J. Tulung, O. Wuwung, Jefri Mailool, Himawan Putranta
This study aimed to obtain accurate information about the student satisfaction level with academic library services in State Christian Religious Higher Education institutions and to evaluate the performance of each attribute service. A quantitative approach involving descriptive statistical methods was used. For data collection, a questionnaire comprising 16 statements, validated by five experts, was employed and the data were gathered from 382 students across three participating State Christian Religious Higher Education institutions. The data analysis employed descriptive statistical methods and involved the use of the Customer Satisfaction Index (CSI) formula and the Importance Performance Analysis (IPA) method. The results showed that the percentage of overall student satisfaction level for academic library services was 66.24%, indicating students were largely content with these services. However, there was room for improvement in the performance of these services. This study identified certain service attributes such as internet accessibility, library collection, library catalog system, timeliness of library opening and closing, library staff readiness, and the speed of library staff in handling requests, which were found to provide low satisfaction levels to students. A comprehensive performance evaluation for each academic library service attribute resulted in a mapping visualized through the four quadrants of the Cartesian diagram. The management of the State Christian Religious Higher Education must develop various facilities for library operational support and also staff competencies to improve the academic library services.
{"title":"Analysis of student satisfaction with the quality of academic library services at state Christian religious higher education institutions","authors":"J. Tulung, O. Wuwung, Jefri Mailool, Himawan Putranta","doi":"10.18488/61.v12i2.3678","DOIUrl":"https://doi.org/10.18488/61.v12i2.3678","url":null,"abstract":"This study aimed to obtain accurate information about the student satisfaction level with academic library services in State Christian Religious Higher Education institutions and to evaluate the performance of each attribute service. A quantitative approach involving descriptive statistical methods was used. For data collection, a questionnaire comprising 16 statements, validated by five experts, was employed and the data were gathered from 382 students across three participating State Christian Religious Higher Education institutions. The data analysis employed descriptive statistical methods and involved the use of the Customer Satisfaction Index (CSI) formula and the Importance Performance Analysis (IPA) method. The results showed that the percentage of overall student satisfaction level for academic library services was 66.24%, indicating students were largely content with these services. However, there was room for improvement in the performance of these services. This study identified certain service attributes such as internet accessibility, library collection, library catalog system, timeliness of library opening and closing, library staff readiness, and the speed of library staff in handling requests, which were found to provide low satisfaction levels to students. A comprehensive performance evaluation for each academic library service attribute resulted in a mapping visualized through the four quadrants of the Cartesian diagram. The management of the State Christian Religious Higher Education must develop various facilities for library operational support and also staff competencies to improve the academic library services.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244285","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 evaluate the role of principal supervision in improving teacher performance, identify obstacles related to academic supervision analysis, and design strategies to overcome these obstacles. This research was conducted at a public elementary school in Blora Regency. Qualitative data analysis techniques were used in this research. Sampling used purposive sampling technique. Data collection through observation and in-depth interviews. The informants taken included the Principal, Teachers, Supervisors, Chair of the School Committee, and Students. The results of the study show that academic supervision is carried out by the principles of academic supervision by going through the stages of planning, implementing, evaluating, and following up. The techniques and models of academic supervision that are applied vary according to the situation and condition of the school, as well as the principles of academic supervision that are applied. The obstacles found include the role of the principal as a supervisor who is often given additional tasks by the department, teachers as the party being supervised have various activities and competencies, as well as a lack of facilities and infrastructure. Another obstacle is the limited study time and the limited communication skills of students. Efforts have been made, among others, by rearranging schedules, involving teachers in training, allocating budgets for new facilities and infrastructure through the School Operational Assistance program, and building good cooperation with school committees.
{"title":"Role of the supervision of the school principal in improving the quality of learning at state elementary school’s post-pandemic COVID-19","authors":"Rini Werdiningsih","doi":"10.18488/61.v12i2.3674","DOIUrl":"https://doi.org/10.18488/61.v12i2.3674","url":null,"abstract":"This research aims to evaluate the role of principal supervision in improving teacher performance, identify obstacles related to academic supervision analysis, and design strategies to overcome these obstacles. This research was conducted at a public elementary school in Blora Regency. Qualitative data analysis techniques were used in this research. Sampling used purposive sampling technique. Data collection through observation and in-depth interviews. The informants taken included the Principal, Teachers, Supervisors, Chair of the School Committee, and Students. The results of the study show that academic supervision is carried out by the principles of academic supervision by going through the stages of planning, implementing, evaluating, and following up. The techniques and models of academic supervision that are applied vary according to the situation and condition of the school, as well as the principles of academic supervision that are applied. The obstacles found include the role of the principal as a supervisor who is often given additional tasks by the department, teachers as the party being supervised have various activities and competencies, as well as a lack of facilities and infrastructure. Another obstacle is the limited study time and the limited communication skills of students. Efforts have been made, among others, by rearranging schedules, involving teachers in training, allocating budgets for new facilities and infrastructure through the School Operational Assistance program, and building good cooperation with school committees.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"1976 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246822","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}
Noor Insyiraah Abu Bakar, Mohd Muslim Md Zalli, Zahari Suppian, Azlina Abu Bakar@Mohd, F. Yahya
Resocialization is an important process for a juvenile, and it can be achieved through various means, one of which is religion. This article solely focuses on the resocialization of juveniles through the implementation of a religious approach. A case study design was used involving two rehabilitation schools housing male and female juveniles who have broken the law and whose ages range from 10 to 18. Two schools, each housing a different gender, were chosen to provide a more detailed understanding of the resocialization process. A total of 10 teachers and 15 juveniles were selected as respondents through the purposive sampling technique. This technique allows the selection of appropriate individuals based on the scope of the study. Data was gathered through in-depth interviews with all respondents. To support the interview data, observations at the research sites were also carried out. The findings revealed that the implementation of Islamic education and programs helps the resocialization process of juveniles in rehabilitation schools. On this basis, more attention should be paid to improving the quality of Islamic education and programs so that juvenile resocialization efforts continue to yield positive results. The resocialization process takes a long time, but it is worthwhile for it to continue to be implemented in an effort to change delinquent behavior.
{"title":"How can we resocialize adolescents in rehabilitation schools in Malaysia? Islamic education and programs as an alternative approach","authors":"Noor Insyiraah Abu Bakar, Mohd Muslim Md Zalli, Zahari Suppian, Azlina Abu Bakar@Mohd, F. Yahya","doi":"10.18488/61.v12i2.3673","DOIUrl":"https://doi.org/10.18488/61.v12i2.3673","url":null,"abstract":"Resocialization is an important process for a juvenile, and it can be achieved through various means, one of which is religion. This article solely focuses on the resocialization of juveniles through the implementation of a religious approach. A case study design was used involving two rehabilitation schools housing male and female juveniles who have broken the law and whose ages range from 10 to 18. Two schools, each housing a different gender, were chosen to provide a more detailed understanding of the resocialization process. A total of 10 teachers and 15 juveniles were selected as respondents through the purposive sampling technique. This technique allows the selection of appropriate individuals based on the scope of the study. Data was gathered through in-depth interviews with all respondents. To support the interview data, observations at the research sites were also carried out. The findings revealed that the implementation of Islamic education and programs helps the resocialization process of juveniles in rehabilitation schools. On this basis, more attention should be paid to improving the quality of Islamic education and programs so that juvenile resocialization efforts continue to yield positive results. The resocialization process takes a long time, but it is worthwhile for it to continue to be implemented in an effort to change delinquent behavior.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"24 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247882","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}
Socialization is a lifelong process of learning that influences an individual’s attitude, behavior, and values. The term “cultural socialization" specifically refers to the learning mechanism by which young adults attain cultural maturity by acquiring awareness of their cultural group values, resulting in the development of a sense of belonging toward that particular cultural group. Family as an agent of socialization plays a crucial role in imparting cultural traits and values to its members, which varies from one family to another due to cultural diversity and social change. The significant influence of peer groups, in addition to family, as a socializing entity adds complexity to this learning system and makes it a potential source for creating distinctions and fostering the development of superiority and inferiority complexes among the members. Young adults who experience socialization from both entities encounter a chaotic state of mind that impacts their behavior and academic performance. Hence, this study seeks to comprehend the significance of cultural socialization in the development of prosocial behavior and academic achievement within diverse cultural contexts, such as educational institutions. The study adopted a quantitative methodology with simple random sampling administered through a questionnaire. The findings show that cultural socialization has a potential influence on academic performance and prosocial behavior. Thus, cultural socialization serves as a catalyst for enhancing prosocial behavior, subsequently leading to better academic performance.
{"title":"The effect of cultural socialization on the development of prosocial behavior and academic performance in young adults","authors":"Keerthana Venkatesan, S. Prabakar","doi":"10.18488/61.v12i2.3675","DOIUrl":"https://doi.org/10.18488/61.v12i2.3675","url":null,"abstract":"Socialization is a lifelong process of learning that influences an individual’s attitude, behavior, and values. The term “cultural socialization\" specifically refers to the learning mechanism by which young adults attain cultural maturity by acquiring awareness of their cultural group values, resulting in the development of a sense of belonging toward that particular cultural group. Family as an agent of socialization plays a crucial role in imparting cultural traits and values to its members, which varies from one family to another due to cultural diversity and social change. The significant influence of peer groups, in addition to family, as a socializing entity adds complexity to this learning system and makes it a potential source for creating distinctions and fostering the development of superiority and inferiority complexes among the members. Young adults who experience socialization from both entities encounter a chaotic state of mind that impacts their behavior and academic performance. Hence, this study seeks to comprehend the significance of cultural socialization in the development of prosocial behavior and academic achievement within diverse cultural contexts, such as educational institutions. The study adopted a quantitative methodology with simple random sampling administered through a questionnaire. The findings show that cultural socialization has a potential influence on academic performance and prosocial behavior. Thus, cultural socialization serves as a catalyst for enhancing prosocial behavior, subsequently leading to better academic performance.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"455 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246943","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}
Ahmad Harjono, Gunawan, Ahmad Busyairi, S. Prayogi
Cognitive style is related to information processing and individual preferences for engaging in the learning process. Therefore, it is crucial to consider the role of cognitive styles - field dependent (FD) and field independent (FI) - as a foundation for implementing a specific learning model in the classroom. This study aims to examining the significant role of cognitive styles, specifically FD and FI, in the context of implementing Project-based Learning (PjBL) for Prospective Physics Teachers (PPT) in generating learning media. The research employed a quantitative approach utilizing an experimental design known as the one-group pretest-posttest design. The study focused on a sample of 40 PPTs from a university located in Mataram City, Indonesia. The two main instruments used in data collection for this research were the Group Embedded Figures Test (GEFT) and the student creativity observation sheet, where the results of both were analyzed descriptively and statistically. The results of the study indicated that the creativity of PPT improves for all cognitive styles after the intervention of the PjBL model. However, the extent of creativity improvement differs for each cognitive style, FD and FI. The PPTs who possess a cognitive style characterized as FD tend to exhibit a more pronounced enhancement in creativity when compared to those who possess an FI cognitive style. The most fundamental finding of the study is that the PjBL model is more suitable for implementation among PPTs with an FD cognitive style in the context of enhancing creativity in generating learning media.
{"title":"Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles","authors":"Ahmad Harjono, Gunawan, Ahmad Busyairi, S. Prayogi","doi":"10.18488/61.v12i2.3676","DOIUrl":"https://doi.org/10.18488/61.v12i2.3676","url":null,"abstract":"Cognitive style is related to information processing and individual preferences for engaging in the learning process. Therefore, it is crucial to consider the role of cognitive styles - field dependent (FD) and field independent (FI) - as a foundation for implementing a specific learning model in the classroom. This study aims to examining the significant role of cognitive styles, specifically FD and FI, in the context of implementing Project-based Learning (PjBL) for Prospective Physics Teachers (PPT) in generating learning media. The research employed a quantitative approach utilizing an experimental design known as the one-group pretest-posttest design. The study focused on a sample of 40 PPTs from a university located in Mataram City, Indonesia. The two main instruments used in data collection for this research were the Group Embedded Figures Test (GEFT) and the student creativity observation sheet, where the results of both were analyzed descriptively and statistically. The results of the study indicated that the creativity of PPT improves for all cognitive styles after the intervention of the PjBL model. However, the extent of creativity improvement differs for each cognitive style, FD and FI. The PPTs who possess a cognitive style characterized as FD tend to exhibit a more pronounced enhancement in creativity when compared to those who possess an FI cognitive style. The most fundamental finding of the study is that the PjBL model is more suitable for implementation among PPTs with an FD cognitive style in the context of enhancing creativity in generating learning media. ","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"47 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248091","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 present work aimed to proactively prevent and overcome challenges that students with learning difficulties may encounter by identifying the reality of applying guidance and social services to students with learning disabilities from the perspective of their teachers. Additionally, it seeks to analyze the influence of key variables, including grade level, type of education, and teaching experience, on the provision of these services. The study sample included 50 teachers who were chosen randomly. A questionnaire with two domains was developed: one addressing guidance services and the other focusing on social services. The study found that there was a high degree of engagement in providing guidance and social services to students with learning disabilities at the primary level. Notably, no statistically significant differences were observed concerning grade level, educational type, or teaching expertise. Based on the findings, several recommendations were proposed. These include expanding training programs for school guides to enhance their ability to deal with students with learning disabilities and conducting further studies on the parents of students with special educational needs to assess the guidance and social services provided to their children.
{"title":"Examining school services for students with learning disabilities: Perspectives of primary stage teachers in Aqaba Governorate, Jordan","authors":"Tharwh Abed Almajid Alsagarat","doi":"10.18488/61.v12i2.3634","DOIUrl":"https://doi.org/10.18488/61.v12i2.3634","url":null,"abstract":"The present work aimed to proactively prevent and overcome challenges that students with learning difficulties may encounter by identifying the reality of applying guidance and social services to students with learning disabilities from the perspective of their teachers. Additionally, it seeks to analyze the influence of key variables, including grade level, type of education, and teaching experience, on the provision of these services. The study sample included 50 teachers who were chosen randomly. A questionnaire with two domains was developed: one addressing guidance services and the other focusing on social services. The study found that there was a high degree of engagement in providing guidance and social services to students with learning disabilities at the primary level. Notably, no statistically significant differences were observed concerning grade level, educational type, or teaching expertise. Based on the findings, several recommendations were proposed. These include expanding training programs for school guides to enhance their ability to deal with students with learning disabilities and conducting further studies on the parents of students with special educational needs to assess the guidance and social services provided to their children.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139790072","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 present work aimed to proactively prevent and overcome challenges that students with learning difficulties may encounter by identifying the reality of applying guidance and social services to students with learning disabilities from the perspective of their teachers. Additionally, it seeks to analyze the influence of key variables, including grade level, type of education, and teaching experience, on the provision of these services. The study sample included 50 teachers who were chosen randomly. A questionnaire with two domains was developed: one addressing guidance services and the other focusing on social services. The study found that there was a high degree of engagement in providing guidance and social services to students with learning disabilities at the primary level. Notably, no statistically significant differences were observed concerning grade level, educational type, or teaching expertise. Based on the findings, several recommendations were proposed. These include expanding training programs for school guides to enhance their ability to deal with students with learning disabilities and conducting further studies on the parents of students with special educational needs to assess the guidance and social services provided to their children.
{"title":"Examining school services for students with learning disabilities: Perspectives of primary stage teachers in Aqaba Governorate, Jordan","authors":"Tharwh Abed Almajid Alsagarat","doi":"10.18488/61.v12i2.3634","DOIUrl":"https://doi.org/10.18488/61.v12i2.3634","url":null,"abstract":"The present work aimed to proactively prevent and overcome challenges that students with learning difficulties may encounter by identifying the reality of applying guidance and social services to students with learning disabilities from the perspective of their teachers. Additionally, it seeks to analyze the influence of key variables, including grade level, type of education, and teaching experience, on the provision of these services. The study sample included 50 teachers who were chosen randomly. A questionnaire with two domains was developed: one addressing guidance services and the other focusing on social services. The study found that there was a high degree of engagement in providing guidance and social services to students with learning disabilities at the primary level. Notably, no statistically significant differences were observed concerning grade level, educational type, or teaching expertise. Based on the findings, several recommendations were proposed. These include expanding training programs for school guides to enhance their ability to deal with students with learning disabilities and conducting further studies on the parents of students with special educational needs to assess the guidance and social services provided to their children.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"112 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139849704","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}
Filomachi Spathopoulou, Konstantinos M Pitychoutis
This article explores teachers' attitudes towards the perceived usefulness and intention of using gamification in the English as a Foreign Language (EFL) classroom. The study examines the impact of age, teaching experience, and educational background on teachers' attitudes towards gamification. The literature review highlights the potential benefits of gamification in enhancing student engagement, motivation, and positive learning behavior, as well as its potential to address affective factors and language skills. This quantitative study employed a correlational research design, involving a sample of 70 language instructors from five language schools in Greece. Data collection was conducted using a structured questionnaire adapted from the Technology Acceptance Model (TAM). The research indicates that younger teachers are more willing to incorporate gamification into their lessons, while older teachers may require additional support. Teaching experience negatively influences teachers' intention to use gamification, indicating that less experienced teachers are more open to experimentation. Educational background, however, does not significantly impact teachers' intention to use gamification. Additionally, the study finds that the perceived usefulness of gamification is influenced by age, teaching experience, and attitudes towards control and student approval. The article concludes that while gamification can enhance student engagement and learning outcomes, its effectiveness depends on various factors. Recommendations include tailored training programs and support networks for older teachers and the promotion of collaborative communities to facilitate the integration of gamification in EFL classrooms. Further research is encouraged to explore public school EFL teachers' attitudes and develop effective strategies for gamification implementation.
{"title":"Teachers’ attitudes on gamification: The Greek EFL context","authors":"Filomachi Spathopoulou, Konstantinos M Pitychoutis","doi":"10.18488/61.v12i2.3630","DOIUrl":"https://doi.org/10.18488/61.v12i2.3630","url":null,"abstract":"This article explores teachers' attitudes towards the perceived usefulness and intention of using gamification in the English as a Foreign Language (EFL) classroom. The study examines the impact of age, teaching experience, and educational background on teachers' attitudes towards gamification. The literature review highlights the potential benefits of gamification in enhancing student engagement, motivation, and positive learning behavior, as well as its potential to address affective factors and language skills. This quantitative study employed a correlational research design, involving a sample of 70 language instructors from five language schools in Greece. Data collection was conducted using a structured questionnaire adapted from the Technology Acceptance Model (TAM). The research indicates that younger teachers are more willing to incorporate gamification into their lessons, while older teachers may require additional support. Teaching experience negatively influences teachers' intention to use gamification, indicating that less experienced teachers are more open to experimentation. Educational background, however, does not significantly impact teachers' intention to use gamification. Additionally, the study finds that the perceived usefulness of gamification is influenced by age, teaching experience, and attitudes towards control and student approval. The article concludes that while gamification can enhance student engagement and learning outcomes, its effectiveness depends on various factors. Recommendations include tailored training programs and support networks for older teachers and the promotion of collaborative communities to facilitate the integration of gamification in EFL classrooms. Further research is encouraged to explore public school EFL teachers' attitudes and develop effective strategies for gamification implementation.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"59 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685864","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}
Education policy plays a pivotal role in ensuring access to free and compulsory education for all children, fostering national development and reducing social disparities. This critical appraisal examined the school education policy practices in Nepal that aimed at achieving the goal of free and compulsory school education at basic level. For this, descriptive and analytical research designs were applied for analyzing the education policy provisions. The education policies practices were observed through a field survey in which the information was gathered from schools through the distribution of questionnaires to students, teachers, and guardians, as well as interviews with head teachers and focus group discussions among policy experts and local leaders. The investigation led to the provision of free and compulsory education in basic education. While there was good achievement in teacher training and development, there was insufficient support for teachers-guardians interaction programs. The research also offers suggestions for preparing detailed policy implementation guidelines, including an education plan for policy execution. Nepal has made significant progress in school education in terms of providing free and compulsory school education. This paper has provided a critical appraisal of these policies and practices drawing on evidence from Nepal. By analyzing the evidence and outcomes, this study evaluates the effectiveness, challenges and potential areas for improvement in the Nepalese education system.
{"title":"A critical appraisal of education policy practices ensuring free and compulsory school education: Insights from Nepal","authors":"Bisna Acharya, Dr.Khom Raj Kharel, Yadav Mani Upadhyaya, Suman Kharel","doi":"10.18488/61.v12i2.3629","DOIUrl":"https://doi.org/10.18488/61.v12i2.3629","url":null,"abstract":"Education policy plays a pivotal role in ensuring access to free and compulsory education for all children, fostering national development and reducing social disparities. This critical appraisal examined the school education policy practices in Nepal that aimed at achieving the goal of free and compulsory school education at basic level. For this, descriptive and analytical research designs were applied for analyzing the education policy provisions. The education policies practices were observed through a field survey in which the information was gathered from schools through the distribution of questionnaires to students, teachers, and guardians, as well as interviews with head teachers and focus group discussions among policy experts and local leaders. The investigation led to the provision of free and compulsory education in basic education. While there was good achievement in teacher training and development, there was insufficient support for teachers-guardians interaction programs. The research also offers suggestions for preparing detailed policy implementation guidelines, including an education plan for policy execution. Nepal has made significant progress in school education in terms of providing free and compulsory school education. This paper has provided a critical appraisal of these policies and practices drawing on evidence from Nepal. By analyzing the evidence and outcomes, this study evaluates the effectiveness, challenges and potential areas for improvement in the Nepalese education system.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"25 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139687558","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 examines the post-COVID-19 adversity quotient levels among kindergarten students and evaluates the pivotal role educators can play in enhancing this essential attribute. Amid the pandemic, kindergarten-level students transitioned to virtual learning environments, faced a potential impact on their adaptability when shifted back to in-person classes. Notably, students with a higher adversity quotient exhibit greater adaptability than those with lower levels. Consequently, this study undertakes an inquiry into the extent of students' adversity quotient and the intricate contributions of teachers in fostering this critical skill. Conducted in Pekanbaru, Riau Province, Indonesia, this research employed a saturation sampling approach, recruiting 151 students and 30 teachers from public kindergarten settings. Analytical methods encompassed descriptive quantitative analyses and t-tests with the help of SPSS 25. The findings revealed that students, on average, exhibited a high adversity quotient. This finding underscores their proficiency in dimensions such as control, origin/ownership, reach, and endurance when confronting challenges, both during and after the COVID-19 era. Additionally, the research unveiled a significant gender-based difference in adversity quotient levels, with male students outscoring their female counterparts. Moreover, the study underscored the commendable performance of teachers in fulfilling their roles to bolster students' adversity quotient. This observation implies that educators effectively assumed their responsibilities across each dimension of the adversity quotient, fostering a conducive learning environment characterized by sound practices during online and in-person instructional sessions, thus facilitating students' adaptability.
{"title":"Post COVID-19 adversity quotient levels of kindergarten students and role of teachers in improving child adversity quotient","authors":"D. Chairilsyah, Rita Kurnia, Z. H. Putra","doi":"10.18488/61.v12i1.3590","DOIUrl":"https://doi.org/10.18488/61.v12i1.3590","url":null,"abstract":"This research examines the post-COVID-19 adversity quotient levels among kindergarten students and evaluates the pivotal role educators can play in enhancing this essential attribute. Amid the pandemic, kindergarten-level students transitioned to virtual learning environments, faced a potential impact on their adaptability when shifted back to in-person classes. Notably, students with a higher adversity quotient exhibit greater adaptability than those with lower levels. Consequently, this study undertakes an inquiry into the extent of students' adversity quotient and the intricate contributions of teachers in fostering this critical skill. Conducted in Pekanbaru, Riau Province, Indonesia, this research employed a saturation sampling approach, recruiting 151 students and 30 teachers from public kindergarten settings. Analytical methods encompassed descriptive quantitative analyses and t-tests with the help of SPSS 25. The findings revealed that students, on average, exhibited a high adversity quotient. This finding underscores their proficiency in dimensions such as control, origin/ownership, reach, and endurance when confronting challenges, both during and after the COVID-19 era. Additionally, the research unveiled a significant gender-based difference in adversity quotient levels, with male students outscoring their female counterparts. Moreover, the study underscored the commendable performance of teachers in fulfilling their roles to bolster students' adversity quotient. This observation implies that educators effectively assumed their responsibilities across each dimension of the adversity quotient, fostering a conducive learning environment characterized by sound practices during online and in-person instructional sessions, thus facilitating students' adaptability.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"78 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535460","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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