Pub Date : 2022-12-15DOI: 10.5296/ijld.v12i4.20555
John D. Branch
Collaboration, not competition, is often considered the appropriate ideology for the not-for-profit sector, stemming from a belief that competition is a characteristic of markets. Consequently, competition is often demonised, discounted, or disregarded by not-for-profit leaders. This article argues, however, that competition is largely misunderstood by not-for-profit leaders. It aims to rectify this misunderstanding by exploring competition in the not-for-profit sector. Specifically, it illuminates the nature of competition by outlining Shelby Hunt’s Resource-Advantage Theory of Competition. It then examines the implications of competition in the not-for-profit sector, by mapping the Theory to the not-for-profit sector, using the case of education in the United States.
{"title":"Exploring Competition in the Not-for-Profit Sector: The Case of Education in the United States","authors":"John D. Branch","doi":"10.5296/ijld.v12i4.20555","DOIUrl":"https://doi.org/10.5296/ijld.v12i4.20555","url":null,"abstract":"Collaboration, not competition, is often considered the appropriate ideology for the not-for-profit sector, stemming from a belief that competition is a characteristic of markets. Consequently, competition is often demonised, discounted, or disregarded by not-for-profit leaders. This article argues, however, that competition is largely misunderstood by not-for-profit leaders. It aims to rectify this misunderstanding by exploring competition in the not-for-profit sector. Specifically, it illuminates the nature of competition by outlining Shelby Hunt’s Resource-Advantage Theory of Competition. It then examines the implications of competition in the not-for-profit sector, by mapping the Theory to the not-for-profit sector, using the case of education in the United States.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81571477","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 : 2022-12-12DOI: 10.5296/ijld.v12i4.20442
Vincentius Pantow, Selvie Ratna Ivone Mandang, Wingston Markus Jusuf Longdong, D. Wagiu
The development of Communication Strategies in English learning based on E-Learning is very necessary for improving students' English skills. The development of this communication strategy is in the form of a learning model / learning strategy developed by lecturers to maximize student learning outcomes, especially students' English mastery based on E-Learning. The form of communication strategy development that resulted was the PSB approach model (Tourism, Arts and Culture). This study aims to: 1). Identify and classify forms of communication strategy development used in English learning based on E-Learning. 2). Analyzing the strategy development process in English learning based on E-Learning. The methodology used is a qualitative descriptive approach through a cycle of data collection stages using ethnographic methods. Meanwhile, the data analysis method goes through the following stages: 1). Data selection, 2). Data reduction, 3). Presentation of data, and 4). Conclude and verify. The results and discussion obtained 8 approaches of communication strategy with the most widely used, namely the CLT (Communicative Language Teaching) approach and the application of the form of development of communication strategies used in English learning based on E-Learning through the PSB approach (Tourism, Social and Culture), starting from opening, implementation and closing.
{"title":"The Development of Communication Strategies in English Learning Based on E-Learning","authors":"Vincentius Pantow, Selvie Ratna Ivone Mandang, Wingston Markus Jusuf Longdong, D. Wagiu","doi":"10.5296/ijld.v12i4.20442","DOIUrl":"https://doi.org/10.5296/ijld.v12i4.20442","url":null,"abstract":"The development of Communication Strategies in English learning based on E-Learning is very necessary for improving students' English skills. The development of this communication strategy is in the form of a learning model / learning strategy developed by lecturers to maximize student learning outcomes, especially students' English mastery based on E-Learning. The form of communication strategy development that resulted was the PSB approach model (Tourism, Arts and Culture). This study aims to: 1). Identify and classify forms of communication strategy development used in English learning based on E-Learning. 2). Analyzing the strategy development process in English learning based on E-Learning. The methodology used is a qualitative descriptive approach through a cycle of data collection stages using ethnographic methods. Meanwhile, the data analysis method goes through the following stages: 1). Data selection, 2). Data reduction, 3). Presentation of data, and 4). Conclude and verify. The results and discussion obtained 8 approaches of communication strategy with the most widely used, namely the CLT (Communicative Language Teaching) approach and the application of the form of development of communication strategies used in English learning based on E-Learning through the PSB approach (Tourism, Social and Culture), starting from opening, implementation and closing.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"12 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83811283","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 : 2022-11-22DOI: 10.5296/ijld.v12i4.20481
Abdul Aziz Dakhil Al-Anzi
The study aimed to identify the effectiveness of integrating technology in the development of digital photography skills among students of the Faculty of Basic Education in Kuwait. The researcher used the survey descriptive method. The researcher prepared a questionnaire of (26) paragraphs. The sample consisted of (288) members and faculty members of the Faculty of Basic Education, and the sample included (169) males and (119) females, who were randomly selected. The results showed the effectiveness of integrating technology in the development of digital photography skills among students of the Faculty of Basic Education in the Kuwait Department of Learning Technology, and the result was high. The average calculation of the development of digital photography skills among students ranged from (3.84-4.02) to a high degree, the overall score (of 3.98) was high. The results showed that there were no statistically significant differences (8.05) attributable to the effect of gender in the effectiveness of technology integration in the development of digital photography skills in students.
{"title":"The Effectiveness of Integrating Technology in the Development of Digital Photography Skills among Students of the Basic Education College in Kuwait","authors":"Abdul Aziz Dakhil Al-Anzi","doi":"10.5296/ijld.v12i4.20481","DOIUrl":"https://doi.org/10.5296/ijld.v12i4.20481","url":null,"abstract":"The study aimed to identify the effectiveness of integrating technology in the development of digital photography skills among students of the Faculty of Basic Education in Kuwait. The researcher used the survey descriptive method. The researcher prepared a questionnaire of (26) paragraphs. The sample consisted of (288) members and faculty members of the Faculty of Basic Education, and the sample included (169) males and (119) females, who were randomly selected. The results showed the effectiveness of integrating technology in the development of digital photography skills among students of the Faculty of Basic Education in the Kuwait Department of Learning Technology, and the result was high. The average calculation of the development of digital photography skills among students ranged from (3.84-4.02) to a high degree, the overall score (of 3.98) was high. The results showed that there were no statistically significant differences (8.05) attributable to the effect of gender in the effectiveness of technology integration in the development of digital photography skills in students.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72876470","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 : 2022-11-07DOI: 10.5296/ijld.v12i4.20451
N. M. Freihat
This study explored the most commonly used Metacognitive Online Reading Strategies as perceived by Saudi University Preparatory Year EFL Students at Imam Mohammad ibn Saud Islamic University. The study also investigated the students’ performance in reading on screen and reading on paper. The sample of the study consisted of 500 students (14 randomly chosen sections) who responded to the survey of reading strategies, and 4 randomly chosen sections involving 163 students who participated in the reading text; two sections tested online (87 students) and two other sections tested on paper (76 students). The data collection tools consisted of a survey and a reading test. The survey of reading strategies (SORS) by Sheorey and Mokhtari (2001) was adopted for collecting the data. The survey adapts the 5-point Likert scale and consists of 38 items covering global reading strategies, problem-solving strategies and support reading strategies. The study also involved a reading test to compare the performance of the participants when reading on paper and on online. The test consisted of forty multiple choice items and tackled the reading-related constituents of skimming, scanning, vocabulary knowledge and grammatical ability. The findings of the study showed that Saudi University Preparatory Year EFL Students were high users of online problem-solving strategies and moderate users of online global and support reading strategies. The order of the participants’ use of the strategies was problem- solving strategies, global reading strategies and support reading strategies respectively. The results of the reading test showed that the groups that were tested online outperformed the ones that set for a paper reading test.
{"title":"University EFL Students’ Metacognitive Online Reading Strategies and their Reading Performance on Screen and on Paper","authors":"N. M. Freihat","doi":"10.5296/ijld.v12i4.20451","DOIUrl":"https://doi.org/10.5296/ijld.v12i4.20451","url":null,"abstract":"This study explored the most commonly used Metacognitive Online Reading Strategies as perceived by Saudi University Preparatory Year EFL Students at Imam Mohammad ibn Saud Islamic University. The study also investigated the students’ performance in reading on screen and reading on paper. The sample of the study consisted of 500 students (14 randomly chosen sections) who responded to the survey of reading strategies, and 4 randomly chosen sections involving 163 students who participated in the reading text; two sections tested online (87 students) and two other sections tested on paper (76 students). The data collection tools consisted of a survey and a reading test. The survey of reading strategies (SORS) by Sheorey and Mokhtari (2001) was adopted for collecting the data. The survey adapts the 5-point Likert scale and consists of 38 items covering global reading strategies, problem-solving strategies and support reading strategies. The study also involved a reading test to compare the performance of the participants when reading on paper and on online. The test consisted of forty multiple choice items and tackled the reading-related constituents of skimming, scanning, vocabulary knowledge and grammatical ability. The findings of the study showed that Saudi University Preparatory Year EFL Students were high users of online problem-solving strategies and moderate users of online global and support reading strategies. The order of the participants’ use of the strategies was problem- solving strategies, global reading strategies and support reading strategies respectively. The results of the reading test showed that the groups that were tested online outperformed the ones that set for a paper reading test.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78369244","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 : 2022-10-25DOI: 10.5296/ijld.v12i4.20413
L. Krishnan, S. Poorani, S. Sawmya
In the complex, fast-paced world, a multigenerational workforce requires employees to adopt new, technology, and customized learning preferences. By tailor-making the learning program and strategies, organizations may create a diverse work culture that helps retain millennial employees. Various scholarly research was analyzed to understand the phenomena in the emerging trends in training with respect to knowledge workers in the new economy. Globalization demands quality requirements associated with lower costs, improved performance, and employees with core work performance skills are essential to enhance companies’ performance. Qualitative study has been undertaken over a period of 3 months, and the research findings helped analyze the emerging trends in training with respect to knowledge workers in emerging economies. The study also establishes a clear linkage between millennials’ learning needs, performance, and engagement. The studies undertaken by other researchers collaborate with the findings of this study.
{"title":"Emerging Trends in Training Knowledge Workers; New Economy","authors":"L. Krishnan, S. Poorani, S. Sawmya","doi":"10.5296/ijld.v12i4.20413","DOIUrl":"https://doi.org/10.5296/ijld.v12i4.20413","url":null,"abstract":"In the complex, fast-paced world, a multigenerational workforce requires employees to adopt new, technology, and customized learning preferences. By tailor-making the learning program and strategies, organizations may create a diverse work culture that helps retain millennial employees. Various scholarly research was analyzed to understand the phenomena in the emerging trends in training with respect to knowledge workers in the new economy. Globalization demands quality requirements associated with lower costs, improved performance, and employees with core work performance skills are essential to enhance companies’ performance. Qualitative study has been undertaken over a period of 3 months, and the research findings helped analyze the emerging trends in training with respect to knowledge workers in emerging economies. The study also establishes a clear linkage between millennials’ learning needs, performance, and engagement. The studies undertaken by other researchers collaborate with the findings of this study.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90069964","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 : 2022-10-19DOI: 10.5296/ijld.v12i4.20386
P. Wagner
For students to grasp mathematical thinking and not merely secure behavioral responsiveness to standardized cues, they must be lured into viewing it as a conceptual wilderness that is exciting and open to new path-finding ways of thinking about math. By using the example of the Pythagorean theorem an example of how this can be done in practice is made palpably clear.
{"title":"Fulfilling the Need for a STEM Platform","authors":"P. Wagner","doi":"10.5296/ijld.v12i4.20386","DOIUrl":"https://doi.org/10.5296/ijld.v12i4.20386","url":null,"abstract":"For students to grasp mathematical thinking and not merely secure behavioral responsiveness to standardized cues, they must be lured into viewing it as a conceptual wilderness that is exciting and open to new path-finding ways of thinking about math. By using the example of the Pythagorean theorem an example of how this can be done in practice is made palpably clear.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85779409","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 : 2022-10-19DOI: 10.5296/ijld.v12i4.20385
Valeria Eraso Ibarra, A. Cárdenas
This article highlights the importance to enhance Critical Thinking (CT) skills within EFL Colombian settings through the implementation of Socratic Seminars. In this regard, the authors carried out a bibliographical review in which several resources were consulted in research databases such as Google Scholar, ResearchGate and both international and national journal repositories, reviewing a total of 90 articles, 20 books, and 10 academic webpages. After that, 16 articles, 14 books, and 2 academic webpages were considered to sustain this research work. This article includes contributions from critical pedagogy, a taxonomy of the cognitive domain and an expert consensus of CT which support and help to comprehend these cognitive skills. Likewise, the main reason for the implementation, advantages, and limitations of CT are explained in detail in order to show how this strategy can be used in the EFL classroom. Finally, it is demonstrated that Socratic Seminars can be used by EFL teachers as a strategy to enhance CT skills among students. In point of fact, the Seminars are deemed to help students not only develop their higher order thinking skills but also to obtain other benefits in their language learning process.
{"title":"Enhancing Critical Thinking Skills Through Socratic Seminars in EFL Classrooms","authors":"Valeria Eraso Ibarra, A. Cárdenas","doi":"10.5296/ijld.v12i4.20385","DOIUrl":"https://doi.org/10.5296/ijld.v12i4.20385","url":null,"abstract":"This article highlights the importance to enhance Critical Thinking (CT) skills within EFL Colombian settings through the implementation of Socratic Seminars. In this regard, the authors carried out a bibliographical review in which several resources were consulted in research databases such as Google Scholar, ResearchGate and both international and national journal repositories, reviewing a total of 90 articles, 20 books, and 10 academic webpages. After that, 16 articles, 14 books, and 2 academic webpages were considered to sustain this research work. This article includes contributions from critical pedagogy, a taxonomy of the cognitive domain and an expert consensus of CT which support and help to comprehend these cognitive skills. Likewise, the main reason for the implementation, advantages, and limitations of CT are explained in detail in order to show how this strategy can be used in the EFL classroom. Finally, it is demonstrated that Socratic Seminars can be used by EFL teachers as a strategy to enhance CT skills among students. In point of fact, the Seminars are deemed to help students not only develop their higher order thinking skills but also to obtain other benefits in their language learning process.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84664864","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 : 2022-09-29DOI: 10.5296/ijld.v12i3.20232
Abdulmajid Alsaadoun
The implementation of gamification techniques has unquestionably altered educational environments and conventional learning styles by dramatically altering the student and instructor positions. The aim of this study is to investigate the effect of the gamification techniques on students’ academic achievement when applied in online learning environment. A quasi-experimental approach was utilized to determine the impact of gamification on students’ academic achievement. Two 3rd grade mathematics classes consisting of 50 students total were selected, one as the experimental group and the other as the control group. Both groups received online learning via the Microsoft Teams platform. The experimental group received treatment that utilized gamification elements, while the control group did not. A pretest and posttest were given to students in the two groups. Findings revealed that gamification techniques did not affect students’ academic achievement.
{"title":"The Impact of Gamification on Students’ Achievement in Online Learning Environments","authors":"Abdulmajid Alsaadoun","doi":"10.5296/ijld.v12i3.20232","DOIUrl":"https://doi.org/10.5296/ijld.v12i3.20232","url":null,"abstract":"The implementation of gamification techniques has unquestionably altered educational environments and conventional learning styles by dramatically altering the student and instructor positions. The aim of this study is to investigate the effect of the gamification techniques on students’ academic achievement when applied in online learning environment. A quasi-experimental approach was utilized to determine the impact of gamification on students’ academic achievement. Two 3rd grade mathematics classes consisting of 50 students total were selected, one as the experimental group and the other as the control group. Both groups received online learning via the Microsoft Teams platform. The experimental group received treatment that utilized gamification elements, while the control group did not. A pretest and posttest were given to students in the two groups. Findings revealed that gamification techniques did not affect students’ academic achievement.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83958123","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 : 2022-09-28DOI: 10.5296/ijld.v12i3.20184
Anastasia Papanthymou, Maria Darra
The main purpose of the present study was to explore the perceptions of primary school teachers of all specialties in the Dodecanese regarding the factors of implementing differentiated instruction to support students with learning difficulties in the classroom. Particularly, this study examined teachers’ perceptions regarding: a. the factors that help teachers’ ability implementing differentiated instruction in their classroom; g. the factors that hinder teachers’ ability implementing differentiated instruction in their classroom. The research was conducted in the context of the quantitative approach using an anonymous electronic questionnaire and the sample consisted of 174 primary school teachers of all specialties in the Dodecanese, from February 13, 2021 to April 28, 2021. According to the main findings, regarding the perceptions of the participants concerns the importance of the factors that enhance their ability to apply differentiated instructions in the classroom, it appears that teachers consider as the most important factors: the knowledge and experience, the staff development, the amount of planning time, the availability of materials, the range of diversity in classroom, the support of other staff, the administration/school leadership and finally, parent expectations. Additionally, in terms of the sample’s perceptions concern the importance of the factors that hinder their ability to implement differentiated instruction in the classroom, the teachers consider as the most important factors: the amount of planning time, the availability of materials, the range of diversity in classroom, the staff development (education/training), their knowledge and experience, the support of other staff, the administration/school leadership, and finally parent expectations.
{"title":"Teachers’ Perceptions Regarding the Factors of Implementing Differentiated Instruction to Students with Learning Difficulties: Empirical Research in Primary Education","authors":"Anastasia Papanthymou, Maria Darra","doi":"10.5296/ijld.v12i3.20184","DOIUrl":"https://doi.org/10.5296/ijld.v12i3.20184","url":null,"abstract":"The main purpose of the present study was to explore the perceptions of primary school teachers of all specialties in the Dodecanese regarding the factors of implementing differentiated instruction to support students with learning difficulties in the classroom. Particularly, this study examined teachers’ perceptions regarding: a. the factors that help teachers’ ability implementing differentiated instruction in their classroom; g. the factors that hinder teachers’ ability implementing differentiated instruction in their classroom. The research was conducted in the context of the quantitative approach using an anonymous electronic questionnaire and the sample consisted of 174 primary school teachers of all specialties in the Dodecanese, from February 13, 2021 to April 28, 2021. According to the main findings, regarding the perceptions of the participants concerns the importance of the factors that enhance their ability to apply differentiated instructions in the classroom, it appears that teachers consider as the most important factors: the knowledge and experience, the staff development, the amount of planning time, the availability of materials, the range of diversity in classroom, the support of other staff, the administration/school leadership and finally, parent expectations. Additionally, in terms of the sample’s perceptions concern the importance of the factors that hinder their ability to implement differentiated instruction in the classroom, the teachers consider as the most important factors: the amount of planning time, the availability of materials, the range of diversity in classroom, the staff development (education/training), their knowledge and experience, the support of other staff, the administration/school leadership, and finally parent expectations.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79966660","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 : 2022-09-05DOI: 10.5296/ijld.v12i3.20060
L. Gichuhi
While the Kenyan government has committed to sanitary pad distribution in schools to provide girls with an allocation of pads each term, many girls continue to use unhygienic methods and materials to manage their menstruation, and many continue to miss school during the threat period. Notably, girls have continued to face numerous menstruation obstacles and problems that are inherent in customs and beliefs, and those from low-income families have either dropped out or dropped out totally. This article focuses on a cross-section of Kenyan Sub-Counties that have been purposefully targeted by the Ministry of Education and for focused and informed measures to minimize access retention and transition challenges, particularly in rural areas. A mixed-method approach of interviews and questionnaires was used to collect data from three Sub-counties with high levels of adolescent pregnancies and female dropouts to acquire both qualitative and quantitative data. This study’s participants were 5 headteachers, 5 guidance and counselling teachers, and 100 primary school girls picked using a convenient random method from 100 households distributed across Kenya. The findings indicate a lack of adequate supplies and ineffective management of the program plus a high level of poverty, making it hard for most families to acquire sanitary towels for their girls whenever they are required.
{"title":"Challenges and Gaps in Sanitary Towels Provision in Kenya During COVID-19 Pandemic","authors":"L. Gichuhi","doi":"10.5296/ijld.v12i3.20060","DOIUrl":"https://doi.org/10.5296/ijld.v12i3.20060","url":null,"abstract":"While the Kenyan government has committed to sanitary pad distribution in schools to provide girls with an allocation of pads each term, many girls continue to use unhygienic methods and materials to manage their menstruation, and many continue to miss school during the threat period. Notably, girls have continued to face numerous menstruation obstacles and problems that are inherent in customs and beliefs, and those from low-income families have either dropped out or dropped out totally. This article focuses on a cross-section of Kenyan Sub-Counties that have been purposefully targeted by the Ministry of Education and for focused and informed measures to minimize access retention and transition challenges, particularly in rural areas. A mixed-method approach of interviews and questionnaires was used to collect data from three Sub-counties with high levels of adolescent pregnancies and female dropouts to acquire both qualitative and quantitative data. This study’s participants were 5 headteachers, 5 guidance and counselling teachers, and 100 primary school girls picked using a convenient random method from 100 households distributed across Kenya. The findings indicate a lack of adequate supplies and ineffective management of the program plus a high level of poverty, making it hard for most families to acquire sanitary towels for their girls whenever they are required.","PeriodicalId":38847,"journal":{"name":"International Journal of Technological Learning, Innovation and Development","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83488409","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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