, UNESCO) and non-governmental organizations use every means possible to assist government efforts to address and improve this very critical situation and thus enable the pupils to improve their academic performance.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79577936","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}
Integral Theory has become a common framework in different contexts to integrate the diverse consciousness manifestations. The wide use and discussion of this meta-theory in the most varied fields encourage the possibility of proposing enhancements in their conceptualization. This paper presents, for instance, a complementary aspect, which is an alternative way of representation: the circular-axial. The article discusses why this new way of representation is appropriate to the meta-theoretical concepts and why it has some advantages compared to the more popular representation of the four quadrants. Although compatible with the traditional representation, we argue that it fits better with other concomitant theories, and at the same time is equally explicative of the Integral Theory basics. Once described in detail, the new way of representation helps in the clarification of the different manifestations of consciousness as they are explained by the holonic theory. This development provides new intuitions to holistic/integral educational approaches addressed to human evolution and development. Finally, it is useful to characterize their corresponding educational roles.
{"title":"Circular-Axial Representation of Human Evolution and Development in the Integral Theory: Educational Implications","authors":"J. Gallifa","doi":"10.20849/JED.V3I1.561","DOIUrl":"https://doi.org/10.20849/JED.V3I1.561","url":null,"abstract":"Integral Theory has become a common framework in different contexts to integrate the diverse consciousness manifestations. The wide use and discussion of this meta-theory in the most varied fields encourage the possibility of proposing enhancements in their conceptualization. This paper presents, for instance, a complementary aspect, which is an alternative way of representation: the circular-axial. The article discusses why this new way of representation is appropriate to the meta-theoretical concepts and why it has some advantages compared to the more popular representation of the four quadrants. Although compatible with the traditional representation, we argue that it fits better with other concomitant theories, and at the same time is equally explicative of the Integral Theory basics. Once described in detail, the new way of representation helps in the clarification of the different manifestations of consciousness as they are explained by the holonic theory. This development provides new intuitions to holistic/integral educational approaches addressed to human evolution and development. Finally, it is useful to characterize their corresponding educational roles.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84292047","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 study describes the role of interest in eighth-grade students’ (N=183) knowledge formation. Student knowledge was measured through open-ended questions at three time points: once before and twice after specific topics had been taught in a regular 45 min geography lesson. Student interest level was assessed using teacher ratings. Student answers to seven open-ended questions were coded and placed into one of three categories: everyday, synthetic, or scientific knowledge. Results showed that higher interest was related to providing fewer everyday and more synthetic answers. However, student answers changed similarly in all interest groups as measured before and after learning. The content of student answers tended to change as a result of the lesson, but these changes reflected the formation of new synthetic knowledge.
{"title":"Student Knowledge About the Water Cycle and Its Change in Different Interest Groups","authors":"E. Malleus, Eve Kikas","doi":"10.20849/JED.V3I1.564","DOIUrl":"https://doi.org/10.20849/JED.V3I1.564","url":null,"abstract":"This study describes the role of interest in eighth-grade students’ (N=183) knowledge formation. Student knowledge was measured through open-ended questions at three time points: once before and twice after specific topics had been taught in a regular 45 min geography lesson. Student interest level was assessed using teacher ratings. Student answers to seven open-ended questions were coded and placed into one of three categories: everyday, synthetic, or scientific knowledge. Results showed that higher interest was related to providing fewer everyday and more synthetic answers. However, student answers changed similarly in all interest groups as measured before and after learning. The content of student answers tended to change as a result of the lesson, but these changes reflected the formation of new synthetic knowledge.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81244912","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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