The study's goal was to gather data on the perception of Social Studies teachers on whether higher educational background or qualification of teachers results in higher students' academic achievements in the New Juaben Senior High Schools in the Eastern Region. In this investigation, the researcher employed a semi-structured interviewer's guide to obtain qualitative data. The researcher utilised a simple random sampling precisely the lottery method to choose 24 respondents (24 teachers) for the study. This study looked at the perception of teachers teaching the subject within New Juaben Municipality, Eastern Region on whether the teacher's higher qualification leads to higher students' achievements. The majority of the social studies experts agreed with the school of thought that says the teacher's higher education or qualification would lead to students' academic achievements. A few social studies teachers disagree with the saying that the teacher's higher education or qualification leads to students' higher achievements.
{"title":"Teacher's Higher Education and Students' Achievements: A Research of the Perception of the Second Cycle Teachers in the New Juaben Area, Ghana","authors":"Yeyie Patrick","doi":"10.37256/ser.3220221621","DOIUrl":"https://doi.org/10.37256/ser.3220221621","url":null,"abstract":"The study's goal was to gather data on the perception of Social Studies teachers on whether higher educational background or qualification of teachers results in higher students' academic achievements in the New Juaben Senior High Schools in the Eastern Region. In this investigation, the researcher employed a semi-structured interviewer's guide to obtain qualitative data. The researcher utilised a simple random sampling precisely the lottery method to choose 24 respondents (24 teachers) for the study. This study looked at the perception of teachers teaching the subject within New Juaben Municipality, Eastern Region on whether the teacher's higher qualification leads to higher students' achievements. The majority of the social studies experts agreed with the school of thought that says the teacher's higher education or qualification would lead to students' academic achievements. A few social studies teachers disagree with the saying that the teacher's higher education or qualification leads to students' higher achievements.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87905611","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 conceptual paper examines the aspects of human development that are foundational to higher mental functions and how particular features of cognition essential for relational and other types of complex thought are activated and developmentally driven through experiential exposure, specifically with others, to intentionally designed cultural tools of teaching and learning. After taking a closer look at relational thinking, which is a foundation for more complex types of thought such as computational thinking, and a developmentally appropriate pedagogical method for fostering these aspects of cognitive development, we focus on the Elkonin-Davydov early "prenumerical" phase, presenting this curricular approach as a cultural tool which can foster cognitive development. Based on this, we further conclude that the (pedagogical) tools, to which children are exposed within an interactional pedagogy, can affect and shape children's cognitive development. Further, we perceive this work has shown promise as an instructional process for fostering abstract comprehension and relational reasoning in children, and thus, we recommend implementing the Elkonin-Davydov curricular approach in early childhood daily practice.
{"title":"The Elkonin-Davydov Curricular Approach: How Cognitive Development can be Driven by Cultural Tools","authors":"Annabelle Black Delfin, Wenjie Wang","doi":"10.37256/ser.3220221738","DOIUrl":"https://doi.org/10.37256/ser.3220221738","url":null,"abstract":"This conceptual paper examines the aspects of human development that are foundational to higher mental functions and how particular features of cognition essential for relational and other types of complex thought are activated and developmentally driven through experiential exposure, specifically with others, to intentionally designed cultural tools of teaching and learning. After taking a closer look at relational thinking, which is a foundation for more complex types of thought such as computational thinking, and a developmentally appropriate pedagogical method for fostering these aspects of cognitive development, we focus on the Elkonin-Davydov early \"prenumerical\" phase, presenting this curricular approach as a cultural tool which can foster cognitive development. Based on this, we further conclude that the (pedagogical) tools, to which children are exposed within an interactional pedagogy, can affect and shape children's cognitive development. Further, we perceive this work has shown promise as an instructional process for fostering abstract comprehension and relational reasoning in children, and thus, we recommend implementing the Elkonin-Davydov curricular approach in early childhood daily practice.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"100 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89924092","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 sought to unveil how private universities approach Quality Assurance (QA) practices (both internal and external QA practices) in order to achieve their institutional goals. To achieve this purpose, a qualitative approach was followed. The study employed phenomenology as a design to explore the views of key informants who were purposefully selected from the institutions. The key officers served as study participants due to their positions and functions which are directly related to QA issues and practices in the institutions. They were information-rich in the subject of the study. Face-to-face interviews were conducted to generate data to answer the research questions. The study revealed that private universities adhere to the regulators' guidelines and directives in the execution of their responsibilities. Both internal and external practices are in line, hook and sinker manner with best practices although they faced some challenges in their bid to ensure quality in both administrative and academic functions of the universities. It is imperative, therefore, for some of the private universities to give priority to resourcing their QA units with well-equipped human and material resources in order to achieve their institutional goals.
{"title":"Quality Assurance in Private Higher Education Institutions in Ghana: Practices and Challenges","authors":"Grace Ahenkan Arthur, Alfred Kuranchie","doi":"10.37256/ser.3220221604","DOIUrl":"https://doi.org/10.37256/ser.3220221604","url":null,"abstract":"The study sought to unveil how private universities approach Quality Assurance (QA) practices (both internal and external QA practices) in order to achieve their institutional goals. To achieve this purpose, a qualitative approach was followed. The study employed phenomenology as a design to explore the views of key informants who were purposefully selected from the institutions. The key officers served as study participants due to their positions and functions which are directly related to QA issues and practices in the institutions. They were information-rich in the subject of the study. Face-to-face interviews were conducted to generate data to answer the research questions. The study revealed that private universities adhere to the regulators' guidelines and directives in the execution of their responsibilities. Both internal and external practices are in line, hook and sinker manner with best practices although they faced some challenges in their bid to ensure quality in both administrative and academic functions of the universities. It is imperative, therefore, for some of the private universities to give priority to resourcing their QA units with well-equipped human and material resources in order to achieve their institutional goals.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75460910","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 looked at the capacity development requirements of Home Economics teachers in South East Nigeria for computer-assisted pattern drafting training. A research question and a hypothesis led the investigation. Ex-post facto research was used in this study. A total of 131 Home Economics lecturers from universities, polytechnics, and colleges of education in South East Nigeria were included in the study. Because of its manageable size, the complete population was investigated, so there was no sampling. Capacity Building Needs for Computer Assisted Teaching Questionnaire (CBNCATQ) was used for data collection. The instrument was face validated and tested for internal consistency using Cronbach Alpha Coefficient. Data obtained from the respondents were analyzed using Statistical Package for Social Science (SPSS). Percentage, mean scores and standard deviation were used to answer the research question while the hypothesis was tested with a t-test at a 0.05 level of significance. The results of this study showed that training on the use of computers, ability to use various pattern drafting materials and equipment, availability of electricity to power equipment, and ability to follow basic principles of pattern drafting among others were capacity building needs of lecturers. Based on the findings, it was recommended among others that lecturers should be given opportunities for in-service training on computer usage and workshops should be organized for the lecturers on the benefits of using computers in teaching.
{"title":"Capacity Building Needs of Home Economics Lecturers for Computer Assisted Teaching of Pattern Drafting for Entrepreneurship in South East Nigeria","authors":"Nwamaka N. Bob-Eze, D. O Arubayi","doi":"10.37256/ser.3220221620","DOIUrl":"https://doi.org/10.37256/ser.3220221620","url":null,"abstract":"This study looked at the capacity development requirements of Home Economics teachers in South East Nigeria for computer-assisted pattern drafting training. A research question and a hypothesis led the investigation. Ex-post facto research was used in this study. A total of 131 Home Economics lecturers from universities, polytechnics, and colleges of education in South East Nigeria were included in the study. Because of its manageable size, the complete population was investigated, so there was no sampling. Capacity Building Needs for Computer Assisted Teaching Questionnaire (CBNCATQ) was used for data collection. The instrument was face validated and tested for internal consistency using Cronbach Alpha Coefficient. Data obtained from the respondents were analyzed using Statistical Package for Social Science (SPSS). Percentage, mean scores and standard deviation were used to answer the research question while the hypothesis was tested with a t-test at a 0.05 level of significance. The results of this study showed that training on the use of computers, ability to use various pattern drafting materials and equipment, availability of electricity to power equipment, and ability to follow basic principles of pattern drafting among others were capacity building needs of lecturers. Based on the findings, it was recommended among others that lecturers should be given opportunities for in-service training on computer usage and workshops should be organized for the lecturers on the benefits of using computers in teaching.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78304326","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 ways to boost students' academic interest and involvement in health education. The study was designed using survey methods. Two research questions and hypotheses were explored to achieve the research goal. The study's population included thirty (30) government secondary school health education teachers and sixteen (16) private secondary school health education teachers in Anambra State's Ogidi Education Zone, with no sampling due to the study's manageable size. Data was collected using a standardized 20-item questionnaire that two experts thoroughly verified. Mean scores and standard deviation were used for the research questions, and a t-test was used for the hypotheses. The study's main findings revealed that students' perceived academic motivation and participation in health education are unaffected by the type of school they attend (public or private). According to the research, there is no substantial difference in the types of schools that students attend (public and private). According to the findings, teachers should establish an active learning environment that increases students' perceived autonomy by giving them choices and chances for self-directed learning, which may improve their motivation and engagement.
{"title":"Blueprints to Accelerate the Student's Academic Motivation and Engagement in Health Education","authors":"Nwankwo Nonyelum Stella","doi":"10.37256/ser.3220221637","DOIUrl":"https://doi.org/10.37256/ser.3220221637","url":null,"abstract":"This study investigated ways to boost students' academic interest and involvement in health education. The study was designed using survey methods. Two research questions and hypotheses were explored to achieve the research goal. The study's population included thirty (30) government secondary school health education teachers and sixteen (16) private secondary school health education teachers in Anambra State's Ogidi Education Zone, with no sampling due to the study's manageable size. Data was collected using a standardized 20-item questionnaire that two experts thoroughly verified. Mean scores and standard deviation were used for the research questions, and a t-test was used for the hypotheses. The study's main findings revealed that students' perceived academic motivation and participation in health education are unaffected by the type of school they attend (public or private). According to the research, there is no substantial difference in the types of schools that students attend (public and private). According to the findings, teachers should establish an active learning environment that increases students' perceived autonomy by giving them choices and chances for self-directed learning, which may improve their motivation and engagement.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86730474","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}
Iddrisu Bariham, Evelyn Kuusozume Yirbekyaa, Anthony Bordoh
Effective, equitable, and student-centered Social Studies instruction occurs in an environment which is prepared and well designed for that purpose. The 21st Century Social Studies curriculum should be planned to allow teachers to adopt constructivist student-centered pedagogies to improve the learning outcomes of students. However, it appears most teachers in Ghana still apply the traditional rote methods of instruction that deprives students of the ability to acquire 21st century learning due to weaknesses in the existing curriculum. This study was, therefore, conducted to explore from teachers how the Social Studies curriculum can be reformed to create a room for active and student centered learning. A cross-sectional research design was adopted for this study. Senior High School (SHS) Social Studies teachers in Northern Region were the target population for the study (N = 175 teachers). Using Yamane's (1967) formula for sample size determination, 151 teachers were randomly sampled for the study with a confidence level of 97% and a margin error of ±3. Closed-ended item questionnaires were used to mine data from the respondents. The reliability of the items in the questionnaires was tested using the Cronbach alpha formula which yielded a = 0.78, which was acceptable for the study. Using SPSS, data were analyzed employing descriptive statistics such as frequencies, percentages, mean, and standard deviations and the results were presented in tables. The study discovered a high endorsement by teachers on the need for a new Social Studies curriculum that provides an opportunity for meaningful learning; a call for Social Studies curriculum reform to create a room for student-centered learning to improve learning outcomes of students in line with SDG 4. The study recommends curriculum reforms, capacity-building programmes for teachers based on training needs; supply of relevant instructional resources; expansion of SHSs infrastructure and rethinking a ban on SHSs students' use of phones and personal laptops on campuses.
{"title":"Teachers Perspective on Redesigning Social Studies Curriculum for Student-Centered and Constructivist Learning: Empirical Study of Secondary Schools, Northern Region","authors":"Iddrisu Bariham, Evelyn Kuusozume Yirbekyaa, Anthony Bordoh","doi":"10.37256/ser.3220221676","DOIUrl":"https://doi.org/10.37256/ser.3220221676","url":null,"abstract":"Effective, equitable, and student-centered Social Studies instruction occurs in an environment which is prepared and well designed for that purpose. The 21st Century Social Studies curriculum should be planned to allow teachers to adopt constructivist student-centered pedagogies to improve the learning outcomes of students. However, it appears most teachers in Ghana still apply the traditional rote methods of instruction that deprives students of the ability to acquire 21st century learning due to weaknesses in the existing curriculum. This study was, therefore, conducted to explore from teachers how the Social Studies curriculum can be reformed to create a room for active and student centered learning. A cross-sectional research design was adopted for this study. Senior High School (SHS) Social Studies teachers in Northern Region were the target population for the study (N = 175 teachers). Using Yamane's (1967) formula for sample size determination, 151 teachers were randomly sampled for the study with a confidence level of 97% and a margin error of ±3. Closed-ended item questionnaires were used to mine data from the respondents. The reliability of the items in the questionnaires was tested using the Cronbach alpha formula which yielded a = 0.78, which was acceptable for the study. Using SPSS, data were analyzed employing descriptive statistics such as frequencies, percentages, mean, and standard deviations and the results were presented in tables. The study discovered a high endorsement by teachers on the need for a new Social Studies curriculum that provides an opportunity for meaningful learning; a call for Social Studies curriculum reform to create a room for student-centered learning to improve learning outcomes of students in line with SDG 4. The study recommends curriculum reforms, capacity-building programmes for teachers based on training needs; supply of relevant instructional resources; expansion of SHSs infrastructure and rethinking a ban on SHSs students' use of phones and personal laptops on campuses.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77310943","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}
Athina Kazana, Stefanos Armakolas, Savvas Kazantzis, Jan Krotký
This paper aims to examine preservice teachers' views of the School of Pedagogical and Technological Education (ASPAITE) regarding the skills of online teachers-counselors and the effectiveness of distance education during the pandemic of COVID-19. The aim of the conducted study is related to a continuous effort of research so as to ameliorate potential teachers' effectiveness in distance education. Firstly, attention will be drawn to the concept-key term of distance education, and afterwards, we are going to proceed into an extensive presentation of its basic principles and characteristics: active teaching, leadership and management, active learning of students and technological abilities. The results of the conducted research show that the role of teacher/counselor in distance education is a multiple one, as he or she must utilize and apply not only formal and informal qualifications as used in conventional education but also additional ones that bridge the gap of physical absence.
{"title":"The Teacher's Cognitive Role in the Efficiency of Distance Education: A Case Study","authors":"Athina Kazana, Stefanos Armakolas, Savvas Kazantzis, Jan Krotký","doi":"10.37256/ser.3220221641","DOIUrl":"https://doi.org/10.37256/ser.3220221641","url":null,"abstract":"This paper aims to examine preservice teachers' views of the School of Pedagogical and Technological Education (ASPAITE) regarding the skills of online teachers-counselors and the effectiveness of distance education during the pandemic of COVID-19. The aim of the conducted study is related to a continuous effort of research so as to ameliorate potential teachers' effectiveness in distance education. Firstly, attention will be drawn to the concept-key term of distance education, and afterwards, we are going to proceed into an extensive presentation of its basic principles and characteristics: active teaching, leadership and management, active learning of students and technological abilities. The results of the conducted research show that the role of teacher/counselor in distance education is a multiple one, as he or she must utilize and apply not only formal and informal qualifications as used in conventional education but also additional ones that bridge the gap of physical absence.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87535045","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 study considers social-cognitive theory constructs associated with implicit theories of intelligence and achievement goal theory concerning the academic achievement of first-time college students. We examined growth and entity mindsets along with mastery learning, performance-approach and performance-avoidance achievement goals in relation to academic achievement. Furthermore, social-cognitive theory predications were examined to determine whether achievement goals mediated relationships between growth and entity mindsets and academic achievement. We randomly sampled 2,000 college students from a large research-intensive public university in the United States; of which 839 students provided complete data. Using an online survey, we collected self-reported baseline measures of students' implicit theories of intelligence and achievement goal orientations. We matched data from these measures with two years of college Grade Point Average (GPA). Multiple regression analyses of the baseline data partially supported the hypothesized relationships between growth and entity mindsets with learning and performance goal orientations. A growth mindset was a positive predictor of the mastery of learning goal orientation. Unexpectedly, mastery learning positively predicted both performance goal orientations, but relative to entity mindset was a weaker predictor of performance-avoidance goal orientation. Longitudinal analysis with college GPA as the dependent variable found growth mindset negatively predicted end of year two GPA. This relationship was moderated by mastery goal orientation with greater levels of mastery goal orientation associated with a larger negative relationship between growth mindset and end of year two GPA. Furthermore, the growth mindset by mastery goal orientation by time interaction was statistically significant with students either high in both or low in both experiencing lower GPA over time. Exploration of the mediation hypotheses was partially supported by path analysis. Implications for theory, practice and further research are discussed.
{"title":"Implicit Theories of Intelligence and Achievement Goal Orientations: How are they Associated with College Student Academic Achievement?","authors":"Scott C. Marley, M. J. Wilcox","doi":"10.37256/ser.3220221625","DOIUrl":"https://doi.org/10.37256/ser.3220221625","url":null,"abstract":"The present study considers social-cognitive theory constructs associated with implicit theories of intelligence and achievement goal theory concerning the academic achievement of first-time college students. We examined growth and entity mindsets along with mastery learning, performance-approach and performance-avoidance achievement goals in relation to academic achievement. Furthermore, social-cognitive theory predications were examined to determine whether achievement goals mediated relationships between growth and entity mindsets and academic achievement. We randomly sampled 2,000 college students from a large research-intensive public university in the United States; of which 839 students provided complete data. Using an online survey, we collected self-reported baseline measures of students' implicit theories of intelligence and achievement goal orientations. We matched data from these measures with two years of college Grade Point Average (GPA). Multiple regression analyses of the baseline data partially supported the hypothesized relationships between growth and entity mindsets with learning and performance goal orientations. A growth mindset was a positive predictor of the mastery of learning goal orientation. Unexpectedly, mastery learning positively predicted both performance goal orientations, but relative to entity mindset was a weaker predictor of performance-avoidance goal orientation. Longitudinal analysis with college GPA as the dependent variable found growth mindset negatively predicted end of year two GPA. This relationship was moderated by mastery goal orientation with greater levels of mastery goal orientation associated with a larger negative relationship between growth mindset and end of year two GPA. Furthermore, the growth mindset by mastery goal orientation by time interaction was statistically significant with students either high in both or low in both experiencing lower GPA over time. Exploration of the mediation hypotheses was partially supported by path analysis. Implications for theory, practice and further research are discussed.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81335797","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 emergence of the coronavirus disease saw the closure of schools as well as a hitch in the application of the face-to-face approach to classroom interaction. During this period, digital technologies presented a useful alternative. In the present study, we examined the use of digital technologies among students of the University of Cape Coast during the coronavirus pandemic. The study relied on a qualitative research design involving interviews with 10 students. The findings revealed that students used mainly mobile phones and laptops to facilitate learning during the pandemic. It was also found that these devices had essential software such as Moodle, Zoom, WhatsApp, and YouTube installed on them, which enabled interactions between course instructors and students. Again, we found that these technologies were useful in helping students develop information-seeking, typing and research skills. However, the use of these devices came with some challenges, such as the breakdown of the machines, expensive data bundles, and unfamiliarity with the operational procedures of software. Students adopted various coping strategies in dealing with these problems. Based on these findings, the study highlighted some implications for practice.
{"title":"The Role of Digital Technologies in Higher Education during the Coronavirus Pandemic: Insights from a Ghanaian University","authors":"Ebenezer Agbaglo, Emmanuel Mensah Bonsu","doi":"10.37256/ser.3320221402","DOIUrl":"https://doi.org/10.37256/ser.3320221402","url":null,"abstract":"The emergence of the coronavirus disease saw the closure of schools as well as a hitch in the application of the face-to-face approach to classroom interaction. During this period, digital technologies presented a useful alternative. In the present study, we examined the use of digital technologies among students of the University of Cape Coast during the coronavirus pandemic. The study relied on a qualitative research design involving interviews with 10 students. The findings revealed that students used mainly mobile phones and laptops to facilitate learning during the pandemic. It was also found that these devices had essential software such as Moodle, Zoom, WhatsApp, and YouTube installed on them, which enabled interactions between course instructors and students. Again, we found that these technologies were useful in helping students develop information-seeking, typing and research skills. However, the use of these devices came with some challenges, such as the breakdown of the machines, expensive data bundles, and unfamiliarity with the operational procedures of software. Students adopted various coping strategies in dealing with these problems. Based on these findings, the study highlighted some implications for practice.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75020619","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 emergence of COVID-19 has posed unprecedented challenges to every sphere of social life, including education. To mitigate the educational challenges, students and teachers were urged to adjust to online teaching and learning. This spurred a slew of studies into ICT and online teaching and learning. However, studies had given little attention to resilient mechanisms beyond ICT and online teaching and learning, particularly, in Social Studies. This study, therefore, purported to elicit the challenges encountered by students and teachers in the teaching and learning of Social Studies during the COVID-19 school closures. It also sought to identify holistic resilient approaches to withstand future unforeseen contingencies. An explanatory sequential mixed method design was employed in this study. Overall, 300 form three students of senior high school and 15 Social Studies teachers participated in this study. Quantitative data were analyzed using SPSS Version 20. Thematic analysis was used to analyse the qualitative data. Some of the challenges identified by this study in the teaching and learning of Social Studies include lack of technical support, data cost, unstable or no Internet connection, absence of television or radio, no or poor electricity connection, inadequate textbook ownership and absence of self-learning textbooks. The resilient mechanisms suggested by teachers and students towards future pandemics include the development of online learning infrastructure, provision of technical support for students and teachers, provision of ICT and online learning equipment for economically disadvantaged students, provision of solar-powered or dry cell ICT or online teaching and learning equipment, expansion of the school infrastructure and provision of adequate self-learning and informative textbooks. It was concluded that, with the aforementioned resilient mechanisms, Social Studies education will not be truncated in case of future pandemics. The study recommended curriculum reform in order to design textbooks that are informative enough to allow learners to learn easily. This study suggested that further studies be conducted to include all major stakeholders in education so as to unravel all other resilient strategies.
2019冠状病毒病的出现给包括教育在内的社会生活各个领域带来了前所未有的挑战。为了减轻教育方面的挑战，学生和教师被敦促适应在线教学和学习。这激发了对信息通信技术和在线教学的大量研究。然而，研究很少关注信息通信技术和在线教学之外的弹性机制，特别是在社会研究领域。因此，本研究旨在引出学生和教师在COVID-19学校关闭期间在社会研究教学中遇到的挑战。它还寻求确定抵御未来不可预见的突发事件的整体弹性方法。本研究采用解释序贯混合方法设计。共有3名高中生和15名社会学科教师共300人参与了本研究。定量数据采用SPSS Version 20进行分析。采用主题分析法对定性数据进行分析。本研究确定的社会研究教学中的一些挑战包括缺乏技术支持、数据成本、不稳定或没有互联网连接、没有电视或广播、没有或没有电力连接、教科书所有权不足以及缺乏自学教科书。教师和学生建议的应对未来流行病的弹性机制包括:发展在线学习基础设施、为学生和教师提供技术支持、为经济条件不利的学生提供信通技术和在线学习设备、提供太阳能或干电池信通技术或在线教学设备、扩大学校基础设施以及提供充足的自学和信息丰富的教科书。会议的结论是，有了上述弹性机制，社会研究教育在未来发生大流行病时不会中断。该研究建议进行课程改革，以便设计足够丰富的教科书，使学习者能够轻松学习。这项研究表明，进一步的研究应包括教育的所有主要利益相关者，以揭示所有其他弹性策略。
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