Chinese Elementary Science Curriculum Standards requires that fifth- and sixth- grade students can plan and design comparative experiments. However, students at these grades have difficulties in distinguishing and controlling variables in a specific context. This study aimed to investigate the effects of a simulation-embedded scientific inquiry unit on fifth-grade students’ ability to design comparative experiments. Thermodynamics Challenge, implemented in the Web-based Inquiry Science Environment (WISE) and translated into Chinese, engaged fifth-grade students in conducting virtual investigations with NetLogo models to test how thermal insulation effect is enhanced by different material use. A total of 86 fifth-grade students (47 boys and 39 girls) from an elementary school in Weifang City, Shandong Province participated in the research. Pre- and post-tests were used to examine changes in students’ understanding of comparative experiment design. Results showed that all students have a significant improvement in knowledge of comparative experiments from pre- to post-test, and students with low prior knowledge improved more than the other two groups. These findings indicated the feasibility of fostering fifth-graders’ comparative experiment design with simulations. Implications for science teaching are discussed.
{"title":"Fostering Fifth-Grade Students’ Ability to Design Comparative Experiments Using an Online Model","authors":"Guoqing Zhao, Rongchi Zhao, Xuanyang Yang","doi":"10.20849/JED.V3I1.558","DOIUrl":"https://doi.org/10.20849/JED.V3I1.558","url":null,"abstract":"Chinese Elementary Science Curriculum Standards requires that fifth- and sixth- grade students can plan and design comparative experiments. However, students at these grades have difficulties in distinguishing and controlling variables in a specific context. This study aimed to investigate the effects of a simulation-embedded scientific inquiry unit on fifth-grade students’ ability to design comparative experiments. Thermodynamics Challenge, implemented in the Web-based Inquiry Science Environment (WISE) and translated into Chinese, engaged fifth-grade students in conducting virtual investigations with NetLogo models to test how thermal insulation effect is enhanced by different material use. A total of 86 fifth-grade students (47 boys and 39 girls) from an elementary school in Weifang City, Shandong Province participated in the research. Pre- and post-tests were used to examine changes in students’ understanding of comparative experiment design. Results showed that all students have a significant improvement in knowledge of comparative experiments from pre- to post-test, and students with low prior knowledge improved more than the other two groups. These findings indicated the feasibility of fostering fifth-graders’ comparative experiment design with simulations. Implications for science teaching are discussed.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73305442","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}
Shall we flip for a betterment? Flipped learning is a common method that is widely used in secondary and tertiary education. So, how about primary education? Many would question whether this method could be utilised effectively in a primary school ESL classroom. Undoubtedly, this is indeed one of the main issues that worried the authorities. Due to the lack of empirical studies, the Malaysian society was not confident to use flipped learning in primary school. So, this study would therefore explore the acceptance level of flipped learning approach among primary school students, to check out the which construct affects the acceptance level the most as well as to find out the factors that influence their choice. This research was hoped to provide insights into attracting more educators to try out flipped learning in ESL classroom. In this study, it used a mixed-method design where quantitative data from survey and responses from group interviews were used to measure the outcomes. Initially, all Year 6 students from a primary school in Malaysia were chosen to experience flipped learning. Then 215 students were chosen as survey participants while another 15 among them were selected for focus group interviews. It had found out that effort expectancy was the major contributor towards the acceptance level and there are three factors that affect the behavioral intention,namely, clear interface, time efficacy and user friendly. This positive result was hoped to attract more educators to flip for a betterment.
{"title":"Flipped for a Betterment: The Acceptance Level Towards Flipped Learning Among Malaysian ESL Learners","authors":"Woon Wern Lie, M. Yunus","doi":"10.20849/JED.V3I1.569","DOIUrl":"https://doi.org/10.20849/JED.V3I1.569","url":null,"abstract":"Shall we flip for a betterment? Flipped learning is a common method that is widely used in secondary and tertiary education. So, how about primary education? Many would question whether this method could be utilised effectively in a primary school ESL classroom. Undoubtedly, this is indeed one of the main issues that worried the authorities. Due to the lack of empirical studies, the Malaysian society was not confident to use flipped learning in primary school. So, this study would therefore explore the acceptance level of flipped learning approach among primary school students, to check out the which construct affects the acceptance level the most as well as to find out the factors that influence their choice. This research was hoped to provide insights into attracting more educators to try out flipped learning in ESL classroom. In this study, it used a mixed-method design where quantitative data from survey and responses from group interviews were used to measure the outcomes. Initially, all Year 6 students from a primary school in Malaysia were chosen to experience flipped learning. Then 215 students were chosen as survey participants while another 15 among them were selected for focus group interviews. It had found out that effort expectancy was the major contributor towards the acceptance level and there are three factors that affect the behavioral intention,namely, clear interface, time efficacy and user friendly. This positive result was hoped to attract more educators to flip for a betterment.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75881687","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 technological revolution of the past two decades has changed communication, higher education, and the global society. As a result, there exists a wide gulf between the unlimited use of technology and higher education, particularly with respect to digital communications between professors and students. Web 2.0 digital technologies convey information in a different manner than before and allow for interaction with distance participants. Personal use of digital technologies for social media communication is one thing; social media use by professors for communication with students is another. Both aspects should be examined in detail to determine the future directions for global learning.
{"title":"Instruction Using Social Media in Global Higher Education","authors":"R. Waller, Pamela A. Lemoine, M. Richardson","doi":"10.20849/JED.V3I1.563","DOIUrl":"https://doi.org/10.20849/JED.V3I1.563","url":null,"abstract":"The technological revolution of the past two decades has changed communication, higher education, and the global society. As a result, there exists a wide gulf between the unlimited use of technology and higher education, particularly with respect to digital communications between professors and students. Web 2.0 digital technologies convey information in a different manner than before and allow for interaction with distance participants. Personal use of digital technologies for social media communication is one thing; social media use by professors for communication with students is another. Both aspects should be examined in detail to determine the future directions for global learning.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90324235","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 mainly investigated whether there is any correlation between the Big Five Personality Traits of pre-service teachers and their performance in Practicums I&II, and attempted to identify the extent to which the personality traits affect pre-service teachers' performance. To fulfill the purpose of the study, a sample of 110 fourth-year student-teachers; 86 females & 24 male, of the English Department, in the Faculty of Education at Hodeidah University, was selected. They enrolled in the four-year B.Ed. course. The Big Five Inventory (BFI) originally developed by John & Srivastava (1999) with little modification was distributed among the selected subjects. This inventory comprised of forty-four statements about the big five personality traits that are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Collected data was analyzed by using simple descriptive and inferential statistical techniques such as mean, Pearson correlation, t-test and f-test. It was found that there is a relationship between the pre-service teachers' performance in Practicums I&II and their personality traits so pre-service teachers' personality DO influence their performance of teaching English. Also, pre-service teachers' personality traits of Extraversion, Agreeableness, and Conscientiousness are nearly same, so no significant difference found among male and females on these three traits. However, significant difference exists among the females and males on the trait of Neuroticism as female student-teacher score higher than males on this trait. Moreover, both male and female pre-service teachers have quite good level of Extraversion and Agreeableness, and similar reasonable level of Conscientiousness and Neuroticism but their level of Openness is a very low. It is recommended that Teacher Personality Development should be a part of teacher education programs and suggest some strategies for development of pre-service teachers’ personality.
{"title":"Does Personality Influence Pre-service English Teachers' Performance?: A Gender-Based Study in the Yemeni Context","authors":"Nemah Abdullah Ayash Ezzi","doi":"10.20849/JED.V3I1.566","DOIUrl":"https://doi.org/10.20849/JED.V3I1.566","url":null,"abstract":"This study mainly investigated whether there is any correlation between the Big Five Personality Traits of pre-service teachers and their performance in Practicums I&II, and attempted to identify the extent to which the personality traits affect pre-service teachers' performance. To fulfill the purpose of the study, a sample of 110 fourth-year student-teachers; 86 females & 24 male, of the English Department, in the Faculty of Education at Hodeidah University, was selected. They enrolled in the four-year B.Ed. course. The Big Five Inventory (BFI) originally developed by John & Srivastava (1999) with little modification was distributed among the selected subjects. This inventory comprised of forty-four statements about the big five personality traits that are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Collected data was analyzed by using simple descriptive and inferential statistical techniques such as mean, Pearson correlation, t-test and f-test. It was found that there is a relationship between the pre-service teachers' performance in Practicums I&II and their personality traits so pre-service teachers' personality DO influence their performance of teaching English. Also, pre-service teachers' personality traits of Extraversion, Agreeableness, and Conscientiousness are nearly same, so no significant difference found among male and females on these three traits. However, significant difference exists among the females and males on the trait of Neuroticism as female student-teacher score higher than males on this trait. Moreover, both male and female pre-service teachers have quite good level of Extraversion and Agreeableness, and similar reasonable level of Conscientiousness and Neuroticism but their level of Openness is a very low. It is recommended that Teacher Personality Development should be a part of teacher education programs and suggest some strategies for development of pre-service teachers’ personality.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90935571","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 research described and reported on in this article focuses on an analysis of the Saudi Arabian National Transformation Program 2020 and Saudi Vision 2030. The investigation involved a document analysis of these documents in order to identify the associated curriculum orientations within these documents to determine what the Kingdom of Saudi Arabia is seeking to achieve and how it envisages achieving these aspirations through education development. The analysis revealed that the goals and aspirations of the Kingdom have increasingly become more clearly defined with attention to alignment between national education goals and economic development whilst ensuring that practices are consistent with Islamic beliefs. In brief, as evidenced in the documents, the analysis reveals that the imperative of the National Transformation Program 2020 and Saudi Vision 2030 is to establish a ‘Saudized’ knowledge-based economy; and education is seen to be a means by which this imperative is to be fostered.
{"title":"The Kingdom of Saudi Arabia: Achieving the Aspirations of the National Transformation Program 2020 and Saudi Vision 2030 Through Education","authors":"B. Mitchell, A. Alfuraih","doi":"10.20849/JED.V2I3.526","DOIUrl":"https://doi.org/10.20849/JED.V2I3.526","url":null,"abstract":"The research described and reported on in this article focuses on an analysis of the Saudi Arabian National Transformation Program 2020 and Saudi Vision 2030. The investigation involved a document analysis of these documents in order to identify the associated curriculum orientations within these documents to determine what the Kingdom of Saudi Arabia is seeking to achieve and how it envisages achieving these aspirations through education development. The analysis revealed that the goals and aspirations of the Kingdom have increasingly become more clearly defined with attention to alignment between national education goals and economic development whilst ensuring that practices are consistent with Islamic beliefs. In brief, as evidenced in the documents, the analysis reveals that the imperative of the National Transformation Program 2020 and Saudi Vision 2030 is to establish a ‘Saudized’ knowledge-based economy; and education is seen to be a means by which this imperative is to be fostered.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87674599","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}
Evan G. Mense, Pamela A. Lemoine, C. Garretson, M. Richardson
Globalization has forced higher education into a new world, a world of change, instability and ambiguity, shaped by an increasingly integrated world economy, technology, an international knowledge network, and other forces beyond the control of higher education institutions. Futurists predict that the education systems of tomorrow will be drastically different from those of today. They forecast innovative approaches to teaching and learning will proliferate and will be used more effectively because of technology and telecommunications. Traditional universities historically have been producers of knowledge in the form of human capital, research, and scholarship and are now challenged to tap into the expanding need for lifelong learning. The need and desire for higher education are growing, but higher education is challenged to make significant changes driven by globalization and technology.
{"title":"The Development of Global Higher Education in a World of Transformation","authors":"Evan G. Mense, Pamela A. Lemoine, C. Garretson, M. Richardson","doi":"10.20849/JED.V2I3.529","DOIUrl":"https://doi.org/10.20849/JED.V2I3.529","url":null,"abstract":"Globalization has forced higher education into a new world, a world of change, instability and ambiguity, shaped by an increasingly integrated world economy, technology, an international knowledge network, and other forces beyond the control of higher education institutions. Futurists predict that the education systems of tomorrow will be drastically different from those of today. They forecast innovative approaches to teaching and learning will proliferate and will be used more effectively because of technology and telecommunications. Traditional universities historically have been producers of knowledge in the form of human capital, research, and scholarship and are now challenged to tap into the expanding need for lifelong learning. The need and desire for higher education are growing, but higher education is challenged to make significant changes driven by globalization and technology.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89862784","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}
Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.
{"title":"Communication in Authoritarian Parenting on Learner Participation in Early Childhood Education Science Class in Homabay County, Kenya","authors":"Odundo Paul Amollo, Ganira Khavugwi Lilian","doi":"10.20849/JED.V2I3.520","DOIUrl":"https://doi.org/10.20849/JED.V2I3.520","url":null,"abstract":"Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85204935","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 long-range educational approach aiming to mitigate the social and economic inequalities in the Americas is presented. The approach is based on a history book that emphasizes the socio-economic evolution in 28 countries of the American Continent. The book is currently used for courses in pilot schools in Central America and its extension is planned to leading institutions in North America. A phenomenological framework facilitates the identification of novel strategies for the harmonization of different ethnic groups and economic development.
{"title":"Socio-economic Inequalities in the Americas—A Mitigating Educational Approach","authors":"A. Ciferri","doi":"10.20849/jed.v2i3.501","DOIUrl":"https://doi.org/10.20849/jed.v2i3.501","url":null,"abstract":"A long-range educational approach aiming to mitigate the social and economic inequalities in the Americas is presented. The approach is based on a history book that emphasizes the socio-economic evolution in 28 countries of the American Continent. The book is currently used for courses in pilot schools in Central America and its extension is planned to leading institutions in North America. A phenomenological framework facilitates the identification of novel strategies for the harmonization of different ethnic groups and economic development. ","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84838157","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}
Joseph Gicheru Ndei, J. Kanjogu Kiumi, Peter Githae Kaboro
Access to secondary education in public secondary schools in Kenya has not been fully achieved due to rising costs in education. The Kenya government has therefore devised policies to help address issues of education access and retention through establishment of cost subsidies. The Constituency Development Fund (CDF) was established in 2003 through an Act of Parliament. The main objective was to mitigate the imbalance in regional development and provide people at the grassroots an opportunity to make expenditure choices that maximize their welfare in line with their needs and preferences. A key focus of CDF was to provide a devolved system of financing education. However, the extent to which CDF has succeeded in achieving this noble aim has not been evaluated. The focus of this study therefore was to find out the extent to which CDF as a means of financing education has succeeded in improving physical facilities, enhancing enrolment and reducing dropout rates in secondary schools in Ndaragwa Constituency, Kenya and to determine whether the impact is related to school type, enrolment, age and sponsorship. The study adopted an Ex-post facto research design where data were collected using self-administered questionnaires to 25 principals. Data were analyzed through descriptive and inferential statistics. Hypotheses were tested using ANOVA and t-test at an alpha level of 0.05. The study established that there is no significant relationship between the impact of CDF in financing education and school type, enrolment, age and sponsorship. Based on the findings, the study recommends that CDF framework should be revised in order to assist schools to address pertinent issues facing them and to improve the quality of education in all secondary schools in Kenya.
{"title":"Influence of Selected Institutional Factors on the Impact of Constituency Development Fund in Financing Education in Public Secondary Schools in Ndaragwa Constituency, Kenya","authors":"Joseph Gicheru Ndei, J. Kanjogu Kiumi, Peter Githae Kaboro","doi":"10.20849/jed.v2i3.502","DOIUrl":"https://doi.org/10.20849/jed.v2i3.502","url":null,"abstract":"Access to secondary education in public secondary schools in Kenya has not been fully achieved due to rising costs in education. The Kenya government has therefore devised policies to help address issues of education access and retention through establishment of cost subsidies. The Constituency Development Fund (CDF) was established in 2003 through an Act of Parliament. The main objective was to mitigate the imbalance in regional development and provide people at the grassroots an opportunity to make expenditure choices that maximize their welfare in line with their needs and preferences. A key focus of CDF was to provide a devolved system of financing education. However, the extent to which CDF has succeeded in achieving this noble aim has not been evaluated. The focus of this study therefore was to find out the extent to which CDF as a means of financing education has succeeded in improving physical facilities, enhancing enrolment and reducing dropout rates in secondary schools in Ndaragwa Constituency, Kenya and to determine whether the impact is related to school type, enrolment, age and sponsorship. The study adopted an Ex-post facto research design where data were collected using self-administered questionnaires to 25 principals. Data were analyzed through descriptive and inferential statistics. Hypotheses were tested using ANOVA and t-test at an alpha level of 0.05. The study established that there is no significant relationship between the impact of CDF in financing education and school type, enrolment, age and sponsorship. Based on the findings, the study recommends that CDF framework should be revised in order to assist schools to address pertinent issues facing them and to improve the quality of education in all secondary schools in Kenya.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75515806","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}
Motivation remains a topic of great importance in the field of EFL. Numerous studies have highlighted the linkage between the use of motivational strategies and student achievement in foreign language acquisition. In 2017 a study carried out by Heinz and Kobylinski found significant differences between the ways in which Korean students rated the use of motivational strategies by native English-speaking English teachers and native Korean speaking English teachers. These differences were explored primarily through the use of a 47 question survey utilizing a 5-point Likert scale and some limited qualitative interviews. As the survey provided strategies for comparison, the question arose whether students recalled such differences due to prompting and how a more open-ended investigation might better explain these findings. As such open-ended interviews were carried out with 21 Korean students whose backgrounds were similar to the students in the previous study. The results not only confirmed previous findings but provided considerable context as to why strategy implementation differs between the two groups. The most significant differences described were related to creating a pleasant classroom environment and familiarizing students with L2 related values. Interviewees described a high stress environment within the Korean educational system and suggested that differences between the two groups were more pronounced when native English-speaking English teachers were teaching in an international or American setting.
{"title":"A Qualitative Analysis of Korean Students’ Awareness of Motivational Macro Strategies","authors":"C. Kobylinski, Michael Heinz","doi":"10.20849/JED.V2I3.469","DOIUrl":"https://doi.org/10.20849/JED.V2I3.469","url":null,"abstract":"Motivation remains a topic of great importance in the field of EFL. Numerous studies have highlighted the linkage between the use of motivational strategies and student achievement in foreign language acquisition. In 2017 a study carried out by Heinz and Kobylinski found significant differences between the ways in which Korean students rated the use of motivational strategies by native English-speaking English teachers and native Korean speaking English teachers. These differences were explored primarily through the use of a 47 question survey utilizing a 5-point Likert scale and some limited qualitative interviews. As the survey provided strategies for comparison, the question arose whether students recalled such differences due to prompting and how a more open-ended investigation might better explain these findings. As such open-ended interviews were carried out with 21 Korean students whose backgrounds were similar to the students in the previous study. The results not only confirmed previous findings but provided considerable context as to why strategy implementation differs between the two groups. The most significant differences described were related to creating a pleasant classroom environment and familiarizing students with L2 related values. Interviewees described a high stress environment within the Korean educational system and suggested that differences between the two groups were more pronounced when native English-speaking English teachers were teaching in an international or American setting.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90665776","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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