Pub Date : 2023-01-30DOI: 10.11648/j.edu.20221106.20
William Soares dos Santos, Maria DE SIMONE
{"title":"Popular Pedagogy in the Times of COVID-19: Digital School or Digital Culture","authors":"William Soares dos Santos, Maria DE SIMONE","doi":"10.11648/j.edu.20221106.20","DOIUrl":"https://doi.org/10.11648/j.edu.20221106.20","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85109646","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 : 2023-01-30DOI: 10.11648/j.edu.20231201.12
Mercy Asaa Asiedu, Jesse Kwaku Doe
{"title":"Role of Openness in Communication in the Absorptive Capacity and Innovation Generation Link in Higher Education Institutions","authors":"Mercy Asaa Asiedu, Jesse Kwaku Doe","doi":"10.11648/j.edu.20231201.12","DOIUrl":"https://doi.org/10.11648/j.edu.20231201.12","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80540623","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 : 2023-01-10DOI: 10.11648/j.edu.20231201.11
Soltura Russel Tonzon
: This study aimed to enhance the scientific research skills of the Grade 9 high school students through constructivist-based instructional enrichment material. Learning competencies in Research 1 as prescribed during the first quarter was developed. These lessons include scientific research skills to be enhanced by the students. The respondents were the Grade 9 high school students with a population size of 115 enrolled in Science, Technology and Engineering (STE) Program. A questionnaire was developed and validated to determine the level of scientific research skills. Afterwards, the material and the achievement test were developed, evaluated and validated. The administration of the pretest was conducted. Afterwards, the learning material was utilized which is intended for the first quarter to test the validity of the material then the post-test was administered. One group pretest-posttest design was used to determine if the pretest and posttest scores have significant difference. The researcher used range intervals with corresponding descriptive ratings to interpret the level of scientific research skills. Two-sample z-test was used to assess the significant difference between the scores of pretest and posttest. The weighted mean was used to determine the level of acceptability towards the material. It was demonstrated that “comparing and contrasting” has the highest mean value which is 8.14 that falls under “highly skilled” while scientific research skills such as “causal explanations,” “classification,” and “generating and testing hypotheses” have corresponding mean values of 3.67, 3.60 and 3.42 respectively that fall under “less skilled”. The developed instructional material includes topics such as introduction to research, study and thinking skills and investigative processes. The mean value of the student-respondents in posttest (38.71) is higher than the mean value for pretest (21.67). The calculated z -value of 27.085 is greater than the critical z -value of 1.96 with a level of significance that is equal to 0.05. Thus, the null hypothesis was rejected. The weighted mean values for the level of acceptability of the material are 3.50, 3.42, 3.37, 3.40, and 3.44 for the learning objectives, activities, clarity, appeal, and usability. These criteria fall under “strongly agree”. Research findings revealed the student-respondents need intervention materials especially for those who are less and moderately skilled. The developed material is ready for adoption since it was revealed that it is a valid tool which is commendable for use. Teachers may adopt the developed instructional material in enhancing the scientific research skills to improve the least mastered scientific research skills.
{"title":"Enhancing the Scientific Research Skills of Grade 9 Students Through Constructivist-Based Instructional Enrichment Material","authors":"Soltura Russel Tonzon","doi":"10.11648/j.edu.20231201.11","DOIUrl":"https://doi.org/10.11648/j.edu.20231201.11","url":null,"abstract":": This study aimed to enhance the scientific research skills of the Grade 9 high school students through constructivist-based instructional enrichment material. Learning competencies in Research 1 as prescribed during the first quarter was developed. These lessons include scientific research skills to be enhanced by the students. The respondents were the Grade 9 high school students with a population size of 115 enrolled in Science, Technology and Engineering (STE) Program. A questionnaire was developed and validated to determine the level of scientific research skills. Afterwards, the material and the achievement test were developed, evaluated and validated. The administration of the pretest was conducted. Afterwards, the learning material was utilized which is intended for the first quarter to test the validity of the material then the post-test was administered. One group pretest-posttest design was used to determine if the pretest and posttest scores have significant difference. The researcher used range intervals with corresponding descriptive ratings to interpret the level of scientific research skills. Two-sample z-test was used to assess the significant difference between the scores of pretest and posttest. The weighted mean was used to determine the level of acceptability towards the material. It was demonstrated that “comparing and contrasting” has the highest mean value which is 8.14 that falls under “highly skilled” while scientific research skills such as “causal explanations,” “classification,” and “generating and testing hypotheses” have corresponding mean values of 3.67, 3.60 and 3.42 respectively that fall under “less skilled”. The developed instructional material includes topics such as introduction to research, study and thinking skills and investigative processes. The mean value of the student-respondents in posttest (38.71) is higher than the mean value for pretest (21.67). The calculated z -value of 27.085 is greater than the critical z -value of 1.96 with a level of significance that is equal to 0.05. Thus, the null hypothesis was rejected. The weighted mean values for the level of acceptability of the material are 3.50, 3.42, 3.37, 3.40, and 3.44 for the learning objectives, activities, clarity, appeal, and usability. These criteria fall under “strongly agree”. Research findings revealed the student-respondents need intervention materials especially for those who are less and moderately skilled. The developed material is ready for adoption since it was revealed that it is a valid tool which is commendable for use. Teachers may adopt the developed instructional material in enhancing the scientific research skills to improve the least mastered scientific research skills.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81006356","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 : 2023-01-01DOI: 10.31058/j.edu.2023.64002
Yuan Qin
{"title":"On the Ecological Ethic of Prophet from the Perspective of Conceptual Metaphor","authors":"Yuan Qin","doi":"10.31058/j.edu.2023.64002","DOIUrl":"https://doi.org/10.31058/j.edu.2023.64002","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73818392","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 : 2023-01-01DOI: 10.31058/j.edu.2023.63007
A. Liu
{"title":"“A Hunger Artist” in Torment: Imbalance of Id, Ego and Superego","authors":"A. Liu","doi":"10.31058/j.edu.2023.63007","DOIUrl":"https://doi.org/10.31058/j.edu.2023.63007","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83890497","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 : 2023-01-01DOI: 10.31058/j.edu.2023.64010
Ying Yang
{"title":"Research on Integrating Integrity Culture Education into the Course Teaching of Higher Vocational Drilling Technology Major","authors":"Ying Yang","doi":"10.31058/j.edu.2023.64010","DOIUrl":"https://doi.org/10.31058/j.edu.2023.64010","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84637019","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 : 2023-01-01DOI: 10.31058/j.edu.2023.62014
A. Liu
{"title":"Off with Fictional Persona: Confessional Strain of Allen Ginsberg","authors":"A. Liu","doi":"10.31058/j.edu.2023.62014","DOIUrl":"https://doi.org/10.31058/j.edu.2023.62014","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89376659","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 : 2023-01-01DOI: 10.31058/j.edu.2023.61007
Liang Mu
{"title":"Analysis on the Optimization Path of School Physical Education Quality from the Perspective of “Double Reduction” Policy","authors":"Liang Mu","doi":"10.31058/j.edu.2023.61007","DOIUrl":"https://doi.org/10.31058/j.edu.2023.61007","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90424083","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 : 2022-12-30DOI: 10.11648/j.edu.20231203.11
Kranioti Anna, Broni Georgia
This research aims to identify the role of school principals in burnout and job satisfaction of Greek teachers that are working in both primary and secondary education. The aim was covered through quantitative research with a structured and online distributed questionnaire used as the main research tool. The research participants were 155 schoolteachers coming from primary and secondary Greek school units. They were collected by using convenience sampling and the avalanche method. For the distribution of the questionnaire, the Google Forms platform was used, and for the statistical analysis. The main research results showed that transactional and transformational leadership are more implemented in Greek schools, than laissez-faire leadership style. Teachers’ levels of job burnout are positively affected by laissez-faire leadership and negatively affected by the two positive leadership styles. On the contrary, transformational, and transactional leadership has a positive impact on job satisfaction levels and a negative impact on teachers’ burnout. Keywords: Job satisfaction; laissez-faire leadership; teachers; transactional leadership; transformational leadership
{"title":"The Role of the School Principal in Burnout and Job Satisfaction of Secondary School Teachers","authors":"Kranioti Anna, Broni Georgia","doi":"10.11648/j.edu.20231203.11","DOIUrl":"https://doi.org/10.11648/j.edu.20231203.11","url":null,"abstract":"This research aims to identify the role of school principals in burnout and job satisfaction of Greek teachers that are working in both primary and secondary education. The aim was covered through quantitative research with a structured and online distributed questionnaire used as the main research tool. The research participants were 155 schoolteachers coming from primary and secondary Greek school units. They were collected by using convenience sampling and the avalanche method. For the distribution of the questionnaire, the Google Forms platform was used, and for the statistical analysis. The main research results showed that transactional and transformational leadership are more implemented in Greek schools, than laissez-faire leadership style. Teachers’ levels of job burnout are positively affected by laissez-faire leadership and negatively affected by the two positive leadership styles. On the contrary, transformational, and transactional leadership has a positive impact on job satisfaction levels and a negative impact on teachers’ burnout. \u0000Keywords: Job satisfaction; laissez-faire leadership; teachers; transactional leadership; transformational leadership","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77179040","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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