Pub Date : 2021-10-03DOI: 10.33902/jpsp.2021272429
Andrew Harris, S. Buglass, G. Gous
Consistent with capacity theories of attention, attention can be sustained to the extent that spare mental resources remain available. The traditional lecture in higher education has received criticism for being too long to hold a student’s attention. This is based on several author’s claims that there is a measurable decrement in student attention after approximately 10-15 minutes of sustained content delivery. The present research aimed to investigate if providing small, separate units of an asynchronous lecture is able to enhance motivation for task engagement through perceived achievability of the learning outcomes, and consequently, enhance sustained attention amongst postgraduate university students. Utilising a quasiexperimental design, 51 postgraduate psychology students were recruited by opportunistic sampling from a cognitive psychology lecture on an MSc Psychology course, and given the option to watch either a long, single-video version of a lecture, or the same lecture delivered as smaller separate video chunks. Key findings indicate that presenting the material as smaller separate video units increased the perceived achievability of the learning outcomes and reduced the number of attention lapses experienced, but not the duration of those lapses, all measured via self-report single-item measures. The shorter separate videos condition also saw greater levels of break taking compliance. Looking at the sample as a whole using a hierarchical regression analysis, whilst controlling for student mind wandering tendencies as measured by the Mind Excessively Wandering Scale (MEWS), taking breaks was a significant negative predictor of attention lapses. Taken together, this suggests taking breaks is an integral part of sustained attention, and that chunking lectures into separate video units increases break taking compliance. Therefore, when designing online asynchronous learning material, lecturers should consider the value of chunking learning material for its potential direct and indirect effect on sustained attention.
{"title":"The impact of lecture chunking format on university student vigilance: Implications for classroom pedagogy","authors":"Andrew Harris, S. Buglass, G. Gous","doi":"10.33902/jpsp.2021272429","DOIUrl":"https://doi.org/10.33902/jpsp.2021272429","url":null,"abstract":"Consistent with capacity theories of attention, attention can be sustained to the extent that spare mental \u0000resources remain available. The traditional lecture in higher education has received criticism for being too \u0000long to hold a student’s attention. This is based on several author’s claims that there is a measurable \u0000decrement in student attention after approximately 10-15 minutes of sustained content delivery. The \u0000present research aimed to investigate if providing small, separate units of an asynchronous lecture is able \u0000to enhance motivation for task engagement through perceived achievability of the learning outcomes, and \u0000consequently, enhance sustained attention amongst postgraduate university students. Utilising a quasiexperimental design, 51 postgraduate psychology students were recruited by opportunistic sampling from \u0000a cognitive psychology lecture on an MSc Psychology course, and given the option to watch either a long, \u0000single-video version of a lecture, or the same lecture delivered as smaller separate video chunks. Key \u0000findings indicate that presenting the material as smaller separate video units increased the perceived \u0000achievability of the learning outcomes and reduced the number of attention lapses experienced, but not \u0000the duration of those lapses, all measured via self-report single-item measures. The shorter separate videos \u0000condition also saw greater levels of break taking compliance. Looking at the sample as a whole using a \u0000hierarchical regression analysis, whilst controlling for student mind wandering tendencies as measured by \u0000the Mind Excessively Wandering Scale (MEWS), taking breaks was a significant negative predictor of \u0000attention lapses. Taken together, this suggests taking breaks is an integral part of sustained attention, and \u0000that chunking lectures into separate video units increases break taking compliance. Therefore, when \u0000designing online asynchronous learning material, lecturers should consider the value of chunking learning \u0000material for its potential direct and indirect effect on sustained attention.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115062494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-24DOI: 10.33902/jpsp.2021270046
Thomas G. Ryan
The following content analysis unfolded while exploring the current Ontario provincial government positions detailed in the newly released 2019 Ontario Health and Physical Education curricular document. This newly released document informs and guides elementary educators towards a problem-based learning pedagogy. Problem-based learning opportunities within Ontario (Canada) Health and Physical Education places emphasis on the ‘learning by doing’ philosophy which increases learner awareness. The educator cognitively coaches, posing questions that lead the inquirer and the educational inquiry authentically while encouraging self-direction. PBL invites constructivism as self-directed students are confronted by carefully crafted authentic problems within Ontario Health and Physical Education.
{"title":"Problem-based learning opportunities within Ontario (Canada) elementary health and physical education","authors":"Thomas G. Ryan","doi":"10.33902/jpsp.2021270046","DOIUrl":"https://doi.org/10.33902/jpsp.2021270046","url":null,"abstract":"The following content analysis unfolded while exploring the current Ontario provincial government positions detailed in the newly released 2019 Ontario Health and Physical Education curricular document. This newly released document informs and guides elementary educators towards a problem-based learning pedagogy. Problem-based learning opportunities within Ontario (Canada) Health and Physical Education places emphasis on the ‘learning by doing’ philosophy which increases learner awareness. The educator cognitively coaches, posing questions that lead the inquirer and the educational inquiry authentically while encouraging self-direction. PBL invites constructivism as self-directed students are confronted by carefully crafted authentic problems within Ontario Health and Physical Education.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129237110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-20DOI: 10.33902/jpsp.2021169956
G. Rikowski, Alisson Slider do Nascimento de Paula
In his classic The Condition of the Working Class in England (1845), Friedrich Engels argued that workers engaged in industrial action gained knowledge of economic processes, tactical awareness in struggles and grasped the value of solidarity in the face of employers’ assaults on pay and working conditions. These struggles constituted “schools of war”; significant learning experiences for workers, argued Engels. Yet schools of war can take other forms, such as struggles against the capitalisation of education; educational institutions becoming sites of capital accumulation and preparation for capitalist work. In this sense, education has become a battleground as its privatisation, commodification, marketisation, commercialisation and monetisation have gathered pace in many countries since the second half of the twentieth century. This article argues that there are two main fronts in the war over the penetration of education by capital in contemporary society: the business takeover of education, as educational institutions become value- and profit-making sites; and the reduction of education to labour-power production. It explores these two fronts of war in terms of education policies in England and Brazil and argues for the establishment of forms of education beyond capitalist states and capital’s commodity forms.
{"title":"Schools of war","authors":"G. Rikowski, Alisson Slider do Nascimento de Paula","doi":"10.33902/jpsp.2021169956","DOIUrl":"https://doi.org/10.33902/jpsp.2021169956","url":null,"abstract":"In his classic The Condition of the Working Class in England (1845), Friedrich Engels argued that workers engaged in industrial action gained knowledge of economic processes, tactical awareness in struggles and grasped the value of solidarity in the face of employers’ assaults on pay and working conditions. These struggles constituted “schools of war”; significant learning experiences for workers, argued Engels. Yet schools of war can take other forms, such as struggles against the capitalisation of education; educational institutions becoming sites of capital accumulation and preparation for capitalist work. In this sense, education has become a battleground as its privatisation, commodification, marketisation, commercialisation and monetisation have gathered pace in many countries since the second half of the twentieth century. This article argues that there are two main fronts in the war over the penetration of education by capital in contemporary society: the business takeover of education, as educational institutions become value- and profit-making sites; and the reduction of education to labour-power production. It explores these two fronts of war in terms of education policies in England and Brazil and argues for the establishment of forms of education beyond capitalist states and capital’s commodity forms.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116769172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-03DOI: 10.33902/JPSP.2021167595
Erwin Emperado Rotas, Michael Bobias Cahapay
Amid the current period of massive migration to remote learning, it can be practically assumed in the context of cyber security that giving students threat knowledge will increase their protective behaviors. An emerging stance in behavior theories, however, offer an interesting ground on the dissociation between knowledge and behavior. This article is a preliminary study with the aim to test if threat knowledge influence protective behaviors of students in the context of cyber security in remote learning amid the COVID-19 crisis. Gathering data from a sample of students from a teacher education department of a Philippine university, modified questionnaires were used in online surveys. The results revealed that the students are somewhat knowledgeable about the possible threats and they sometimes practice protective behaviors in remote learning. This indicates a practical need to heighten the cyber security of the students. This study further found no significant relationship between threat knowledge and protective behaviors of the students. While this outcome contributes a piece of evidence in the current debate in behavior theories, further validation in other contexts is necessary.
{"title":"Does threat knowledge influence protective behaviors of students in the context of cyber security in remote learning amid COVID-19 crisis","authors":"Erwin Emperado Rotas, Michael Bobias Cahapay","doi":"10.33902/JPSP.2021167595","DOIUrl":"https://doi.org/10.33902/JPSP.2021167595","url":null,"abstract":"Amid the current period of massive migration to remote learning, it can be practically assumed in the context of cyber security that giving students threat knowledge will increase their protective behaviors. An emerging stance in behavior theories, however, offer an interesting ground on the dissociation between knowledge and behavior. This article is a preliminary study with the aim to test if threat knowledge influence protective behaviors of students in the context of cyber security in remote learning amid the COVID-19 crisis. Gathering data from a sample of students from a teacher education department of a Philippine university, modified questionnaires were used in online surveys. The results revealed that the students are somewhat knowledgeable about the possible threats and they sometimes practice protective behaviors in remote learning. This indicates a practical need to heighten the cyber security of the students. This study further found no significant relationship between threat knowledge and protective behaviors of the students. While this outcome contributes a piece of evidence in the current debate in behavior theories, further validation in other contexts is necessary.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129571414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-15DOI: 10.33902/JPSP.2021167264
Abaid Ullah, Mahmoona Ashraf, S. Ashraf, Sajjad Ahmed
This paper aims to identify the challenges faced by Pakistani students during online learning environment, to determine whether a difference exist between males and females students regarding challenges faced during online learning, and to evaluate the effectiveness of online learning in Pakistan from students' perspectives. The population of the present study was consisted of students who were taking online classes in Lahore Pakistan. The study design was cross sectional and analytic study. A sample of 550 students was drawn. The technique of simple random sampling was used for this purpose. Google form questionnaire was used as a tool for data collection. Frequency table were used to represent the findings. One Sample t-test applied regarding problem faced by students in online learning, Independent Sample t-test regarding difference between male and female students responses about challenges faced during online education and One way ANOVA for significant difference between qualification level of students responses about challenges faced during online education. Results revealed that all the students were facing same issues either they were school level or university level. Male and female students were facing same challenges in online classes. Online learning cannot produce good results in developing countries like Pakistan, where a huge majority of students are not able to access the good internet facility due to technical as well as financial issues. This study addressed the effectiveness of online and challenges faced by students who are taking online classes. As per this study, 88% of students had not proper internet facility and they faced lots of internet issues and 65% students were not satisfied with online learning 85% students complaining about eye sight issue by taking online classes on devices 50% students were unable to manage the university affairs. As a result, we found that all the students were facing same issues either they were school level or university level. We also obtained that male and female students were facing same challenges in online classes.
{"title":"Challenges of online learning during the COVID-19 pandemic encountered by students in Pakistan","authors":"Abaid Ullah, Mahmoona Ashraf, S. Ashraf, Sajjad Ahmed","doi":"10.33902/JPSP.2021167264","DOIUrl":"https://doi.org/10.33902/JPSP.2021167264","url":null,"abstract":"This paper aims to identify the challenges faced by Pakistani students during online learning environment, to determine whether a difference exist between males and females students regarding challenges faced during online learning, and to evaluate the effectiveness of online learning in Pakistan from students' perspectives. The population of the present study was consisted of students who were taking online classes in Lahore Pakistan. The study design was cross sectional and analytic study. A sample of 550 students was drawn. The technique of simple random sampling was used for this purpose. Google form questionnaire was used as a tool for data collection. Frequency table were used to represent the findings. One Sample t-test applied regarding problem faced by students in online learning, Independent Sample t-test regarding difference between male and female students responses about challenges faced during online education and One way ANOVA for significant difference between qualification level of students responses about challenges faced during online education. Results revealed that all the students were facing same issues either they were school level or university level. Male and female students were facing same challenges in online classes. Online learning cannot produce good results in developing countries like Pakistan, where a huge majority of students are not able to access the good internet facility due to technical as well as financial issues. This study addressed the effectiveness of online and challenges faced by students who are taking online classes. As per this study, 88% of students had not proper internet facility and they faced lots of internet issues and 65% students were not satisfied with online learning 85% students complaining about eye sight issue by taking online classes on devices 50% students were unable to manage the university affairs. As a result, we found that all the students were facing same issues either they were school level or university level. We also obtained that male and female students were facing same challenges in online classes.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131209415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-14DOI: 10.33902/jpsp.2020263947
A. Baerheim, Ingunn Johanne Ness
It has been reported that the temporal aspects of the zone of proximal development (ZPD) are underanalyzed. The aim of this article is to use the literary science concept of Paul Ricoeur’s triple mimesis to elucidate unanalyzed aspects of the temporal living and learning processes of interprofessional teams in the ZPD. Both mimesis2 and ZPD are temporal constructs embedded in the present of time, and for both mimesis2 and ZPD, activity is created and carried by the actors. While the internal processes in ZPD have remained unanalyzed to date, Ricoeur provides emplotment with its procedural mechanisms for the activity in mimesis2. Being narrating beings, humans have an affinity for narrative emplotments that then structure the activities in the ZPD. Because mimesis2 is based on narrative time, the basic requirement for employing mimesis2 in ZPD is that the ZPD has a narrative base, which is probable when health students are the actors and the case they are working on is a patient.
{"title":"Ricoeur s triple mimesis and the zone of proximal development in the learning processes of interprofessional student teams","authors":"A. Baerheim, Ingunn Johanne Ness","doi":"10.33902/jpsp.2020263947","DOIUrl":"https://doi.org/10.33902/jpsp.2020263947","url":null,"abstract":"It has been reported that the temporal aspects of the zone of proximal development (ZPD) are underanalyzed. The aim of this article is to use the literary science concept of Paul Ricoeur’s triple mimesis to elucidate unanalyzed aspects of the temporal living and learning processes of interprofessional teams in the ZPD. Both mimesis2 and ZPD are temporal constructs embedded in the present of time, and for both mimesis2 and ZPD, activity is created and carried by the actors. While the internal processes in ZPD have remained unanalyzed to date, Ricoeur provides emplotment with its procedural mechanisms for the activity in mimesis2. Being narrating beings, humans have an affinity for narrative emplotments that then structure the activities in the ZPD. Because mimesis2 is based on narrative time, the basic requirement for employing mimesis2 in ZPD is that the ZPD has a narrative base, which is probable when health students are the actors and the case they are working on is a patient.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125597944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-10DOI: 10.33902/jpsp.2020263901
O. Oyinloye
The recent outbreak of Coronavirus (COVID-19) pandemic has led to the total lockdown of major cities globally which resulted in the early closure of schools in the cities affected, Nigeria inclusive. It is hypothesized that COVID-19 may have a negative outcome on the performance of senior secondary school students in class 3 (SS3) who are yet to write their 2020 external examination (West Africa Senior Secondary Certificate Examination as well as National Examination Council) especially in the science subjects namely Biology, Physics and Chemistry. This study collected data from three teachers who are science experts and head of their respective departments in three government secondary schools in Ado-Ekiti local government area of Ekiti State, Nigeria. A semi-structured interview was used to collect data from the teachers through phone calls and WhatsApp chats. This qualitative study employed a case study research approach. Findings from this study revealed that there is the possibility of a further drop in the pass rate (%) of senior secondary school students’ in this year’s external examinations if this pandemic is not contained soon knowing fully well that the school academic calendar has already been disrupted due to early closure of schools in Nigeria. As part of COVID-19 relief package, recommendations are made to the Federal government of Nigeria and policymakers to distribute iPads and electronic tablets preloaded with e-textbooks in these subject areas to SS3 students and their teachers to facilitate online learning as this will enhance their performance in Science subjects in this year’s national examination.
{"title":"Possible impact of COVID-19 on senior secondary school students performance in science education in Nigeria","authors":"O. Oyinloye","doi":"10.33902/jpsp.2020263901","DOIUrl":"https://doi.org/10.33902/jpsp.2020263901","url":null,"abstract":"The recent outbreak of Coronavirus (COVID-19) pandemic has led to the total lockdown of major cities globally which resulted in the early closure of schools in the cities affected, Nigeria inclusive. It is hypothesized that COVID-19 may have a negative outcome on the performance of senior secondary school students in class 3 (SS3) who are yet to write their 2020 external examination (West Africa Senior Secondary Certificate Examination as well as National Examination Council) especially in the science subjects namely Biology, Physics and Chemistry. This study collected data from three teachers who are science experts and head of their respective departments in three government secondary schools in Ado-Ekiti local government area of Ekiti State, Nigeria. A semi-structured interview was used to collect data from the teachers through phone calls and WhatsApp chats. This qualitative study employed a case study research approach. Findings from this study revealed that there is the possibility of a further drop in the pass rate (%) of senior secondary school students’ in this year’s external examinations if this pandemic is not contained soon knowing fully well that the school academic calendar has already been disrupted due to early closure of schools in Nigeria. As part of COVID-19 relief package, recommendations are made to the Federal government of Nigeria and policymakers to distribute iPads and electronic tablets preloaded with e-textbooks in these subject areas to SS3 students and their teachers to facilitate online learning as this will enhance their performance in Science subjects in this year’s national examination.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124137647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-29DOI: 10.33902/jpsp.2020262924
K. Dorji, Pema Tshering, Tempa Wangchuk, Sherab Jatsho
Bhutanese teachers received training on transformative pedagogy to heighten the quality of teaching methods. However, given the paucity of the study, little is known about the implication of transformative pedagogy. Therefore, exploratory study was carried out to ascertain the implication of transformative pedagogy in Bhutanese classroom teaching. Twenty teachers (N=20) took part in face to face interviews. The data was analysed based on the framework of manifest content analysis advocated by Bengtsson (2016). Findings suggest that transformative pedagogy has the positive implication to Bhutanese classroom teaching. Findings also show that the practice of transformative pedagogy is limited by curricular design, classroom structure, and the notion of teacher being the source of all knowledge. The suitability issue of transformative pedagogy in the context of curricular design, classroom structures, and the affinity towards traditional teaching methods are discussed.
{"title":"The implication of transformative pedagogy in classroom teaching: A case of Bhutan","authors":"K. Dorji, Pema Tshering, Tempa Wangchuk, Sherab Jatsho","doi":"10.33902/jpsp.2020262924","DOIUrl":"https://doi.org/10.33902/jpsp.2020262924","url":null,"abstract":"Bhutanese teachers received training on transformative pedagogy to heighten the quality of teaching methods. However, given the paucity of the study, little is known about the implication of transformative pedagogy. Therefore, exploratory study was carried out to ascertain the implication of transformative pedagogy in Bhutanese classroom teaching. Twenty teachers (N=20) took part in face to face interviews. The data was analysed based on the framework of manifest content analysis advocated by Bengtsson (2016). Findings suggest that transformative pedagogy has the positive implication to Bhutanese classroom teaching. Findings also show that the practice of transformative pedagogy is limited by curricular design, classroom structure, and the notion of teacher being the source of all knowledge. The suitability issue of transformative pedagogy in the context of curricular design, classroom structures, and the affinity towards traditional teaching methods are discussed.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128127798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-28DOI: 10.33902/JPSP.2020262940
Lemma Tadesse
The study aimed to examine ways to actualize the approach in which students are responsible for their learning, assess the major challenges that hinder the implementation of active learning approaches, and to some extent assess the attitudes of social study teachers towards active-learning. A mixed-methods design was used. Among the eight selected woreda in Gamo Goffa Zone, a total of 61 social study teachers participated in the study and completed questionnaires. This was complemented by a qualitative approach that is Focus Group Discussion and interviews for data gathering. The study investigates that although the employment of active teaching and learning is emphasized in Ethiopian policies, traditional lecture methods, in which teachers talk and students listen, dominate the current teaching and learning process in teaching social studies in the study area. The common obstacles found included: lack of time and resources to implement, the rigidity of the time table, to some extent teacher’s attitudes, lack of instructional materials and administrative support, Problem in the seating arrangement, large classes and the huge amount of content to be covered. It is believed that training and support may improve teachers’ attitudes and teaching methods.
{"title":"Problems affecting the practice of student-centered approach in teachings social studies","authors":"Lemma Tadesse","doi":"10.33902/JPSP.2020262940","DOIUrl":"https://doi.org/10.33902/JPSP.2020262940","url":null,"abstract":"The study aimed to examine ways to actualize the approach in which students are responsible for their learning, assess the major challenges that hinder the implementation of active learning approaches, and to some extent assess the attitudes of social study teachers towards active-learning. A mixed-methods design was used. Among the eight selected woreda in Gamo Goffa Zone, a total of 61 social study teachers participated in the study and completed questionnaires. This was complemented by a qualitative approach that is Focus Group Discussion and interviews for data gathering. The study investigates that although the employment of active teaching and learning is emphasized in Ethiopian policies, traditional lecture methods, in which teachers talk and students listen, dominate the current teaching and learning process in teaching social studies in the study area. The common obstacles found included: lack of time and resources to implement, the rigidity of the time table, to some extent teacher’s attitudes, lack of instructional materials and administrative support, Problem in the seating arrangement, large classes and the huge amount of content to be covered. It is believed that training and support may improve teachers’ attitudes and teaching methods.","PeriodicalId":365567,"journal":{"name":"Journal of Pedagogical Sociology and Psychology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123115220","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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