Pub Date : 2020-01-01DOI: 10.18848/2327-011x/cgp/v15i02/73-81
S. Tamah
ING AND INDEXING For a full list of databases in which this journal is indexed, please visit https://thesocialsciences.com/journals/collection. RESEARCH NETWORK MEMBERSHIP Authors in The International Journal of Interdisciplinary Educational Studies are members of the Interdisciplinary Social Sciences Research Network or a thematically related Research Network. Members receive access to journal content. To find out more, visit https://thesocialsciences.com/about/become-a-member.
{"title":"Making Formative Tests More Genuine","authors":"S. Tamah","doi":"10.18848/2327-011x/cgp/v15i02/73-81","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v15i02/73-81","url":null,"abstract":"ING AND INDEXING For a full list of databases in which this journal is indexed, please visit https://thesocialsciences.com/journals/collection. RESEARCH NETWORK MEMBERSHIP Authors in The International Journal of Interdisciplinary Educational Studies are members of the Interdisciplinary Social Sciences Research Network or a thematically related Research Network. Members receive access to journal content. To find out more, visit https://thesocialsciences.com/about/become-a-member.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67566998","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 : 2019-12-19DOI: 10.53935/2641-533x.v2i4.129
I. Matthew
That teachers are important in a school setting, cannot be overemphasized. A teacher however has to be equipped with knowledge and skills necessary for effective teaching of his/her pupils/students. Apart from the knowledge already acquired in educational institution(s), a teacher has to garner enough experience, to be effective in teaching. A beginning teacher possesses less teaching experience, compared to an old teacher. He/she needs adequate attention in school, to achieve his/her objectives, and most importantly, the school objectives, as well as effective teaching of pupils/students. In this paper, the strategies that can be adopted by school administrator, to improve the teaching of such teachers, such as: orientation, mentoring, exposure to workshops, conferences and seminars, among others, are examined.
{"title":"Strategies to Improve Teaching Effectiveness of Beginning Teachers in a School Setting","authors":"I. Matthew","doi":"10.53935/2641-533x.v2i4.129","DOIUrl":"https://doi.org/10.53935/2641-533x.v2i4.129","url":null,"abstract":"That teachers are important in a school setting, cannot be overemphasized. A teacher however has to be equipped with knowledge and skills necessary for effective teaching of his/her pupils/students. Apart from the knowledge already acquired in educational institution(s), a teacher has to garner enough experience, to be effective in teaching. A beginning teacher possesses less teaching experience, compared to an old teacher. He/she needs adequate attention in school, to achieve his/her objectives, and most importantly, the school objectives, as well as effective teaching of pupils/students. In this paper, the strategies that can be adopted by school administrator, to improve the teaching of such teachers, such as: orientation, mentoring, exposure to workshops, conferences and seminars, among others, are examined.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86144279","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 : 2019-12-19DOI: 10.53935/2641-533x.v2i4.127
Nguyen Quoc Hieu - Peter
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining the demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools was implemented aiming to assess the current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifying the limitations in Human resource management of vocational schools. Based on all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province was still limited. Human resources were in sufficient quantity, but the structure not to be reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on the recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluations of all the programs must be implemented.
{"title":"Human Resource Management for Vocational Schools at Bac Ninh Province, Vietnam: A Model Faculty Development Program","authors":"Nguyen Quoc Hieu - Peter","doi":"10.53935/2641-533x.v2i4.127","DOIUrl":"https://doi.org/10.53935/2641-533x.v2i4.127","url":null,"abstract":"The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining the demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools was implemented aiming to assess the current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifying the limitations in Human resource management of vocational schools. Based on all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province was still limited. Human resources were in sufficient quantity, but the structure not to be reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on the recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluations of all the programs must be implemented.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"26 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83525076","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 : 2019-11-12DOI: 10.53935/2641-533x.v2i3.118
Liao Fenghui, Pang Yilin
Chinese excellent traditional culture is the spiritual blood of the Chinese nation, the gene of the nation and the important source of thought in the process of Chinese people to be in a position to maintain the rule of law and respect, and to respect the position of the time, to become a member of the people, to become a member of the public and to build a work and work. However the young generation represented by college students shoulders the mission of history and times, but the cognition of excellent traditional culture in our country is not optimistic. The reason is that the culture itself, students, families, schools, social environment and other aspects, how to preach well, inherit the excellent Chinese traditional culture, and play an important role has become an urgent need to solve the major problems.
{"title":"Cognitive Status of Contemporary College Students on Excellent Traditional Culture and Analysis of Educational Countermeasures","authors":"Liao Fenghui, Pang Yilin","doi":"10.53935/2641-533x.v2i3.118","DOIUrl":"https://doi.org/10.53935/2641-533x.v2i3.118","url":null,"abstract":"Chinese excellent traditional culture is the spiritual blood of the Chinese nation, the gene of the nation and the important source of thought in the process of Chinese people to be in a position to maintain the rule of law and respect, and to respect the position of the time, to become a member of the people, to become a member of the public and to build a work and work. However the young generation represented by college students shoulders the mission of history and times, but the cognition of excellent traditional culture in our country is not optimistic. The reason is that the culture itself, students, families, schools, social environment and other aspects, how to preach well, inherit the excellent Chinese traditional culture, and play an important role has become an urgent need to solve the major problems.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82306498","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 : 2019-11-08DOI: 10.53935/2641-533x.v2i3.116
Richard Bukaliya
This multiple case study was an analysis of the perceptions of teachers, parents, school inspectors and learners towards the role of extra lessons on the academic achievement of learners in three secondary schools in Chegutu Urban, Zimbabwe. The study was guided by the Incentive Theory of Motivation developed by Young (1936), which postulates that there are many reasons that drive people towards doing certain things. The study adopted the interpretivist paradigm that hinges on the premise that social meaning is created by interacting with various participants affected by a phenomenon it was rooted in the qualitative approach. Interviews, focus group discussions and document analysis were used to generate data. The results of the study show that extra lessons were used to improve learners` academic achievement. Extra lessons came in as a form of remediation for learners who failed to grasp concepts during the formal learning school hours. The lessons also enhanced slow learners‟ achievement and sustained gifted learners` academic levels through extension work. They helped learners in getting admission into institutions of higher learning. Due to the positive academic role of the extra lessons, it was recommended that there is need to take extra lessons seriously. Extra lessons could be used to make up for the time limitations in the urban day high density secondary schools where there is double sessioning. However, there is need to monitor the learners as they go away for the extra lessons to find out if, indeed, they are benefitting from them. Learners, who stand to benefit from the extra lessons, need to take into account that they should not wait for teachers to do virtually everything for them but rather use extra lessons for guidance on how they go about certain activities. Learners should do most of the activities through learner centred approaches, under the guidance of the extra lessons teachers. There is need for a legal frame work to operationalise the extra lessons. The Government of Zimbabwe could have extra lessons as a revenue base through which teachers practising extra lessons could have their extra remuneration from extra lessons taxed.
这项多案例研究分析了津巴布韦切古图市三所中学的教师、家长、学校督察员和学生对补课对学生学业成绩的作用的看法。该研究以Young(1936)提出的动机激励理论(Incentive Theory of Motivation)为指导，该理论假设驱使人们做某些事情的原因有很多。本研究采用了解释主义范式，其前提是社会意义是通过与受某种现象影响的各种参与者的互动而产生的，它植根于定性方法。访谈、焦点小组讨论和文件分析用于生成数据。研究结果表明，额外的课程被用来提高学习者的学习成绩。额外的课程作为一种补习的形式出现在那些在正式学习的学校时间里没有掌握概念的学习者身上。这些课程还提高了慢学习者的成绩，并通过扩展工作维持了天才学习者的学术水平。他们帮助学生进入高等院校。由于补课的积极学术作用，有人建议需要认真对待补课。额外的课程可以用来弥补城市日间高密度中学的时间限制，那里有双学期。然而，有必要对学习者进行监控，因为他们离开了额外的课程，以确定他们是否确实从中受益。从额外的课程中受益的学习者需要考虑到，他们不应该等待老师为他们做几乎所有的事情，而应该利用额外的课程来指导他们如何进行某些活动。学习者应该在课外教师的指导下，通过以学习者为中心的方法来完成大部分活动。需要一个法律框架来实施额外的课程。津巴布韦政府可以开设额外课程作为收入基础，通过这一基础，教授额外课程的教师可以对额外课程的额外报酬征税。
{"title":"Extra Lessons and Academic Achievement of Learners among Urban Day High Density Secondary School Learners","authors":"Richard Bukaliya","doi":"10.53935/2641-533x.v2i3.116","DOIUrl":"https://doi.org/10.53935/2641-533x.v2i3.116","url":null,"abstract":"This multiple case study was an analysis of the perceptions of teachers, parents, school inspectors and learners towards the role of extra lessons on the academic achievement of learners in three secondary schools in Chegutu Urban, Zimbabwe. The study was guided by the Incentive Theory of Motivation developed by Young (1936), which postulates that there are many reasons that drive people towards doing certain things. The study adopted the interpretivist paradigm that hinges on the premise that social meaning is created by interacting with various participants affected by a phenomenon it was rooted in the qualitative approach. Interviews, focus group discussions and document analysis were used to generate data. The results of the study show that extra lessons were used to improve learners` academic achievement. Extra lessons came in as a form of remediation for learners who failed to grasp concepts during the formal learning school hours. The lessons also enhanced slow learners‟ achievement and sustained gifted learners` academic levels through extension work. They helped learners in getting admission into institutions of higher learning. Due to the positive academic role of the extra lessons, it was recommended that there is need to take extra lessons seriously. Extra lessons could be used to make up for the time limitations in the urban day high density secondary schools where there is double sessioning. However, there is need to monitor the learners as they go away for the extra lessons to find out if, indeed, they are benefitting from them. Learners, who stand to benefit from the extra lessons, need to take into account that they should not wait for teachers to do virtually everything for them but rather use extra lessons for guidance on how they go about certain activities. Learners should do most of the activities through learner centred approaches, under the guidance of the extra lessons teachers. There is need for a legal frame work to operationalise the extra lessons. The Government of Zimbabwe could have extra lessons as a revenue base through which teachers practising extra lessons could have their extra remuneration from extra lessons taxed.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85612410","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 : 2019-08-29DOI: 10.53935/2641-533x.v2i2.112
Hu Hua, Ying-Leh Ling
This quantitative study aims to identify the influence of distributive leadership on the organizational commitment of teachers. A total of 317 secondary school teachers were selected as respondents randomly from 18 national secondary schools around Kuching city. The data of this study was collected using the combined questionnaire of the Distributed Leadership Readiness Scale and the Three-Component Model Employee Commitment Survey. The findings shown that there is no significant difference in the level of teachers' organizational commitment according to the gender of the teachers. In addition, the Pearson Correlation Test found a positive and significant relationship between the distributive leadership level and the organizational commitment of teachers in the school. This study has shown that leadership and principals' ability has an impact on school organization excellence. Therefore, the role of the teacher needs to be maximized according to the teacher's expertise so that organizational commitment can be improved.
{"title":"Distributive Leadership and its Relationship to Organizational Commitment in Secondary Schools of Sarawak","authors":"Hu Hua, Ying-Leh Ling","doi":"10.53935/2641-533x.v2i2.112","DOIUrl":"https://doi.org/10.53935/2641-533x.v2i2.112","url":null,"abstract":"This quantitative study aims to identify the influence of distributive leadership on the organizational commitment of teachers. A total of 317 secondary school teachers were selected as respondents randomly from 18 national secondary schools around Kuching city. The data of this study was collected using the combined questionnaire of the Distributed Leadership Readiness Scale and the Three-Component Model Employee Commitment Survey. The findings shown that there is no significant difference in the level of teachers' organizational commitment according to the gender of the teachers. In addition, the Pearson Correlation Test found a positive and significant relationship between the distributive leadership level and the organizational commitment of teachers in the school. This study has shown that leadership and principals' ability has an impact on school organization excellence. Therefore, the role of the teacher needs to be maximized according to the teacher's expertise so that organizational commitment can be improved.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91020454","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 : 2019-08-29DOI: 10.53935/2641-533x.v2i2.113
N. Nyang’ara
The unprecedented effect of HIV and AIDS in Africa cannot be over-emphasized as it takes its toll mainly on the active age population of 15-49 years. This age group is the main workforce of any nation and, unfortunately, the most vulnerable to infection of HIV. There has been growing concern about the devastating impact of HIV and AIDS in many workplaces. In response, many universities have developed university specific HIV and AIDS policies for impact mitigation in the workplace. Moi University is a public institution with a large workforce hence targeted in the current study. Realizing the negative impact that HIV and AIDS has on workplaces and the importance of having an HIV and AIDS workplace policy, this study sought to determine the relationship between awareness of HIV and AIDS workplace policy and consultation on HIV and AIDS policy development among staff of Moi University. The study, whose main concern was about Moi University HIV and AIDS workplace policy, targeted teaching staff, non-teaching staff and senior management. To achieve this objective, the study used ex-post facto research design and stratified sampling technique in the selection of the study sample. A study sample made up of 330 participants was used for the study. The study utilized both qualitative and quantitative methods in data collection. These included Workplace Testing Questionnaire, document analysis and semi-structured interviews. Primary data was collected by use of self-administered questionnaires and interview schedules, while secondary data was collected from libraries. The study used the Statistical Package for Social Sciences (SPSS v 22.0) program to analyze the data collected. Qualitative data was analyzed thematically through coding. Both descriptive and inferential statistics were used. The descriptive statistics included frequencies and means. Correlation analysis was used to test hypotheses (to test the relationship between the independent and dependent variables). The findings revealed that Moi University had an HIV and AIDS workplace policy. It also emerged that lack of consultation on HIV policy development, was an impediment to successful implementation of the policy. The study concluded that HIV and AIDS workplace policy is a vital document in HIV and AIDS impact mitigation and, therefore, requires serious consultation among all employees of Moi University for purposes of ownership by every employee. Following this, the study recommended that consultation of all of all employees about HIV and AIDS workplace policy development be undertaken and worker’s views and opinion be considered when developing an HIV and AIDS workplace policy. The study is, therefore, expected to be of great significance to universities in addressing some of the HIV and AIDS workplace policy related implementation challenges.
艾滋病毒和艾滋病在非洲的空前影响怎么强调都不为过，因为它主要对15-49岁的活跃年龄人口造成损害。这一年龄组是任何国家的主要劳动力，不幸的是，他们是最容易感染艾滋病毒的人群。人们越来越关注艾滋病毒和艾滋病在许多工作场所的破坏性影响。为此，许多大学制定了大学特有的艾滋病毒和艾滋病政策，以减轻工作场所的影响。莫伊大学是一所拥有大量劳动力的公共机构，因此是本研究的目标。鉴于艾滋病对工作场所的负面影响，以及制定艾滋病工作场所政策的重要性，本研究旨在确定莫伊大学员工对艾滋病工作场所政策的认识与艾滋病政策制定咨询之间的关系。这项研究主要关注的是莫伊大学艾滋病毒和艾滋病工作场所政策，研究对象是教职员工、非教职员工和高级管理人员。为了实现这一目标，本研究在研究样本的选择中采用了事后研究设计和分层抽样技术。研究样本由330名参与者组成。本研究采用定性与定量相结合的方法收集资料。其中包括工作场所测试问卷、文件分析和半结构化访谈。主要数据通过自我问卷和访谈表收集，而次要数据则从图书馆收集。本研究使用社会科学统计软件包(SPSS v 22.0)程序对收集的数据进行分析。通过编码对定性数据进行专题分析。描述性统计和推断性统计都被使用。描述性统计包括频率和平均值。相关分析用于检验假设(检验自变量和因变量之间的关系)。调查结果显示，莫伊大学有艾滋病毒和艾滋病工作场所政策。报告还指出，在艾滋病毒政策制定方面缺乏协商是成功执行该政策的一个障碍。该研究的结论是，艾滋病毒和艾滋病工作场所政策是减轻艾滋病毒和艾滋病影响的重要文件，因此需要在莫伊大学所有员工之间进行认真协商，以便每个员工都拥有所有权。在此之后，该研究建议，在制定艾滋病毒和艾滋病工作场所政策时，应与所有员工就艾滋病毒和艾滋病工作场所政策进行协商，并考虑员工的意见和意见。因此，该研究有望对大学解决一些与艾滋病毒和艾滋病工作场所政策相关的实施挑战具有重要意义。
{"title":"The Relationship between Awareness of HIV and AIDS Workplace Policy and Consultation on HIV and AIDS Policy Development among Staff of Moi University, Kenya","authors":"N. Nyang’ara","doi":"10.53935/2641-533x.v2i2.113","DOIUrl":"https://doi.org/10.53935/2641-533x.v2i2.113","url":null,"abstract":"The unprecedented effect of HIV and AIDS in Africa cannot be over-emphasized as it takes its toll mainly on the active age population of 15-49 years. This age group is the main workforce of any nation and, unfortunately, the most vulnerable to infection of HIV. There has been growing concern about the devastating impact of HIV and AIDS in many workplaces. In response, many universities have developed university specific HIV and AIDS policies for impact mitigation in the workplace. Moi University is a public institution with a large workforce hence targeted in the current study. Realizing the negative impact that HIV and AIDS has on workplaces and the importance of having an HIV and AIDS workplace policy, this study sought to determine the relationship between awareness of HIV and AIDS workplace policy and consultation on HIV and AIDS policy development among staff of Moi University. The study, whose main concern was about Moi University HIV and AIDS workplace policy, targeted teaching staff, non-teaching staff and senior management. To achieve this objective, the study used ex-post facto research design and stratified sampling technique in the selection of the study sample. A study sample made up of 330 participants was used for the study. The study utilized both qualitative and quantitative methods in data collection. These included Workplace Testing Questionnaire, document analysis and semi-structured interviews. Primary data was collected by use of self-administered questionnaires and interview schedules, while secondary data was collected from libraries. The study used the Statistical Package for Social Sciences (SPSS v 22.0) program to analyze the data collected. Qualitative data was analyzed thematically through coding. Both descriptive and inferential statistics were used. The descriptive statistics included frequencies and means. Correlation analysis was used to test hypotheses (to test the relationship between the independent and dependent variables). The findings revealed that Moi University had an HIV and AIDS workplace policy. It also emerged that lack of consultation on HIV policy development, was an impediment to successful implementation of the policy. The study concluded that HIV and AIDS workplace policy is a vital document in HIV and AIDS impact mitigation and, therefore, requires serious consultation among all employees of Moi University for purposes of ownership by every employee. Following this, the study recommended that consultation of all of all employees about HIV and AIDS workplace policy development be undertaken and worker’s views and opinion be considered when developing an HIV and AIDS workplace policy. The study is, therefore, expected to be of great significance to universities in addressing some of the HIV and AIDS workplace policy related implementation challenges.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77942556","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 : 2019-08-22DOI: 10.53935/2641-533x.v2i2.107
M. Voskoglou
The mathematical activity is an original and natural element of the human condition. The article at hand discusses and analyzes the recent trends of the research and practice for teaching and learning mathematics, where the socio- cultural theories have been highly influential in addressing the mathematical knowledge. Among others, a particular emphasis is given to the required learning skills of the 21st century, to the profile of the competent teacher of mathematics and to the importance of the communities of practice for the teaching and learning of mathematics, especially for the developing countries.
{"title":"Teaching and Learning Mathematics: Research and Practice for the 21st Century","authors":"M. Voskoglou","doi":"10.53935/2641-533x.v2i2.107","DOIUrl":"https://doi.org/10.53935/2641-533x.v2i2.107","url":null,"abstract":"The mathematical activity is an original and natural element of the human condition. The article at hand discusses and analyzes the recent trends of the research and practice for teaching and learning mathematics, where the socio- cultural theories have been highly influential in addressing the mathematical knowledge. Among others, a particular emphasis is given to the required learning skills of the 21st century, to the profile of the competent teacher of mathematics and to the importance of the communities of practice for the teaching and learning of mathematics, especially for the developing countries.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85928099","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 : 2019-07-28DOI: 10.33687/EDUC.006.01.2926
B. Hassan, Abdulaziz Alamri, M. Ahmad, M. Abid
Multiple choice question (MCQ) test is the most popular assessment tool that used in medical schools, faculty training on construction of multiple choice questions and peer review are the main factors that contributing to have a good quality MCQ test. This study aimed to evaluate the effect of these two factors on the quality of MCQ test. An extensive training program was conducted for the staff members who were participated in teaching and assessment of undergraduate medical students of clinical biochemistry and psychiatric courses. Post-test item analysis was used to compare pre-training with post-training item analysis parameters. Chi-square test was applied, level of significance was 5%. Regarding difficulty index, it showed great improvement in number of questions which lie in acceptable range of difficulty from 16%, 25% before the training program to 61%,42% after the training program for psychiatry and clinical biochemistry courses respectively and this is significantly different (P0.05). In psychiatry course the number of questions with negatively discrimination power had been decreased from 36% before training program to 10% after it (P value 0.05). No significant improvement noticed in biochemistry course regarding this aspect. Both courses were showed improvement in the function of distracters, the percentage of test items where all distracters were functioning was increased from 11% to 41% in psychiatry course (P value=0.0002), and from 12% to 46%, in biochemistry course (P value=0.0001). The two courses which included in the study showed increased reliability after the training program and peer review processes, but this improvement is not statistically significant. A dramatic improvement was observed in the quality of MCQs after peer review and training program. We recommend adopting training program on construction of MCQs to be as teaching license for all medical school staff members in Saudi Arabia.
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Pub Date : 2019-04-17DOI: 10.53935/2641-533x.v2i2.24
L. Newsome, Mary Helou, C. Crismon
The inevitability and unpredictability of service failures can result in consumer dissatisfaction, whereby consumers respond to their lack of satisfaction with the service provision in a variety of ways. Previous research indicates that consumers’ response options to service dissatisfaction is related to various facets of customer loyalty, which, in turn, may heavily impact on future repurchase intentions (Helou and Caddy, 2007). Accordingly, this study investigates the impact of loyalty and its cultural understanding on dissatisfaction response styles of university students. In particular, it compares the variations in response options between Anglo-Saxon Australian students and international Asian Chinese students, in an attempt to explore the impact of culture on dissatisfaction, and the resultant response options chosen by students, as guided by culturally defined perceptions and values (Helou, 2005; Helou and Caddy, 2007; Newsome and Cooper, 2016). Findings indicate that there are significant variations in terms of the degrees of ethnic loyalty and the response options engaged in as a reaction to dissatisfaction, mostly attributable to differences in cultural values. The contributions of this study are three-fold. First, the current research study further develops our understanding of cultural loyalty and its impact on students’ future repurchase intentions. Secondly, it provides an understanding of the dissatisfaction response styles of university students coming from different ethnic backgrounds. Finally, the current study further contributes to our understanding of the relationship between students’ ethnic backgrounds and their respective repurchase decisions.
服务失败的必然性和不可预测性可能导致消费者不满，因此消费者以各种方式回应他们对服务提供的不满意。以往的研究表明，消费者对服务不满意的反应选择与顾客忠诚度的各个方面有关，这反过来又可能严重影响未来的再购买意愿(Helou和Caddy, 2007)。因此，本研究探讨忠诚及其文化理解对大学生不满反应方式的影响。特别地，它比较了盎格鲁-撒克逊澳大利亚学生和国际亚洲中国学生在回应选项上的差异，试图探索文化对不满的影响，以及在文化定义的观念和价值观的指导下，学生选择的回应选项(Helou, 2005;Helou and Caddy, 2007;Newsome and Cooper, 2016)。研究结果表明，在民族忠诚程度和作为不满反应的回应选择方面存在显著差异，主要归因于文化价值观的差异。这项研究的贡献有三个方面。首先，本研究进一步发展了我们对文化忠诚及其对学生未来再购买意愿的影响的理解。其次，了解不同民族大学生的不满反应方式。最后，本研究有助于我们进一步了解学生的种族背景与他们各自的再购买决策之间的关系。
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