Pub Date : 2022-01-01DOI: 10.31058/j.edu.2022.51002
Dhanasekar Natarajan
{"title":"Study and Analysis of COVID-19 Impacts on the Performance of College Students and Courses","authors":"Dhanasekar Natarajan","doi":"10.31058/j.edu.2022.51002","DOIUrl":"https://doi.org/10.31058/j.edu.2022.51002","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"93 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85922168","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 : 2022-01-01DOI: 10.11648/j.edu.20221103.16
Lu Syaifuddin, Suherli Kusmana, S. Jaja
{"title":"Character Education Oriented Discovery Model in Description Text Learning in Smp/Mts","authors":"Lu Syaifuddin, Suherli Kusmana, S. Jaja","doi":"10.11648/j.edu.20221103.16","DOIUrl":"https://doi.org/10.11648/j.edu.20221103.16","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"04 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85962050","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 : 2022-01-01DOI: 10.31058/j.edu.2022.51015
Rose Agyei
{"title":"Adjusting to COVID-19 on Campus for Safety Stay: A case of Seventh Day Adventist (S. D. A) Final Year College of Education Students","authors":"Rose Agyei","doi":"10.31058/j.edu.2022.51015","DOIUrl":"https://doi.org/10.31058/j.edu.2022.51015","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"18 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80819433","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 : 2022-01-01DOI: 10.31058/j.edu.2022.51013
Justice Kwame Wireko Ampem
{"title":"Teacher Trainees Cognition of Information and Communication Technology (ICT) in the Colleges of Education in Ghana","authors":"Justice Kwame Wireko Ampem","doi":"10.31058/j.edu.2022.51013","DOIUrl":"https://doi.org/10.31058/j.edu.2022.51013","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"70 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72945545","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 : 2022-01-01DOI: 10.31058/j.edu.2022.52009
Zhijie Zhao
{"title":"Talking about the Management of Higher Education Under the Concept of Innovative Education","authors":"Zhijie Zhao","doi":"10.31058/j.edu.2022.52009","DOIUrl":"https://doi.org/10.31058/j.edu.2022.52009","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88224451","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 : 2022-01-01DOI: 10.31058/j.edu.2022.52017
Xiao Li
{"title":"Impoliteness in Chinese Talk Show","authors":"Xiao Li","doi":"10.31058/j.edu.2022.52017","DOIUrl":"https://doi.org/10.31058/j.edu.2022.52017","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"56 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74254933","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 : 2022-01-01DOI: 10.11648/j.edu.20221103.11
Agmassie Bazezew Mengistu, Reda Darge Negasie
: This study examined perceived employability & entrepreneurial skills of TVET graduates and the impact of these skills on gainful employment (self/paid) of the graduates. Data was collected from 317 (133 unemployed and 184 employed) TVET graduates that were selected from two randomly selected departments of the three randomly (Bahir-Dar, Gondar and Debretabor) selected TVET colleges. For both data collection and analysis the study utilized Concurrent embedded mixed research method (that encompasses the pragmatic philosophical world view). A questionnaire having Close ended and open-ended items as well as document analysis were the instruments used together data. For the analysis of the quantitative data, one sample t-test, independent sample t-test and multiple regression analysis were employed and the qualitative data was analyzed by embedding on the quantitative data. The results revealed that the mean perceived graduates’ employability skills were significantly lower than the expected value. Similarly, the mean perceived entrepreneurial skills of TVET graduates were significantly lower than the expected mean. Moreover, graduates job related satisfaction was found to be significantly low. Regression Analysis also revealed a lower contribution of the combined skills on job related satisfaction. Finally, the Beta value under standard coefficient designated that total employability skills was the largest value that makes the strongest and significant unique contribution to explain the lower Job satisfaction which was followed by entrepreneurial skills as the second unique significant predictor.
{"title":"Evaluating the Employability and Entrepreneurial Skills and the Impact on Employment of Public TVET Graduates","authors":"Agmassie Bazezew Mengistu, Reda Darge Negasie","doi":"10.11648/j.edu.20221103.11","DOIUrl":"https://doi.org/10.11648/j.edu.20221103.11","url":null,"abstract":": This study examined perceived employability & entrepreneurial skills of TVET graduates and the impact of these skills on gainful employment (self/paid) of the graduates. Data was collected from 317 (133 unemployed and 184 employed) TVET graduates that were selected from two randomly selected departments of the three randomly (Bahir-Dar, Gondar and Debretabor) selected TVET colleges. For both data collection and analysis the study utilized Concurrent embedded mixed research method (that encompasses the pragmatic philosophical world view). A questionnaire having Close ended and open-ended items as well as document analysis were the instruments used together data. For the analysis of the quantitative data, one sample t-test, independent sample t-test and multiple regression analysis were employed and the qualitative data was analyzed by embedding on the quantitative data. The results revealed that the mean perceived graduates’ employability skills were significantly lower than the expected value. Similarly, the mean perceived entrepreneurial skills of TVET graduates were significantly lower than the expected mean. Moreover, graduates job related satisfaction was found to be significantly low. Regression Analysis also revealed a lower contribution of the combined skills on job related satisfaction. Finally, the Beta value under standard coefficient designated that total employability skills was the largest value that makes the strongest and significant unique contribution to explain the lower Job satisfaction which was followed by entrepreneurial skills as the second unique significant predictor.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"36 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75693596","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 : 2022-01-01DOI: 10.31058/j.edu.2022.51020
Joseph Mfum-Appiah
{"title":"Household Conditions on Academic Performance of Junior High School Students in Ghana","authors":"Joseph Mfum-Appiah","doi":"10.31058/j.edu.2022.51020","DOIUrl":"https://doi.org/10.31058/j.edu.2022.51020","url":null,"abstract":"","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"66 7","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72634023","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 : 2022-01-01DOI: 10.11648/j.edu.20221102.14
Yirgalem Girma Melka, Italo Beriso Jatta
: Teachers do have a common responsibility and/or goal of meeting the diverse learning needs of all students with different readiness levels (current knowledge, skills, or performance) that likely affects their learning. This can be achieved through a differentiated instructional approach due to its potential benefits in promoting learning for all. However, the students’ perceptions towards their teachers’ efforts in differentiated instructional practices remained unknown in Ethiopia, especially at high school levels as the very few local studies focused on the teachers’ perspective, missing students’ voices that may likely affect learning. Thus, the purpose of the current study was to assess and describe students’ perceptions towards the EFL teachers’ efforts in facilitating learning for all making use of differentiated instructions. The study adopted a descriptive research design. To achieve this purpose, 120 grade 12 students were randomly selected to fill a five-point liker scale questionnaire designed to elicit data about their EFL teachers’ instructional practices in maximizing learning for all through DI. 114 of them with 95% response rate fully completed and returned the questionnaires. The data was then entered into the SPSS software version 24 and analyzed quantitatively using descriptive statistics (mean values emphasized). The study found that the great majority of the students reported their EFL teachers are predominantly following the one-size-fits-all mode of teaching that no longer sufficiently meet the diverse needs of students in the contemporary classrooms’ situations. Thus, it was concluded that, overall, the high school students had unfavorable perceptions towards the EFL teachers efforts in differentiate instructions in promoting learning for all students. Accordingly, it was suggested that EFL teachers should get awareness training to integrate differentiated instructions into the regular EFL classes so that they will be able to promote learning for all using differentiated instructional strategies.
{"title":"High School Students’ Perceptions Towards EFL Teachers’ Differentiated Instructional Practices at Higher 23 Secondary School, Addis Ababa, Ethiopia","authors":"Yirgalem Girma Melka, Italo Beriso Jatta","doi":"10.11648/j.edu.20221102.14","DOIUrl":"https://doi.org/10.11648/j.edu.20221102.14","url":null,"abstract":": Teachers do have a common responsibility and/or goal of meeting the diverse learning needs of all students with different readiness levels (current knowledge, skills, or performance) that likely affects their learning. This can be achieved through a differentiated instructional approach due to its potential benefits in promoting learning for all. However, the students’ perceptions towards their teachers’ efforts in differentiated instructional practices remained unknown in Ethiopia, especially at high school levels as the very few local studies focused on the teachers’ perspective, missing students’ voices that may likely affect learning. Thus, the purpose of the current study was to assess and describe students’ perceptions towards the EFL teachers’ efforts in facilitating learning for all making use of differentiated instructions. The study adopted a descriptive research design. To achieve this purpose, 120 grade 12 students were randomly selected to fill a five-point liker scale questionnaire designed to elicit data about their EFL teachers’ instructional practices in maximizing learning for all through DI. 114 of them with 95% response rate fully completed and returned the questionnaires. The data was then entered into the SPSS software version 24 and analyzed quantitatively using descriptive statistics (mean values emphasized). The study found that the great majority of the students reported their EFL teachers are predominantly following the one-size-fits-all mode of teaching that no longer sufficiently meet the diverse needs of students in the contemporary classrooms’ situations. Thus, it was concluded that, overall, the high school students had unfavorable perceptions towards the EFL teachers efforts in differentiate instructions in promoting learning for all students. Accordingly, it was suggested that EFL teachers should get awareness training to integrate differentiated instructions into the regular EFL classes so that they will be able to promote learning for all using differentiated instructional strategies.","PeriodicalId":37144,"journal":{"name":"Christian Education Journal","volume":"9 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80189106","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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