Nipael Mrutu, Esther Kibga, Aladini Hoka, Peter Kajoro, Fredrick Mtenzi, Jamila Kova, Hamis Nkota, Tage Biswalo
Purpose: This systematic research paper provides a comprehensive review of studies and literature on three terms i.e., teacher education, teacher professional learning and teacher education research more specifically in the context of the Tanzania education system. One of the most important aspects identified in teacher education in recent years is teacher educational research despite being yet overlooked. Teacher educational research creates a better juncture through which a gap between teacher education and teacher professional learning is bridged and the two present well with one another.
Methodology: The analysis used 45 articles related to the three aspects, published in ten years between 2012 and 2022. The findings indicate that through teacher education, teacher professional learning is up-to-date and kept on track by equipping and updating teachers with contemporary knowledge and teaching practices.
Findings: In Tanzania, teacher professional learning is mostly done in form of workshops and seminars that few teachers from various educational institutions are allowed to attend. In addition, the integration of teacher education research content in teacher education is considered one of the approaches to facilitate teachers’ (both pre-service and in-service) capacity to draw on a wide knowledge base through teacher professional learning.
Unique Contribution to Theory, Policy And Practice: Generally, the main focus of teacher education research should be to understand how teachers develop and acquire knowledge, and investigate the diversity of experiences in learning to teach, thus contributing to teacher professional learning program design.
{"title":"Investment in Teacher-Education Versus Teacher-Educational Research for Effective Teacher-Professional Learning","authors":"Nipael Mrutu, Esther Kibga, Aladini Hoka, Peter Kajoro, Fredrick Mtenzi, Jamila Kova, Hamis Nkota, Tage Biswalo","doi":"10.47941/jep.1437","DOIUrl":"https://doi.org/10.47941/jep.1437","url":null,"abstract":"Purpose: This systematic research paper provides a comprehensive review of studies and literature on three terms i.e., teacher education, teacher professional learning and teacher education research more specifically in the context of the Tanzania education system. One of the most important aspects identified in teacher education in recent years is teacher educational research despite being yet overlooked. Teacher educational research creates a better juncture through which a gap between teacher education and teacher professional learning is bridged and the two present well with one another.
 Methodology: The analysis used 45 articles related to the three aspects, published in ten years between 2012 and 2022. The findings indicate that through teacher education, teacher professional learning is up-to-date and kept on track by equipping and updating teachers with contemporary knowledge and teaching practices.
 Findings: In Tanzania, teacher professional learning is mostly done in form of workshops and seminars that few teachers from various educational institutions are allowed to attend. In addition, the integration of teacher education research content in teacher education is considered one of the approaches to facilitate teachers’ (both pre-service and in-service) capacity to draw on a wide knowledge base through teacher professional learning.
 Unique Contribution to Theory, Policy And Practice: Generally, the main focus of teacher education research should be to understand how teachers develop and acquire knowledge, and investigate the diversity of experiences in learning to teach, thus contributing to teacher professional learning program design.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135307728","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}
Nam Nguyen Hai, Huy Thanh Le, Hai Nguyen Thanh, Van Giao Le
This study aimed to explore the learning approaches and preferences of high school students in Vietnam when studying physics. A survey was completed by 2,040 students from ten different schools on improving problem-solving and creativity skills to solve physics assignments. The survey included eight topics related to homework, exchange, problem-solving tactics, and an emphasis on real-life applications of physics concepts. The results showed that the majority of students preferred essay-style calculus homework and sometimes exchanged and discussed ideas with their peers. In addition, most students focused on only some of the steps involved in solving physics problems, self-analyzed and expanded their solutions, and related the exercise content to real-life situations. The study also found that students preferred physics exercises with clear facts and suggestive questions, while a quarter of students preferred exercises with specific facts and clear questions. Furthermore, only a small percentage of students had a deep understanding of the ten core competencies outlined in the General Education Program of 2018. These findings have important implications for physics teachers in Vietnam, indicating the need for more opportunities for discussion and encouraging a comprehensive problem-solving approach. The study suggests incorporating more real-life applications of physics concepts into teaching to help students see the relevance of what they are learning.
{"title":"Perception and behavior of high school students towards developing problem solving and creativity skills to solve physics assignments","authors":"Nam Nguyen Hai, Huy Thanh Le, Hai Nguyen Thanh, Van Giao Le","doi":"10.18488/61.v11i3.3479","DOIUrl":"https://doi.org/10.18488/61.v11i3.3479","url":null,"abstract":"This study aimed to explore the learning approaches and preferences of high school students in Vietnam when studying physics. A survey was completed by 2,040 students from ten different schools on improving problem-solving and creativity skills to solve physics assignments. The survey included eight topics related to homework, exchange, problem-solving tactics, and an emphasis on real-life applications of physics concepts. The results showed that the majority of students preferred essay-style calculus homework and sometimes exchanged and discussed ideas with their peers. In addition, most students focused on only some of the steps involved in solving physics problems, self-analyzed and expanded their solutions, and related the exercise content to real-life situations. The study also found that students preferred physics exercises with clear facts and suggestive questions, while a quarter of students preferred exercises with specific facts and clear questions. Furthermore, only a small percentage of students had a deep understanding of the ten core competencies outlined in the General Education Program of 2018. These findings have important implications for physics teachers in Vietnam, indicating the need for more opportunities for discussion and encouraging a comprehensive problem-solving approach. The study suggests incorporating more real-life applications of physics concepts into teaching to help students see the relevance of what they are learning.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135785401","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 current study explored the effect of using the mobile learning device ‘WhatsApp’ to enhance the writing composition skills of Grade 9 students in Jordanian schools. The present study adopted the experimental research design to compare between the writing composition skills of the control group and the experimental group. The control group comprised 30 students, whereas, the experimental group included 31 students. The experimental group was taught writing composition skills by using WhatsApp-based learning activities, while the control group studied writing composition skills through a conventional method. The elicitation of data was based on using two instruments. The first instrument was a writing composition test that served as a pretest and a posttest. The second instrument was a semi-structured interview of the experimental group’s views on using WhatsApp-based activities in learning writing composition skills. Data analysis was based on the use of paired samples T-Test and the independent samples T-Test. Descriptive statistics was used to account for the experimental group’s responses to the interview questions. The findings indicate better performance in writing composition test by the experimental group compared to the control group. The experimental group also showed positive views towards using WhatsApp activities in learning writing composition skills. The study recommends the integration of mobile learning device of WhatsApp into the teaching of English writing composition.
{"title":"Effect of WhatsApp-based learning on improving Grade 9 students’ writing composition skills","authors":"Nofah Sameh Almawadeh, Tamara Al-Amad","doi":"10.18488/61.v11i4.3480","DOIUrl":"https://doi.org/10.18488/61.v11i4.3480","url":null,"abstract":"The current study explored the effect of using the mobile learning device ‘WhatsApp’ to enhance the writing composition skills of Grade 9 students in Jordanian schools. The present study adopted the experimental research design to compare between the writing composition skills of the control group and the experimental group. The control group comprised 30 students, whereas, the experimental group included 31 students. The experimental group was taught writing composition skills by using WhatsApp-based learning activities, while the control group studied writing composition skills through a conventional method. The elicitation of data was based on using two instruments. The first instrument was a writing composition test that served as a pretest and a posttest. The second instrument was a semi-structured interview of the experimental group’s views on using WhatsApp-based activities in learning writing composition skills. Data analysis was based on the use of paired samples T-Test and the independent samples T-Test. Descriptive statistics was used to account for the experimental group’s responses to the interview questions. The findings indicate better performance in writing composition test by the experimental group compared to the control group. The experimental group also showed positive views towards using WhatsApp activities in learning writing composition skills. The study recommends the integration of mobile learning device of WhatsApp into the teaching of English writing composition.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135785562","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 study investigated the effects of visualization-based activities on improving the reading comprehension skills of 6th grade Jordanian female pupils. The study was applied to a sample of 46 pupils taken from Al-Qatrana Primary School for Girls, Education Directorate of Al-Karak Governorate. Two groups were formed; control and experimental groups; with 22 and 24 participants respectively. The quantitative method was used to investigate this study. Moreover, data was collected through the pre-test and the post-test of female pupils’ reading comprehension skills which were conducted for this purpose. The analysis of data relied on independent t-tests applied with the aim of identifying the statistical significance associated with the two groups’ achievement in reading comprehension. The results reflected the significant effect of using visualization-based activities in developing the reading comprehension skills of the 6th-grade Jordanian female pupils. This study concluded that visualization-based activities were more effective in teaching Foreign Language (FL) reading comprehension compared to the traditional method. Thus, this study helped to improve different skills among the current sample of students (of Al-Qatrana primary school for girls and would be applicable to other schools to study a foreign language with less difficulty and remove any challenges and difficulties that may come their way in learning a FL.
{"title":"Investigating the effect of visualization-based activities on developing the 6th grade Jordanian female pupils’ reading comprehension skills","authors":"Nofah Sameh Almawadeh","doi":"10.18488/61.v11i3.3470","DOIUrl":"https://doi.org/10.18488/61.v11i3.3470","url":null,"abstract":"This study investigated the effects of visualization-based activities on improving the reading comprehension skills of 6th grade Jordanian female pupils. The study was applied to a sample of 46 pupils taken from Al-Qatrana Primary School for Girls, Education Directorate of Al-Karak Governorate. Two groups were formed; control and experimental groups; with 22 and 24 participants respectively. The quantitative method was used to investigate this study. Moreover, data was collected through the pre-test and the post-test of female pupils’ reading comprehension skills which were conducted for this purpose. The analysis of data relied on independent t-tests applied with the aim of identifying the statistical significance associated with the two groups’ achievement in reading comprehension. The results reflected the significant effect of using visualization-based activities in developing the reading comprehension skills of the 6th-grade Jordanian female pupils. This study concluded that visualization-based activities were more effective in teaching Foreign Language (FL) reading comprehension compared to the traditional method. Thus, this study helped to improve different skills among the current sample of students (of Al-Qatrana primary school for girls and would be applicable to other schools to study a foreign language with less difficulty and remove any challenges and difficulties that may come their way in learning a FL.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136363141","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}
E. Alhassan, Susan Libanus, Thaddeus Arkum Aasoglenang
Purpose: Policy document on continuing education and training of teachers after entering the workforce emphasizes that teachers are expected to partake in their career professional training. However, the Ministry of Education (2018), explained that the policy implementation challenges make the policy only good on paper and, make it appear ineffective in Ghana. The study examined the avenues for continuing education, the determinant variables, and the outcomes of continuing education in the region. Methodology: Survey Design, qualitative and quantitative approaches, and Multi-Stage Cluster Sampling technique were used in addition to an interview guide and a questionnaire for the data. The analysis was done with the help of the Statistical Package for Social Scientists in the form of charts, percentages and quotations from key informants. Findings: Avenues for continuing education were teacher licensing, inductions, schools and field visits, promotions, workshops, seminars and conferences, collegial discussions, peer group teaching, mentoring, and teaching portfolio. The determinant variables when correlated affected the avenues of continuing education. variables like gender, current educational qualification, the necessity to have incense before being qualified to teach, and being licensed as a teacher were positively related but statistically insignificant. However, marital status was negatively related to teachers’ opinions but positively related to promotion. The outcomes of professional training and continuing education included enhanced certification, reflective practitioners, lifelong learning, progressive schemes of service, and subject specialisation. Also, the teachers’ marital status had a consequential positive relationship with promotion, current education qualification, and license as a teacher. Unique Contribution to Theory, Policy and Practice: Continuing education, professional training, and continuous education skills are intertwined, an indication of its importance to the teacher and a wakeup call to the government for effective implementation of the policy and put in strategies to improve teachers’ skills. Also, the Human Capital Theory has been tested ant it reinforced the use of professional training and continuing education avenues for the career growth of the teachers, The Change Theory of In-service Training was also in consonance with the findings of the study and therefore, be upheld. These are significant contribution to knowledge. Teachers should give attention to continuing education and training in order to acquire more knowledge in the Region also, a call for vigorous sensitisation crusade by the study to persuade all teachers in the region to go for further education and training is in the right direction.
{"title":"Examining Professional Training and Continuing Education of Teachers in the Junior High Schools of the Upper West Region of Ghana","authors":"E. Alhassan, Susan Libanus, Thaddeus Arkum Aasoglenang","doi":"10.47941/jep.1427","DOIUrl":"https://doi.org/10.47941/jep.1427","url":null,"abstract":"Purpose: Policy document on continuing education and training of teachers after entering the workforce emphasizes that teachers are expected to partake in their career professional training. However, the Ministry of Education (2018), explained that the policy implementation challenges make the policy only good on paper and, make it appear ineffective in Ghana. The study examined the avenues for continuing education, the determinant variables, and the outcomes of continuing education in the region. \u0000Methodology: Survey Design, qualitative and quantitative approaches, and Multi-Stage Cluster Sampling technique were used in addition to an interview guide and a questionnaire for the data. The analysis was done with the help of the Statistical Package for Social Scientists in the form of charts, percentages and quotations from key informants. \u0000Findings: Avenues for continuing education were teacher licensing, inductions, schools and field visits, promotions, workshops, seminars and conferences, collegial discussions, peer group teaching, mentoring, and teaching portfolio. The determinant variables when correlated affected the avenues of continuing education. variables like gender, current educational qualification, the necessity to have incense before being qualified to teach, and being licensed as a teacher were positively related but statistically insignificant. However, marital status was negatively related to teachers’ opinions but positively related to promotion. The outcomes of professional training and continuing education included enhanced certification, reflective practitioners, lifelong learning, progressive schemes of service, and subject specialisation. Also, the teachers’ marital status had a consequential positive relationship with promotion, current education qualification, and license as a teacher. \u0000Unique Contribution to Theory, Policy and Practice: Continuing education, professional training, and continuous education skills are intertwined, an indication of its importance to the teacher and a wakeup call to the government for effective implementation of the policy and put in strategies to improve teachers’ skills. Also, the Human Capital Theory has been tested ant it reinforced the use of professional training and continuing education avenues for the career growth of the teachers, The Change Theory of In-service Training was also in consonance with the findings of the study and therefore, be upheld. These are significant contribution to knowledge. Teachers should give attention to continuing education and training in order to acquire more knowledge in the Region also, a call for vigorous sensitisation crusade by the study to persuade all teachers in the region to go for further education and training is in the right direction.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"143 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82268014","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}
Fadila Amira Razali, Sharifah Norhuda Syed Wahid, Noor Izyan Mohamad Adnan, Nik Muhammad Farhan Hakim Nik Badrul Alam, Zulkifli Ab Ghani Hilmi
The purpose of this study was to investigate how the attitudes and concerns of higher learning students made an impact on their performance in the fundamental concepts of the statistics course. Despite being classified as one of the important areas of scientific, industrial, or social problems, students generally perceive statistics as a challenging course to understand. This negative perception leads to a set of complex emotional reactions that may cause great discomfort, resulting in negative consequences, such as anxiety. A sample of 248 UiTM Pahang Branch students, enrolled in a basic statistics course, was randomly selected using a stratified sampling technique. This study employed Structural Equation Modeling (SEM) method to assess the linear relationship model between students' attitudes and concerns, and their performance in statistics examinations. The findings indicated that both students' attitudes and concerns showed a significant negative influence on their performance in statistics examinations, resulting in poor academic performance. Hence, to foster students' academic success in statistics courses, it is essential to cultivate a positive attitude and enhance their confidence levels.
{"title":"The effect of students’ attitudes and concerns on statistical concepts performance: A SEM approach","authors":"Fadila Amira Razali, Sharifah Norhuda Syed Wahid, Noor Izyan Mohamad Adnan, Nik Muhammad Farhan Hakim Nik Badrul Alam, Zulkifli Ab Ghani Hilmi","doi":"10.18488/61.v11i3.3469","DOIUrl":"https://doi.org/10.18488/61.v11i3.3469","url":null,"abstract":"The purpose of this study was to investigate how the attitudes and concerns of higher learning students made an impact on their performance in the fundamental concepts of the statistics course. Despite being classified as one of the important areas of scientific, industrial, or social problems, students generally perceive statistics as a challenging course to understand. This negative perception leads to a set of complex emotional reactions that may cause great discomfort, resulting in negative consequences, such as anxiety. A sample of 248 UiTM Pahang Branch students, enrolled in a basic statistics course, was randomly selected using a stratified sampling technique. This study employed Structural Equation Modeling (SEM) method to assess the linear relationship model between students' attitudes and concerns, and their performance in statistics examinations. The findings indicated that both students' attitudes and concerns showed a significant negative influence on their performance in statistics examinations, resulting in poor academic performance. Hence, to foster students' academic success in statistics courses, it is essential to cultivate a positive attitude and enhance their confidence levels.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135096806","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}
Philippine DepEd Order (DO) #35, s. 2016, institutionalized the Learning Action Cell (LAC) in public schools. The policy’s key objective is to improve teachers’ teaching competence. Conversely, there needs to be more literature, specifically in the Davao City public schools, to account for its implementation since its inception. Thus, this study. The study aimed to propose a LAC implementation model for the Davao City public school’s division. It made use of qualitative, descriptive phenomenological research design. Ten (10) participants were involved, and they participated in the focus group discussion and key informant interviews. The proposed LAC implementation model focused on the students’ learning as its definitive goal. It can be realized if the teachers’ teaching skills are enhanced, and the LAC implementation is well implemented. Correspondingly, the proposed model emphasizes supportive leadership, teachers’ positive attitudes, well-defined roles and responsibilities, sufficient resources, systematic procedures, and well-disseminated policy. One of the study’s recommendations is for future researchers to study the impact of the continuous improvement model adopted in the implementation of LAC in the DepEd schools on the learning quality of the students and the school improvement. Keywords: teacher professional development, LAC implementation model, academic performance DOI: 10.7176/JEP/14-27-07 Publication date: September 30 th 2023
菲律宾教育部命令(DO) #35, s. 2016，将公立学校的学习行动小组(LAC)制度化。该政策的主要目标是提高教师的教学能力。相反，需要有更多的文献，特别是在达沃市的公立学校，以说明自其成立以来的执行情况。因此，本研究。该研究旨在为达沃市公立学校分部提出LAC实施模式。它采用了定性的、描述性的现象学研究设计。十(10)名参与者参与了焦点小组讨论和关键信息提供者访谈。提出的LAC实施模式以学生的学习为最终目标。只要提高教师的教学水平，做好LAC的实施，就可以实现这一目标。相应地，所提出的模式强调支持性领导、教师积极的态度、明确的角色和责任、充足的资源、系统的程序和良好的传播政策。本研究的其中一项建议是，未来的研究人员可以研究在DepEd学校实施LAC所采用的持续改善模式对学生学习质量和学校改善的影响。关键词:教师专业发展，LAC实施模式，学业表现DOI: 10.7176/JEP/14-27-07出版日期:2023年9月30日
{"title":"Learning Action Cell Implementation in the Philippine Public Schools: A Descriptive Phenomenological Study","authors":"","doi":"10.7176/jep/14-27-07","DOIUrl":"https://doi.org/10.7176/jep/14-27-07","url":null,"abstract":"Philippine DepEd Order (DO) #35, s. 2016, institutionalized the Learning Action Cell (LAC) in public schools. The policy’s key objective is to improve teachers’ teaching competence. Conversely, there needs to be more literature, specifically in the Davao City public schools, to account for its implementation since its inception. Thus, this study. The study aimed to propose a LAC implementation model for the Davao City public school’s division. It made use of qualitative, descriptive phenomenological research design. Ten (10) participants were involved, and they participated in the focus group discussion and key informant interviews. The proposed LAC implementation model focused on the students’ learning as its definitive goal. It can be realized if the teachers’ teaching skills are enhanced, and the LAC implementation is well implemented. Correspondingly, the proposed model emphasizes supportive leadership, teachers’ positive attitudes, well-defined roles and responsibilities, sufficient resources, systematic procedures, and well-disseminated policy. One of the study’s recommendations is for future researchers to study the impact of the continuous improvement model adopted in the implementation of LAC in the DepEd schools on the learning quality of the students and the school improvement. Keywords: teacher professional development, LAC implementation model, academic performance DOI: 10.7176/JEP/14-27-07 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641088","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}
Touristic awareness for kindergarten children is a neglected subject in early childhood research, although the importance of cultural and social impact on the children’s national identity, sense of belonging and loyalty to the homeland. Accordingly, we aimed to examine the impact of electronic stories, which identify the most important touristic elements of Saudi Arabia, on developing touristic awareness among kindergarten children. The study used an experimental approach, wherein a touristic awareness pictorial scale had been developed for a randomly chosen sample of 60 kindergarten children (boys and girls). The aforementioned scale had been applied before and after on the sample of study. A number of electronic stories of the most important historical and touristic elements of Saudi Arabia had been designed and presented to the children who were divided into two groups experimental and control (each of 30 children; 5-6 years old). The results revealed that the proposed electronic stories are of great effectiveness on developing the children’s touristic awareness and in turn sense of belonging and loyalty to their homeland. Keywords: Electronic stories; Kindergarten; Touristic awareness; Historical awareness; Children; Saudi Arabia DOI: 10.7176/JEP/14-27-06 Publication date: September 30 th 2023
{"title":"Impact of Electronic Stories on the Development of Touristic Awareness for Kindergarten Children","authors":"","doi":"10.7176/jep/14-27-06","DOIUrl":"https://doi.org/10.7176/jep/14-27-06","url":null,"abstract":"Touristic awareness for kindergarten children is a neglected subject in early childhood research, although the importance of cultural and social impact on the children’s national identity, sense of belonging and loyalty to the homeland. Accordingly, we aimed to examine the impact of electronic stories, which identify the most important touristic elements of Saudi Arabia, on developing touristic awareness among kindergarten children. The study used an experimental approach, wherein a touristic awareness pictorial scale had been developed for a randomly chosen sample of 60 kindergarten children (boys and girls). The aforementioned scale had been applied before and after on the sample of study. A number of electronic stories of the most important historical and touristic elements of Saudi Arabia had been designed and presented to the children who were divided into two groups experimental and control (each of 30 children; 5-6 years old). The results revealed that the proposed electronic stories are of great effectiveness on developing the children’s touristic awareness and in turn sense of belonging and loyalty to their homeland. Keywords: Electronic stories; Kindergarten; Touristic awareness; Historical awareness; Children; Saudi Arabia DOI: 10.7176/JEP/14-27-06 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641097","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 descriptive-quantitative study utilizing mediation analysis evaluated the mediating role of coaches’ leadership in sports on the relationship between sports training program implementation and the competitive orientation of athletes. With 166 respondents chosen based on the stratified sampling technique, the researcher gathered data utilizing adapted questionnaires relative to the three identified variables. Instruments used were tested for reliability and validity using Cronbach Alpha Test and content validation by experts. Data were taken through online Google forms and face-to-face surveys. Applying the mean, Pearson moment of correlation, and Sobel Z-Test, the study findings displayed that the level of sports training program implementation and the role of coaches’ leadership in sports were very high. In contrast, the level of competitive orientation of athletes was high. Also, results elucidated that sports training programs have a statistical relationship with athletes’ competitive orientation and the role of coaches’ leadership in sports. Lastly, the study revealed that the role of coaches’ leadership in sports has a significant mediating role in the relationship between sports training program implementation and the competitive orientation of athletes in a full mediation capacity. Keywords: physical education, sports training program, competitive orientation, coaches’ leadership role in sports, mediation, Philippines DOI: 10.7176/JEP/14-25-06 Publication date: September 30 th 2023
{"title":"Sports Training Program Implementation and Competitive Orientation of Athletes as Mediated by Coaches’ Leadership Role in Sports","authors":"","doi":"10.7176/jep/14-25-06","DOIUrl":"https://doi.org/10.7176/jep/14-25-06","url":null,"abstract":"This descriptive-quantitative study utilizing mediation analysis evaluated the mediating role of coaches’ leadership in sports on the relationship between sports training program implementation and the competitive orientation of athletes. With 166 respondents chosen based on the stratified sampling technique, the researcher gathered data utilizing adapted questionnaires relative to the three identified variables. Instruments used were tested for reliability and validity using Cronbach Alpha Test and content validation by experts. Data were taken through online Google forms and face-to-face surveys. Applying the mean, Pearson moment of correlation, and Sobel Z-Test, the study findings displayed that the level of sports training program implementation and the role of coaches’ leadership in sports were very high. In contrast, the level of competitive orientation of athletes was high. Also, results elucidated that sports training programs have a statistical relationship with athletes’ competitive orientation and the role of coaches’ leadership in sports. Lastly, the study revealed that the role of coaches’ leadership in sports has a significant mediating role in the relationship between sports training program implementation and the competitive orientation of athletes in a full mediation capacity. Keywords: physical education, sports training program, competitive orientation, coaches’ leadership role in sports, mediation, Philippines DOI: 10.7176/JEP/14-25-06 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640916","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 study aims to investigate and assess the practices of secondary school teachers in educational programs focused on nuclear science technology. The study employs a mixed-methods approach, combining quantitative and qualitative methods through the use of a structured questionnaire and semi-structured interviews. The findings of this study aim to shed light on effective teaching practices, areas for improvement, and strategies for enhancing students' learning experiences in the field of nuclear science-related topics. The recent study is designed to comprehensively assess the effectiveness of teacher practices and explore strategies for capacity building within a secondary educational program centered on nuclear sciences technology. In addition, the study seeks to offer recommendations and best practices that educators can employ when navigating the nuances of imparting intricate scientific knowledge to: secondary school students. DOI: 10.7176/JEP/14-25-07 Publication date: September 30 th 2023
{"title":"Enhancing Secondary Education in Nuclear Science Technology: Exploring Effective Practices and Capacity-Building Strategies","authors":"","doi":"10.7176/jep/14-25-07","DOIUrl":"https://doi.org/10.7176/jep/14-25-07","url":null,"abstract":"The study aims to investigate and assess the practices of secondary school teachers in educational programs focused on nuclear science technology. The study employs a mixed-methods approach, combining quantitative and qualitative methods through the use of a structured questionnaire and semi-structured interviews. The findings of this study aim to shed light on effective teaching practices, areas for improvement, and strategies for enhancing students' learning experiences in the field of nuclear science-related topics. The recent study is designed to comprehensively assess the effectiveness of teacher practices and explore strategies for capacity building within a secondary educational program centered on nuclear sciences technology. In addition, the study seeks to offer recommendations and best practices that educators can employ when navigating the nuances of imparting intricate scientific knowledge to: secondary school students. DOI: 10.7176/JEP/14-25-07 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641089","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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