{"title":"Academic Performance of Primary School-aged Students in Spain and Colombia: A Comparative Analysis","authors":"Fátima Llamas Salguero, Isabel Martínez-Álvarez, Verónica López Fernández","doi":"10.18848/2327-011x/cgp/v17i01/21-37","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v17i01/21-37","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18848/2327-011x/cgp/v16i01/121-134
Belén Massó Guijarro
{"title":"Social Education through Cinema: Conversations about a Pedagogical Experience with Pre-service Educators","authors":"Belén Massó Guijarro","doi":"10.18848/2327-011x/cgp/v16i01/121-134","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v16i01/121-134","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18848/2327-011x/cgp/v16i02/107-123
Soyoung Choi
{"title":"Non-native Teachers’ Challenges in Target Language-only Classrooms: Empirical Implications for Language Policy","authors":"Soyoung Choi","doi":"10.18848/2327-011x/cgp/v16i02/107-123","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v16i02/107-123","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-21DOI: 10.53935/2641-533x.v3i3.148
Ataine Juliet Asoro
This study investigated managerial deficiencies and teachers’ job accomplishment in public primary schools. It is a correlational survey of ex-post facto design. The population involves fifteen thousand eight hundred and sixty-seven (15, 867) head teachers and teachers of primary schools in Delta state, that is 1,113 and 14,754 head teachers and teachers respectively. Purposive sampling technique was adopted to select 1,586 respondents, representing 10% of the entire population. Self-structured questionnaire titled Managerial Deficiencies and Teachers Job Accomplishment Questionnaire (MDTJAQ) was used to solicit information from respondents. Instrument was validated through face/content validity and thereafter subjected to split-halves reliability using 30 respondents not used for the core study. A coefficient of .76 was obtained showing a high reliability co-efficient. Data obtained was analysed using mean rating and standard deviation to answer research questions with benchmark of 2.50 while hypothesis was tested using Pearson r at .05 level of significance. Finding shows that managerial deficiencies was significantly related to teachers’ job accomplishment. Arising from the findings it was recommended among others that State Universal Primary Education Board should enlighten government on the role of primary school and the need to invest money on primary education for optimum result.
{"title":"Managerial Deficiencies and Teachers’ Job Accomplishment in Public Primary Schools, Delta State, Nigeria","authors":"Ataine Juliet Asoro","doi":"10.53935/2641-533x.v3i3.148","DOIUrl":"https://doi.org/10.53935/2641-533x.v3i3.148","url":null,"abstract":"This study investigated managerial deficiencies and teachers’ job accomplishment in public primary schools. It is a correlational survey of ex-post facto design. The population involves fifteen thousand eight hundred and sixty-seven (15, 867) head teachers and teachers of primary schools in Delta state, that is 1,113 and 14,754 head teachers and teachers respectively. Purposive sampling technique was adopted to select 1,586 respondents, representing 10% of the entire population. Self-structured questionnaire titled Managerial Deficiencies and Teachers Job Accomplishment Questionnaire (MDTJAQ) was used to solicit information from respondents. Instrument was validated through face/content validity and thereafter subjected to split-halves reliability using 30 respondents not used for the core study. A coefficient of .76 was obtained showing a high reliability co-efficient. Data obtained was analysed using mean rating and standard deviation to answer research questions with benchmark of 2.50 while hypothesis was tested using Pearson r at .05 level of significance. Finding shows that managerial deficiencies was significantly related to teachers’ job accomplishment. Arising from the findings it was recommended among others that State Universal Primary Education Board should enlighten government on the role of primary school and the need to invest money on primary education for optimum result.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74588517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.53935/2641-533x.v3i3.144
Adedokun M O, Adeyemo C. W., Agboola B G, Kayode G M
This is an era of technological advancement. New things are springing up daily that needs to be supported with innovative ideas and creativity. Any state that is contented with the status quo is not bound to develop. For rapid development to take place in cities and communities, there is need for a level of disruption. This is the basis and core of the fourth industrial revolution. This paper is based on the fact that every country of the world needs to imbibe the idea of the newest technology with a view to attending to the various challenges facing development especially in Nigerian cities and communities. The challenge of not moving along the newest technological innovations had always led to difficulties in fixing socio-economic problems which eventually inhibit the rate of development in cities and communities and individuals within them. The fourth industrial revolution is not limited to just a group of young people but also adults. Adults should be carried along in the newest technological evolvement through all the laudable programmes of adult education. Technology stimulates creativity which brings about innovation. The fourth industrial revolution which is a combination of earlier technological inventions and revolutions would lead to stimulation of better creativity for sustainable development of cities and communities and of the people. This paper, thus, focused on how integrating technological innovation of the 21st century into adult education programmes would stimulate creativity in community people thereby leading to creativity, innovations and subsequently sustainability of cities and communities. The authors recommend among others that the Federal Government of Nigeria should focus more on adult education which has immediate relevance to the growth of persons, cities and communities in Nigeria. It is also recommended that technological education should be introduced into all programmes of adult education and efforts should be made to remove every hindrance to technical education from every adult learner and education should be made accessible to all while the curriculum of both the formal and adult education programmes should be replete with elements of the fourth industrial revolution so that none will be left out of the new development agenda.
{"title":"The Role of Adult Education in Sustaining Cities and Communities in Nigeria: Impact of Fourth Industrial Revolution","authors":"Adedokun M O, Adeyemo C. W., Agboola B G, Kayode G M","doi":"10.53935/2641-533x.v3i3.144","DOIUrl":"https://doi.org/10.53935/2641-533x.v3i3.144","url":null,"abstract":"This is an era of technological advancement. New things are springing up daily that needs to be supported with innovative ideas and creativity. Any state that is contented with the status quo is not bound to develop. For rapid development to take place in cities and communities, there is need for a level of disruption. This is the basis and core of the fourth industrial revolution. This paper is based on the fact that every country of the world needs to imbibe the idea of the newest technology with a view to attending to the various challenges facing development especially in Nigerian cities and communities. The challenge of not moving along the newest technological innovations had always led to difficulties in fixing socio-economic problems which eventually inhibit the rate of development in cities and communities and individuals within them. The fourth industrial revolution is not limited to just a group of young people but also adults. Adults should be carried along in the newest technological evolvement through all the laudable programmes of adult education. Technology stimulates creativity which brings about innovation. The fourth industrial revolution which is a combination of earlier technological inventions and revolutions would lead to stimulation of better creativity for sustainable development of cities and communities and of the people. This paper, thus, focused on how integrating technological innovation of the 21st century into adult education programmes would stimulate creativity in community people thereby leading to creativity, innovations and subsequently sustainability of cities and communities. The authors recommend among others that the Federal Government of Nigeria should focus more on adult education which has immediate relevance to the growth of persons, cities and communities in Nigeria. It is also recommended that technological education should be introduced into all programmes of adult education and efforts should be made to remove every hindrance to technical education from every adult learner and education should be made accessible to all while the curriculum of both the formal and adult education programmes should be replete with elements of the fourth industrial revolution so that none will be left out of the new development agenda.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86553820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.53935/2641-533x.v3i3.145
Jing Zhao, S. Mustapha, Jun Wang
In order to explore the relationships of tertiary EFL teachers’ professional identity and job burnout, a quantitative survey was conducted on 565 tertiary EFL teachers in Hubei Province in central China. The results indicated that teachers with different educational background and teachers teaching different types of students experience different levels of burnout; Tertiary EFL teachers’ professional identity were significantly negatively related to their job burnout; The valence and self-presentation in professional identity can be used to predict teachers’ job burnout. Therefore, tertiary EFL teachers should try to enhance their occupational belongings so as to alleviate their current job burnout and promote their sustainable development.
{"title":"The Impact of Tertiary EFL Teachers’ Professional Identity on Job Burnout in Hubei Province China","authors":"Jing Zhao, S. Mustapha, Jun Wang","doi":"10.53935/2641-533x.v3i3.145","DOIUrl":"https://doi.org/10.53935/2641-533x.v3i3.145","url":null,"abstract":"In order to explore the relationships of tertiary EFL teachers’ professional identity and job burnout, a quantitative survey was conducted on 565 tertiary EFL teachers in Hubei Province in central China. The results indicated that teachers with different educational background and teachers teaching different types of students experience different levels of burnout; Tertiary EFL teachers’ professional identity were significantly negatively related to their job burnout; The valence and self-presentation in professional identity can be used to predict teachers’ job burnout. Therefore, tertiary EFL teachers should try to enhance their occupational belongings so as to alleviate their current job burnout and promote their sustainable development.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73362223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-05DOI: 10.53935/2641-533x.v3i2.140
Damián-Notario Jade Isabel, Torres-Zapata Ángel Esteban, Rivera-Domínguez Javier, Villanueva Echavarría José Rafael, Moguel-Ceballos Juan Eduardo
Scholar failure, defined as the insufficient quantitative performance of the students’ potential which impedes them to achieve the minimum parameters stablished by an educative institution, generating in the student a feeling of letdown, and low performance, becoming a prelude to educational lagging and school dropout. The goal of this research was to determine the reasons of academic failure from the student perspective. This is a descriptive, cross-sectional study, with a non-probabilistic by convenience sampling, 66 students participated on it, who failed on at least one course on the August – December 2019 scholar period. The instrument applied gathers information such as: Name, gender, age, enrollment code, cycle, and the following question: Which do you consider where the reasons for your academic failure? The answers where later classified as follows 1) inherent to the student 2) inherent to the teacher, 3) inherent to the family or the family’s economy 4) inherent to the curricula, and 5) inherent to the institution. Results show that the two main reasons of academic failure from a student’s perspective are inherent to the student (49.5%) and inherent to the teacher (26.6%). These results, allow to determine analysis and opportunity zones that must be addressed to reduce the scholar failure and school dropout rates.
{"title":"Scholar Failure: From the University Students’ Perception","authors":"Damián-Notario Jade Isabel, Torres-Zapata Ángel Esteban, Rivera-Domínguez Javier, Villanueva Echavarría José Rafael, Moguel-Ceballos Juan Eduardo","doi":"10.53935/2641-533x.v3i2.140","DOIUrl":"https://doi.org/10.53935/2641-533x.v3i2.140","url":null,"abstract":"Scholar failure, defined as the insufficient quantitative performance of the students’ potential which impedes them to achieve the minimum parameters stablished by an educative institution, generating in the student a feeling of letdown, and low performance, becoming a prelude to educational lagging and school dropout. The goal of this research was to determine the reasons of academic failure from the student perspective. This is a descriptive, cross-sectional study, with a non-probabilistic by convenience sampling, 66 students participated on it, who failed on at least one course on the August – December 2019 scholar period. The instrument applied gathers information such as: Name, gender, age, enrollment code, cycle, and the following question: Which do you consider where the reasons for your academic failure? The answers where later classified as follows 1) inherent to the student 2) inherent to the teacher, 3) inherent to the family or the family’s economy 4) inherent to the curricula, and 5) inherent to the institution. Results show that the two main reasons of academic failure from a student’s perspective are inherent to the student (49.5%) and inherent to the teacher (26.6%). These results, allow to determine analysis and opportunity zones that must be addressed to reduce the scholar failure and school dropout rates.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86762136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-27DOI: 10.53935/2641-533x.v3i1.138
A. Breaz
Psychological mistreatment, however harder to characterize and harder to recognize, goes with all types of youngster misuse and has pulverizing outcomes on its agreeable turn of events. Our investigation on 60 kids from the exercise center stage intended to feature the psychological mistreatment of offspring of this age and its potential outcomes. Through a guided meeting, the sorts of psychological mistreatment, its causes, the recurrence of misuse, its relationship with different kinds of misuse were followed. The acquired outcomes mirror a somewhat stressing circumstance, demonstrating that the guardians' confusions and mindsets persevere in their instructive style, which may influence the mystic equilibrium of the kid in a troublesome time of life, specifically that of pubescence. The advising work of the analyst or social associate of the gatherings engaged with types of psychological mistreatment (guardians and youngsters) can contribute not exclusively to improve the kid's circumstance, its mix into the age gathering and the expanding of school's exhibitions yet additionally to improve its relations with guardians and fraternity and in this manner to build its odds of an agreeable turn of events.
{"title":"Aspects of Emotional Abuse in Middle School","authors":"A. Breaz","doi":"10.53935/2641-533x.v3i1.138","DOIUrl":"https://doi.org/10.53935/2641-533x.v3i1.138","url":null,"abstract":"Psychological mistreatment, however harder to characterize and harder to recognize, goes with all types of youngster misuse and has pulverizing outcomes on its agreeable turn of events. Our investigation on 60 kids from the exercise center stage intended to feature the psychological mistreatment of offspring of this age and its potential outcomes. Through a guided meeting, the sorts of psychological mistreatment, its causes, the recurrence of misuse, its relationship with different kinds of misuse were followed. The acquired outcomes mirror a somewhat stressing circumstance, demonstrating that the guardians' confusions and mindsets persevere in their instructive style, which may influence the mystic equilibrium of the kid in a troublesome time of life, specifically that of pubescence. The advising work of the analyst or social associate of the gatherings engaged with types of psychological mistreatment (guardians and youngsters) can contribute not exclusively to improve the kid's circumstance, its mix into the age gathering and the expanding of school's exhibitions yet additionally to improve its relations with guardians and fraternity and in this manner to build its odds of an agreeable turn of events.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78753987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-17DOI: 10.53935/2641-533x.v3i1.134
Hui Wen Chua, C. Y. Lin
This study examines the effects of Task-based Language Teaching (TBLT) in 52 non-native Mandarin learners of Mandarin beginning level learning motivation and the associated factors affecting their learning motivation. Mix method design was applied in the research. Quantitative questionnaire data were analyzed using paired sample t-test to examine the differences between pre-treatment survey and first cycle post-treatment survey, and between first cycle post-treatment survey and second cycle post-treatment survey. Semi-structured interview was conducted to 11 different grade-based learners among the 52 learners in the three stages of surveys to define factors affecting learning motivation. The findings reveal that there was non- statistical decrement in learning motivation between pre-treatment survey and first cycle post-treatment survey (t(51)=1.04, p>0.05), and statistical increment between first cycle post-treatment survey and second cycle post- treatment survey (t(51)=-3.52, p<0.05). The findings of the interview show that learners‟ learning motivation is affected by the application of TBLT, busy schedule and support from Mandarin native speaker. As conclusion, the study indicates that TBLT can increase learners‟ learning motivation in long term application. The study also implicates that TBLT can perform well with sufficiency language input task and Mandarin native speakers‟ support before the output task.
{"title":"The Effect of Task-based Language Teaching in Learning Motivation","authors":"Hui Wen Chua, C. Y. Lin","doi":"10.53935/2641-533x.v3i1.134","DOIUrl":"https://doi.org/10.53935/2641-533x.v3i1.134","url":null,"abstract":"This study examines the effects of Task-based Language Teaching (TBLT) in 52 non-native Mandarin learners of Mandarin beginning level learning motivation and the associated factors affecting their learning motivation. Mix method design was applied in the research. Quantitative questionnaire data were analyzed using paired sample t-test to examine the differences between pre-treatment survey and first cycle post-treatment survey, and between first cycle post-treatment survey and second cycle post-treatment survey. Semi-structured interview was conducted to 11 different grade-based learners among the 52 learners in the three stages of surveys to define factors affecting learning motivation. The findings reveal that there was non- statistical decrement in learning motivation between pre-treatment survey and first cycle post-treatment survey (t(51)=1.04, p>0.05), and statistical increment between first cycle post-treatment survey and second cycle post- treatment survey (t(51)=-3.52, p<0.05). The findings of the interview show that learners‟ learning motivation is affected by the application of TBLT, busy schedule and support from Mandarin native speaker. As conclusion, the study indicates that TBLT can increase learners‟ learning motivation in long term application. The study also implicates that TBLT can perform well with sufficiency language input task and Mandarin native speakers‟ support before the output task.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77352488","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}
{"title":"Aggressiveness Networks in School Classes: Dynamic Analysis and Comparison of Structures","authors":"Aikaterini Vasilou, A. Bekiari, Nikolaos D. Hasanagas","doi":"10.18848/2327-011x/cgp/v15i02/1-22","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v15i02/1-22","url":null,"abstract":"............................................................................................................... 6 Περίληψη............................................................................................................. 8","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67567193","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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