This study focused on the musical context and characteristics of Yao wedding music in Jinxiu, Guangxi, China, to use a qualitative research methodology. The objective was to 1) examine the musical context of Yao’s wedding music. 2) Analyze the musical elements of the Yao wedding music. The research designed the interview and observation forms that were used throughout the interviews and observations. By key informant, the interviews were divided into three groups. The results of the study are as follows: 1) Jinxiu Yao wedding music is related with the culture, religion, language, and history of the nation. While preserving its traditional culture, it has important national cultural significance. 2) The music of Jinxiu Yao has the most intricate musical characteristics and is performed alone or in a group with percussion instruments. With the main melody in pentatonic mode and played in a flexible rhythm, the relatively fixed wedding music is simple and simple to understand. The music and ritual of the Jinxiu Yao wedding are complementary, representing the Yao’s traditional culture and preserving the transmission of music from their ancestors through the ceremony.
{"title":"Knowledge of the Musical Context of Yao Wedding Music in Jinxiu, Guangxi, China","authors":"Huang Xiaohuan, Arsenio Nicolas, Warakorn Seeyo","doi":"10.5296/jei.v9i1.20694","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20694","url":null,"abstract":"This study focused on the musical context and characteristics of Yao wedding music in Jinxiu, Guangxi, China, to use a qualitative research methodology. The objective was to 1) examine the musical context of Yao’s wedding music. 2) Analyze the musical elements of the Yao wedding music. The research designed the interview and observation forms that were used throughout the interviews and observations. By key informant, the interviews were divided into three groups. The results of the study are as follows: 1) Jinxiu Yao wedding music is related with the culture, religion, language, and history of the nation. While preserving its traditional culture, it has important national cultural significance. 2) The music of Jinxiu Yao has the most intricate musical characteristics and is performed alone or in a group with percussion instruments. With the main melody in pentatonic mode and played in a flexible rhythm, the relatively fixed wedding music is simple and simple to understand. The music and ritual of the Jinxiu Yao wedding are complementary, representing the Yao’s traditional culture and preserving the transmission of music from their ancestors through the ceremony.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125805384","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 objective of this study were to: 1) research and collect information about Isan MoLam’s performing arts; 2) study the current conditions and problems affecting MoLam’s performing arts knowledge inheritance; and 3) study the process of transferring knowledge to inherit MoLam’s performing arts knowledge. Descriptive analysis was used to examine and report data from documents and fieldwork. The outcomes are as follows: 1) According to MoLam research, when the colonial country invaded this region, the Thai Lao ethnic culture in northeastern Thailand and Lao PDR was split. On the Thai side, individuals flocked to the center area to meet with Siam. MoLam in the Northeast has steadily developed since then, and it may be classified into four types: (a) non-dramatic MoLam, (b) dramatic MoLam, (c) ritual MoLam, and (d) miscellaneous MoLam; 2) As Thai society enters the internet era, there are numerous popular entertainment mediums, leading people’s morals to shift and lowering people’s interest in viewing MoLam performances and roles. The goal is to find a way to pass down this performance art to future generations; 3) Knowledge transfer: After synthesizing the material to be taught, the students are separated into two groups: (a) MoLam singing has been practiced by a group of elementary and high school students; (b) MoLam singing, and music have been practiced by a group of students at higher education institutions. Under the established parameters, both groups have extra talents. In conclusion, this study may be utilized as a model for conveying local wisdom information.
{"title":"Melodies of Isan Lam: The Transmission of Knowledge to Inherit MoLam’s Performing Art","authors":"Sitthisak Champadaeng, Kla Sriphet, Sayam Chuangprakhon, Sirin Sirifa","doi":"10.5296/jei.v9i1.20647","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20647","url":null,"abstract":"The objective of this study were to: 1) research and collect information about Isan MoLam’s performing arts; 2) study the current conditions and problems affecting MoLam’s performing arts knowledge inheritance; and 3) study the process of transferring knowledge to inherit MoLam’s performing arts knowledge. Descriptive analysis was used to examine and report data from documents and fieldwork. The outcomes are as follows: 1) According to MoLam research, when the colonial country invaded this region, the Thai Lao ethnic culture in northeastern Thailand and Lao PDR was split. On the Thai side, individuals flocked to the center area to meet with Siam. MoLam in the Northeast has steadily developed since then, and it may be classified into four types: (a) non-dramatic MoLam, (b) dramatic MoLam, (c) ritual MoLam, and (d) miscellaneous MoLam; 2) As Thai society enters the internet era, there are numerous popular entertainment mediums, leading people’s morals to shift and lowering people’s interest in viewing MoLam performances and roles. The goal is to find a way to pass down this performance art to future generations; 3) Knowledge transfer: After synthesizing the material to be taught, the students are separated into two groups: (a) MoLam singing has been practiced by a group of elementary and high school students; (b) MoLam singing, and music have been practiced by a group of students at higher education institutions. Under the established parameters, both groups have extra talents. In conclusion, this study may be utilized as a model for conveying local wisdom information.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124858151","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}
English language teaching and learning has increased in many countries where English is not the primary language due to the advantage of using and developing language proficiency. This research aimed to explore the needs of English language teaching and learning in upper secondary schools, emphasizing listening and speaking skills. The participants were 352 students from nine upper secondary schools in northeast Thailand. Survey research was employed in the study, and the data was collected through a questionnaire comprising five aspects as an instrument. Statistics were used, including mean, standard deviation, and modified priority needs index (PNImodified). The findings found that the highest ranking from the teaching and learning management aspect was that students needed learning activities to be arranged and introduced into the lesson. Then, the highest ranking of the teacher aspect showed that students needed to use strategies or activities to assist them in developing listening and speaking skills. Next, the highest ranking of the language use aspect was the need for a variety of activities to help students use vocabulary related to the lesson, followed by the highest ranking of the English listening and speaking aspect, which was the need to encourage students to practice English listening and speaking in the classroom. Finally, the highest ranking of the assessment and reflection aspect was the need for students to be given a rating for using language in the classroom. It could be explained that the results could be beneficial for teachers, course designers, and course developers to set up courses or curricula in order to meet students’ needs.
{"title":"Needs Analysis of English Language Teaching and Learning in Upper Secondary Schools","authors":"Arun Meadseena, Jiraporn Chano, Bussayarat Nithideechaiwarachok","doi":"10.5296/jei.v9i1.20633","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20633","url":null,"abstract":"English language teaching and learning has increased in many countries where English is not the primary language due to the advantage of using and developing language proficiency. This research aimed to explore the needs of English language teaching and learning in upper secondary schools, emphasizing listening and speaking skills. The participants were 352 students from nine upper secondary schools in northeast Thailand. Survey research was employed in the study, and the data was collected through a questionnaire comprising five aspects as an instrument. Statistics were used, including mean, standard deviation, and modified priority needs index (PNImodified). The findings found that the highest ranking from the teaching and learning management aspect was that students needed learning activities to be arranged and introduced into the lesson. Then, the highest ranking of the teacher aspect showed that students needed to use strategies or activities to assist them in developing listening and speaking skills. Next, the highest ranking of the language use aspect was the need for a variety of activities to help students use vocabulary related to the lesson, followed by the highest ranking of the English listening and speaking aspect, which was the need to encourage students to practice English listening and speaking in the classroom. Finally, the highest ranking of the assessment and reflection aspect was the need for students to be given a rating for using language in the classroom. It could be explained that the results could be beneficial for teachers, course designers, and course developers to set up courses or curricula in order to meet students’ needs.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131193995","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}
Tung, the Buddhist banner of the Tai Lue ethnic group (TLEG), has been used for many types of worship and rituals of TLEG living in northern Thailand from the past to the present. Thus, Tung is a symbol that reflects the beliefs and faiths of TLEG. This research aimed to study the characteristics and aestheticism of Tung in the dimension reflecting the beliefs and faiths of TLEG. The in-depth data and information were obtained from the observations and interviews from the key informants, such as the leaders of communities, local philosophers, and Tung weavers of TLEG in Chiang Kham, Phayao, Thailand. It showed that commonly the characteristic shape of Tai Lue Tung is a vertical rectangle that has characteristic patterns that can be divided into three groups: 1) real-world and mythical animals, 2) plants, and 3) utensils and castles, which reflect the stories handed down from the past to the present. Additionally, the aestheticism of Tung takes place through three factors: 1) beliefs and faiths, 2) merit and gratitude, and 3) creativity and imagination from the Tung weavers’ experiences obtained from the compositions and arrangements of all patterns based on the principles of visual elements. This study can be implied into curriculum and learning about Tai cultural education.
{"title":"The Buddhist Banner: Identity and Aestheticism in the Dimension of Meaning Reflection on the Tai Lue Ethnic Group Education","authors":"N. Klinpikul, Metta Sirisuk","doi":"10.5296/jei.v9i1.20391","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20391","url":null,"abstract":"Tung, the Buddhist banner of the Tai Lue ethnic group (TLEG), has been used for many types of worship and rituals of TLEG living in northern Thailand from the past to the present. Thus, Tung is a symbol that reflects the beliefs and faiths of TLEG. This research aimed to study the characteristics and aestheticism of Tung in the dimension reflecting the beliefs and faiths of TLEG. The in-depth data and information were obtained from the observations and interviews from the key informants, such as the leaders of communities, local philosophers, and Tung weavers of TLEG in Chiang Kham, Phayao, Thailand. It showed that commonly the characteristic shape of Tai Lue Tung is a vertical rectangle that has characteristic patterns that can be divided into three groups: 1) real-world and mythical animals, 2) plants, and 3) utensils and castles, which reflect the stories handed down from the past to the present. Additionally, the aestheticism of Tung takes place through three factors: 1) beliefs and faiths, 2) merit and gratitude, and 3) creativity and imagination from the Tung weavers’ experiences obtained from the compositions and arrangements of all patterns based on the principles of visual elements. This study can be implied into curriculum and learning about Tai cultural education.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132978208","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}
Sadık Yüksel Sivaci, Mustafa Kılınç, Mustafa Köroğlu, Enes Demirel
Investigation the lifelong learning tendencies of undergraduate students, who are legally adults, have gained their own learning responsibilities and are expected to strive for continuous self-improvement, is extremely important in terms of adapting to modern life and reaching the most accurate and up-to-date information against the ever-changing and developing information volume. In this context, the aim of the research is to determine the lifelong learning tendency levels of undergraduate students and to examine their lifelong tendencies in terms of various variables. The research is a study in survey model. The study group of the research consists of 2713 undergraduate students studying at Burdur Mehmet Akif Ersoy University in the 2020-2021 academic year. The “Lifelong Learning Tendency Scale” developed by Diker-Coşkun (2009) was used as the data collection tool. According to the results of the research, it was found that undergraduate students had a high level of lifelong learning tendency, and their lifelong learning tendency levels showed significant difference according to the variables of gender, age, grade level, cumulative grade point average, socio-economic level of the family, department and university satisfaction. It was also found that there was no statistically significant difference according to the place of residence variable. According to the findings, suggestions were made for increasing the lifelong learning tendencies of undergraduate students and for new studies.
大学生在法律上已经成年，有了自己的学习责任，有了不断自我完善的愿望，调查大学生的终身学习倾向，对于适应现代生活，在不断变化和发展的信息量中获取最准确、最新的信息，具有极其重要的意义。在此背景下，本研究的目的是确定大学生的终身学习倾向水平，并从各种变量方面考察其终身学习倾向。本研究是一项调查模型研究。本研究的研究小组由2020-2021学年就读于Burdur Mehmet Akif Ersoy大学的2713名本科生组成。本研究采用diker - cou(2009)开发的“终身学习倾向量表”作为数据收集工具。研究结果发现，大学生终身学习倾向水平较高，且在性别、年龄、年级水平、累积平均成绩、家庭社会经济水平、院系和大学满意度等变量上，其终身学习倾向水平存在显著差异。根据居住地变量，也没有统计学上的显著差异。根据调查结果，提出了提高大学生终身学习倾向和开展新研究的建议。
{"title":"Investigation of Life Long Learning Tendencies of Undergraduate Students in Turkey","authors":"Sadık Yüksel Sivaci, Mustafa Kılınç, Mustafa Köroğlu, Enes Demirel","doi":"10.5296/jei.v9i1.20614","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20614","url":null,"abstract":"Investigation the lifelong learning tendencies of undergraduate students, who are legally adults, have gained their own learning responsibilities and are expected to strive for continuous self-improvement, is extremely important in terms of adapting to modern life and reaching the most accurate and up-to-date information against the ever-changing and developing information volume. In this context, the aim of the research is to determine the lifelong learning tendency levels of undergraduate students and to examine their lifelong tendencies in terms of various variables. The research is a study in survey model. The study group of the research consists of 2713 undergraduate students studying at Burdur Mehmet Akif Ersoy University in the 2020-2021 academic year. The “Lifelong Learning Tendency Scale” developed by Diker-Coşkun (2009) was used as the data collection tool. According to the results of the research, it was found that undergraduate students had a high level of lifelong learning tendency, and their lifelong learning tendency levels showed significant difference according to the variables of gender, age, grade level, cumulative grade point average, socio-economic level of the family, department and university satisfaction. It was also found that there was no statistically significant difference according to the place of residence variable. According to the findings, suggestions were made for increasing the lifelong learning tendencies of undergraduate students and for new studies.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127638233","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 aims to 1) study activities that affected the success of the PLC process, 2) study the CSIPL-based learning management process, and 3) study the expression behaviors that provided opportunities to develop learning management based on the CSIPL process. The instruments in this study were: (1) The CSIPL learning management activity plan, which includes five activities: 1) Create a story, 2) Set rules, 3) Insert content, 4) Participate in the game, and 5) Lesson learned. (2) Behavior activities in the CSIPL form include: 1) puzzle letters; 2) haunted pianos; 3) lost eyes; 4) whispers; 5) The Book of Mantra, 6) puzzle sounds; 7) death messages; 8) believing I’m dead; 9) ghosts without voices, and 10) final codes. (3) PLC process assessment form. The data were analyzed using frequency, percentages, mean score (M), standard deviation (SD), and thematic analysis. This research shows that 1) collaboration and shared visions are the stationary driving forces, accounting for 10% of equal work values, while a high collective focus on student learning (45%) drives PLC processes. 2) CSIPL process averaged 4.03 with a standard deviation of 0.74 which shows the suitability of appropriateness at a high level. 3) The overall earnings management for the CSIPL process is 4.22, which means that the level of suitability is high. 4) Students lack the experience of learning what they receive from activities that reflect process control because teachers lack the expertise, they have achieved following the PLC process.
{"title":"Impact of Teaching and Learning Using the Professional Learning Community through the CSIPL Process","authors":"Theerapat Sinthudech, Wannatida Yonwilad","doi":"10.5296/jei.v9i1.20540","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20540","url":null,"abstract":"This research aims to 1) study activities that affected the success of the PLC process, 2) study the CSIPL-based learning management process, and 3) study the expression behaviors that provided opportunities to develop learning management based on the CSIPL process. The instruments in this study were: (1) The CSIPL learning management activity plan, which includes five activities: 1) Create a story, 2) Set rules, 3) Insert content, 4) Participate in the game, and 5) Lesson learned. (2) Behavior activities in the CSIPL form include: 1) puzzle letters; 2) haunted pianos; 3) lost eyes; 4) whispers; 5) The Book of Mantra, 6) puzzle sounds; 7) death messages; 8) believing I’m dead; 9) ghosts without voices, and 10) final codes. (3) PLC process assessment form. The data were analyzed using frequency, percentages, mean score (M), standard deviation (SD), and thematic analysis. This research shows that 1) collaboration and shared visions are the stationary driving forces, accounting for 10% of equal work values, while a high collective focus on student learning (45%) drives PLC processes. 2) CSIPL process averaged 4.03 with a standard deviation of 0.74 which shows the suitability of appropriateness at a high level. 3) The overall earnings management for the CSIPL process is 4.22, which means that the level of suitability is high. 4) Students lack the experience of learning what they receive from activities that reflect process control because teachers lack the expertise, they have achieved following the PLC process. ","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129959123","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 purposes of this research aimed to enhance English language skills of upper secondary students through content and language integrated learning. The research procedures involved three phases as following: the first phase studied fundamental information. The second phase designed and developed the instructional strategies. The third phase implemented instructional model to enhance English language skills through content and language integrated learning. Forty of 11th grade students, second semester of academic year of 2018 selected through cluster random sampling. The assessment tools were a questionnaire, an achievement test, an English language skills test, and a satisfaction questionnaire. The result showed that students improved their listening and speaking skills. Achievement learning from the students is a result that has been achieved by students who obtain listening and speaking skills. At the 0.5 level of statistical significance, Students who were taught using content and language integrated learning outperformed those who were taught using traditional methods. CLIL learning provided students with a high level of learning satisfaction.
{"title":"Enhancing English Language Skills of Upper Secondary Students through Content and Language Integrated Learning","authors":"Arun Meadseena, Jiraporn Chano","doi":"10.5296/jei.v9i1.20597","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20597","url":null,"abstract":"The purposes of this research aimed to enhance English language skills of upper secondary students through content and language integrated learning. The research procedures involved three phases as following: the first phase studied fundamental information. The second phase designed and developed the instructional strategies. The third phase implemented instructional model to enhance English language skills through content and language integrated learning. Forty of 11th grade students, second semester of academic year of 2018 selected through cluster random sampling. The assessment tools were a questionnaire, an achievement test, an English language skills test, and a satisfaction questionnaire. The result showed that students improved their listening and speaking skills. Achievement learning from the students is a result that has been achieved by students who obtain listening and speaking skills. At the 0.5 level of statistical significance, Students who were taught using content and language integrated learning outperformed those who were taught using traditional methods. CLIL learning provided students with a high level of learning satisfaction.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115824352","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. Chaiyaphum, Tawatchai Kahaban, Yuttapong Khuenkhaew, Wannatida Yonwilad, Nattapong Rakngam
The purpose of this study is to investigate how familiarity with social media about local elections influences the engagement of students. The sample for this study consisted of 350 undergraduate students. The questionnaire was used as an instrument in the data collection process. The findings demonstrated that the first place to check for daily political news was Facebook, followed closely by TikTok, and then Twitter. Monitoring is done mostly daily about the regularity with which undergraduate students follow political information. Undergraduate students use electronic devices such as smartphones, iPad, other tablets, notebooks, and desktop computers to keep up with the news. A mean score of 4.30 indicates that the conduct of undergraduate students who obtain political information about local elections from social media is always favorable. The findings suggest that further study should be conducted on specific platforms to validate the impacts of social media usage in light of the distinctive characteristics of each platform.
{"title":"Social Media Knowledge Regarding Local Election Affects Undergraduates’ Participation","authors":"A. Chaiyaphum, Tawatchai Kahaban, Yuttapong Khuenkhaew, Wannatida Yonwilad, Nattapong Rakngam","doi":"10.5296/jei.v9i1.20552","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20552","url":null,"abstract":"The purpose of this study is to investigate how familiarity with social media about local elections influences the engagement of students. The sample for this study consisted of 350 undergraduate students. The questionnaire was used as an instrument in the data collection process. The findings demonstrated that the first place to check for daily political news was Facebook, followed closely by TikTok, and then Twitter. Monitoring is done mostly daily about the regularity with which undergraduate students follow political information. Undergraduate students use electronic devices such as smartphones, iPad, other tablets, notebooks, and desktop computers to keep up with the news. A mean score of 4.30 indicates that the conduct of undergraduate students who obtain political information about local elections from social media is always favorable. The findings suggest that further study should be conducted on specific platforms to validate the impacts of social media usage in light of the distinctive characteristics of each platform.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130244602","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 goal of this study is to examine the relationship between amateur football players’ Sport-confidence and goal commitment. The study consisted of amateur footballers in Isparta province. The sample group consisted of 194 male athletes who played in amateur teams. In this study, the personal information and the sports self-confidence scale and the commitment to team goals scale in the literature were used. Continuous Sport-confidence Scale was developed by Vealey (1986) and adapted to Turkish by Engür et al. (2006).The scale consists of 13 items in total and constitutes a dimension of the Sport-confidence scale. The overall internal consistency coefficient in the adaptation study of the scale was found to be 0.89. Goal Commitment Scale in Sports was developed by Klein vd (2001) and adapted to Turkish by Şenel and Yıldız (2016). The scale, which consists of 5 items and a single sub-dimension, is a five-point Likert-type scale. The overall internal consistency coefficient in the adaptation study of the scale was found to be 0.70. Statistical analysis was performed in computer environment. Pearson correlation analysis (r) was applied. As a result, it was observed that amateur football players participating in the study had high levels of sport-confidence and commitment to team goals. A moderate positive correlation was found between sport-confidence and commitment to team goals. This is thought to be due to the fact that amateur football players want to prove themselves and that the success of the team is also adopted as the success of their football players.
{"title":"The Relationship between Sport-Confidence and Goal Commitment of Amateur Footballers","authors":"Berat Koçyiğit, A. Şentürk","doi":"10.5296/jei.v9i1.20468","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20468","url":null,"abstract":"The goal of this study is to examine the relationship between amateur football players’ Sport-confidence and goal commitment. The study consisted of amateur footballers in Isparta province. The sample group consisted of 194 male athletes who played in amateur teams. In this study, the personal information and the sports self-confidence scale and the commitment to team goals scale in the literature were used. Continuous Sport-confidence Scale was developed by Vealey (1986) and adapted to Turkish by Engür et al. (2006).The scale consists of 13 items in total and constitutes a dimension of the Sport-confidence scale. The overall internal consistency coefficient in the adaptation study of the scale was found to be 0.89. Goal Commitment Scale in Sports was developed by Klein vd (2001) and adapted to Turkish by Şenel and Yıldız (2016). The scale, which consists of 5 items and a single sub-dimension, is a five-point Likert-type scale. The overall internal consistency coefficient in the adaptation study of the scale was found to be 0.70. Statistical analysis was performed in computer environment. Pearson correlation analysis (r) was applied. As a result, it was observed that amateur football players participating in the study had high levels of sport-confidence and commitment to team goals. A moderate positive correlation was found between sport-confidence and commitment to team goals. This is thought to be due to the fact that amateur football players want to prove themselves and that the success of the team is also adopted as the success of their football players.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125507563","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 objectives were to study the state of community involvement in applying local wisdom to learning management, and how to involve local wisdom, such as bamboo wicker products, to manage learning in educational settings. A select group of 85 in Kut Wa Subdistrict, Kuchinarai District, Kalasin Province, Thailand, research contributors consisted of those with bamboo wicker skills 10 persons, teachers 20 administrators, 10 school board members, 30 community leaders, and 15 arts and crafts conservation group representatives used qualitative research through group discussions and in-depth interviews. The tools used in the research are structured interviews and content-based data analytics. The results showed that community involvement in applying local wisdom and making bamboo wicker products helped people learn. The community asks for participation in providing information about local wisdom, by planning and implementing every step, coordinating every step, jointly evaluating it, seeking stakeholder benefits from local wisdom in their communities, and developing guidelines for applying local wisdom to bamboo wicker products in learning management. It discovered that all community organizations must help promote the management of local wisdom learning. The knowledge transferor must be a person who is skilled in making bamboo wicker in the community and who is considered a teacher of local wisdom. Teachers in the school must be the liaison between the community, and the school in bringing local wisdom matters into the school premises, which must be documented in a handbook for making bamboo wicker products, with which learners can apply the advice to their learning through hands-on learning.
{"title":"Local Wisdom for Bamboo Wicker Products through a Community-Based Approach in Thailand","authors":"Saiyut Phupuy, Saksit Rittilun, Voranuch Ninkhet","doi":"10.5296/jei.v9i1.20545","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20545","url":null,"abstract":"The objectives were to study the state of community involvement in applying local wisdom to learning management, and how to involve local wisdom, such as bamboo wicker products, to manage learning in educational settings. A select group of 85 in Kut Wa Subdistrict, Kuchinarai District, Kalasin Province, Thailand, research contributors consisted of those with bamboo wicker skills 10 persons, teachers 20 administrators, 10 school board members, 30 community leaders, and 15 arts and crafts conservation group representatives used qualitative research through group discussions and in-depth interviews. The tools used in the research are structured interviews and content-based data analytics. The results showed that community involvement in applying local wisdom and making bamboo wicker products helped people learn. The community asks for participation in providing information about local wisdom, by planning and implementing every step, coordinating every step, jointly evaluating it, seeking stakeholder benefits from local wisdom in their communities, and developing guidelines for applying local wisdom to bamboo wicker products in learning management. It discovered that all community organizations must help promote the management of local wisdom learning. The knowledge transferor must be a person who is skilled in making bamboo wicker in the community and who is considered a teacher of local wisdom. Teachers in the school must be the liaison between the community, and the school in bringing local wisdom matters into the school premises, which must be documented in a handbook for making bamboo wicker products, with which learners can apply the advice to their learning through hands-on learning.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128492796","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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