Pub Date : 2022-11-26DOI: 10.9734/jesbs/2022/v35i121190
Abdul-Razak Fatawu, Dennis Offei Kwakye, Stephen Atepor, Lloyd Owuba-Asiedu, Constant Richard Segbefia, Emmanuel Asemani, Daniel Edem Katu, E. Nchor
The study explored factors affecting senior high school students' academic performance in the Kassena-Nankana Municipality. Eighty-one (81) students, fifty-one (51) males and thirty (30) females were used to gather cross-sectional data on demographics and factors influencing their mathematics ability. They came from two senior high schools in the municipality, which were randomly sampled. Students in the chosen schools were asked to fill out questionnaires. The mixed-methods research approach was used and the descriptive design was adopted. The data was examined using a qualitative study that used a survey design to carry out the investigation. The findings showed that students' attitudes play a significant role in determining how well they succeed in mathematics. These include pupils who don't find mathematics very intriguing and who aren't motivated to learn the subject, among other things. Again, there was evidence of significant teacher-related variables that hampered student performance in mathematics. Examples include teacher absenteeism and inadequate time allotted for mathematics classes. Findings revealed that parents' inability to provide their children with necessary mathematics learning materials, parents' unwillingness to encourage their children to study mathematics, and parents' failure to monitor their children's progress in mathematics performance were all factors that hampered students' performance. It is recommended that, the creation of an environment that is conducive to learning and teaching, including individual studies by students should be inculcated. To boost their students' interest in mathematics, math teachers should develop the usage of teaching aids and mathematical models. Parents, instructors, the ministry of education, and school administrations should encourage pupils to study mathematics.
{"title":"Exploring Factors that Hinder Senior High School Students’ Academic Performance in Mathematics","authors":"Abdul-Razak Fatawu, Dennis Offei Kwakye, Stephen Atepor, Lloyd Owuba-Asiedu, Constant Richard Segbefia, Emmanuel Asemani, Daniel Edem Katu, E. Nchor","doi":"10.9734/jesbs/2022/v35i121190","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i121190","url":null,"abstract":"The study explored factors affecting senior high school students' academic performance in the Kassena-Nankana Municipality. Eighty-one (81) students, fifty-one (51) males and thirty (30) females were used to gather cross-sectional data on demographics and factors influencing their mathematics ability. They came from two senior high schools in the municipality, which were randomly sampled. Students in the chosen schools were asked to fill out questionnaires. The mixed-methods research approach was used and the descriptive design was adopted. The data was examined using a qualitative study that used a survey design to carry out the investigation. The findings showed that students' attitudes play a significant role in determining how well they succeed in mathematics. These include pupils who don't find mathematics very intriguing and who aren't motivated to learn the subject, among other things. Again, there was evidence of significant teacher-related variables that hampered student performance in mathematics. Examples include teacher absenteeism and inadequate time allotted for mathematics classes. Findings revealed that parents' inability to provide their children with necessary mathematics learning materials, parents' unwillingness to encourage their children to study mathematics, and parents' failure to monitor their children's progress in mathematics performance were all factors that hampered students' performance. It is recommended that, the creation of an environment that is conducive to learning and teaching, including individual studies by students should be inculcated. To boost their students' interest in mathematics, math teachers should develop the usage of teaching aids and mathematical models. Parents, instructors, the ministry of education, and school administrations should encourage pupils to study mathematics.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126438693","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 : 2022-11-24DOI: 10.9734/jesbs/2022/v35i111189
L. Faria, P. Vieira
The purpose of this study was to examine the relationship between motivation and burnout among Portuguese dual career athletes, and moderating role of negative career thoughts in the relationship between both. A total of 187 student-athletes, playing various sports, participated in the study and completed questionnaires on motivation, burnout and negative thoughts about their careers. Moderation effects were tested using linear regression models. The results indicated that there was a negative association between motivation and burnout and a moderating effect of anxiety and decision insecurity on the relationship between motivation and burnout. Understanding these variables is essential for the development of career intervention programs suitable for dual career of student-athletes.
{"title":"Moderating role of Negative Career Thoughts in the Relationship between Motivation and Burnout in Portuguese Dual Career Athletes","authors":"L. Faria, P. Vieira","doi":"10.9734/jesbs/2022/v35i111189","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i111189","url":null,"abstract":"The purpose of this study was to examine the relationship between motivation and burnout among Portuguese dual career athletes, and moderating role of negative career thoughts in the relationship between both. A total of 187 student-athletes, playing various sports, participated in the study and completed questionnaires on motivation, burnout and negative thoughts about their careers. Moderation effects were tested using linear regression models. The results indicated that there was a negative association between motivation and burnout and a moderating effect of anxiety and decision insecurity on the relationship between motivation and burnout. Understanding these variables is essential for the development of career intervention programs suitable for dual career of student-athletes.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125930565","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 : 2022-11-04DOI: 10.9734/jesbs/2022/v35i111187
Neema Mkude, S. Omer
The purpose of the research study was set to investigate the impact of heads of secondary schools’ managerial skills on students’ academic performance in Morogoro Municipality in Tanzania. The specific objectives were to determine the managerial skills possessed by heads of secondary schools which influenced academic performance in Morogoro municipality, to find out how heads of secondary schools’ managerial skills influenced the students’ academic performance and measures of improving heads of schools’ management skills in Morogoro Municipality in Tanzania. The saturated sampling technique was used to identify the respondents for the study. Thus, all respondents were given opportunity to participate in the study. Twenty three heads of secondary schools within Morogoro Municipality were involved in the study. The data were collected through closed-ended questionnaires for quantitative data and open-ended questionnaires for qualitative data. The instrument reliability was tested using Cronbach Coefficient Alpha where the coefficient of 0.757 was realized and it was considered reliable. The quantitative data were presented in the APA tables for discussion whereas the qualitative data were analyzed thematically. The results revealed that most heads of schools were able to use different management skills to influence students’ academic performance in secondary schools. In order to get better academic improvement, there was a need for different measures to improve heads of schools’ management skills. It was recommended that. Heads of schools should be committed in school supervision by using the management competence they had acquired. In order to impact positively on students’ academic performance, Government should provide opportunity for management training in order to improve management skills, that is critical in enhancing academic performance.
{"title":"Impact of Heads of Secondary Schools’ Managerial Skills on Students’ Academic Performance in Morogoro Municipality, Tanzania","authors":"Neema Mkude, S. Omer","doi":"10.9734/jesbs/2022/v35i111187","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i111187","url":null,"abstract":"The purpose of the research study was set to investigate the impact of heads of secondary schools’ managerial skills on students’ academic performance in Morogoro Municipality in Tanzania. The specific objectives were to determine the managerial skills possessed by heads of secondary schools which influenced academic performance in Morogoro municipality, to find out how heads of secondary schools’ managerial skills influenced the students’ academic performance and measures of improving heads of schools’ management skills in Morogoro Municipality in Tanzania. The saturated sampling technique was used to identify the respondents for the study. Thus, all respondents were given opportunity to participate in the study. Twenty three heads of secondary schools within Morogoro Municipality were involved in the study. The data were collected through closed-ended questionnaires for quantitative data and open-ended questionnaires for qualitative data. The instrument reliability was tested using Cronbach Coefficient Alpha where the coefficient of 0.757 was realized and it was considered reliable. The quantitative data were presented in the APA tables for discussion whereas the qualitative data were analyzed thematically. The results revealed that most heads of schools were able to use different management skills to influence students’ academic performance in secondary schools. In order to get better academic improvement, there was a need for different measures to improve heads of schools’ management skills. It was recommended that. Heads of schools should be committed in school supervision by using the management competence they had acquired. In order to impact positively on students’ academic performance, Government should provide opportunity for management training in order to improve management skills, that is critical in enhancing academic performance.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130978829","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 : 2022-10-29DOI: 10.9734/jesbs/2022/v35i111186
B. Carpenter, Jean Vasilko, J. Murphy
This paper recounts how the beginning of the 2020 pandemic affected schooling, teachers, and teacher education. This short paper recounts how the teachers and educators reacted to and continued working through the initial phases of the COVID-19 pandemic. There are journal postings, and notes about working with students and teacher education from the shared experience of a cooperating teacher, a student teacher, and a university supervisor.
{"title":"Black Ice: Teaching and Learning during COVID 19 - A Reflection","authors":"B. Carpenter, Jean Vasilko, J. Murphy","doi":"10.9734/jesbs/2022/v35i111186","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i111186","url":null,"abstract":"This paper recounts how the beginning of the 2020 pandemic affected schooling, teachers, and teacher education. This short paper recounts how the teachers and educators reacted to and continued working through the initial phases of the COVID-19 pandemic. There are journal postings, and notes about working with students and teacher education from the shared experience of a cooperating teacher, a student teacher, and a university supervisor.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121765001","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 : 2022-10-26DOI: 10.9734/jesbs/2022/v35i111184
Eugene Kwarteng-Nantwi, Pious Jojo Adu-Akoh, J. Edjah
Gambling is a well-known activity in most nations. Problem gambling as an index of gambling refers to the adverse effects on the gambler, on other individuals, his/her social life or even on the community as a result of the individual’s excessive gambling behaviour. Hence, problem gambling refers to all the harmful behaviours resulting from constant gambling. The purpose of this study was to investigate problem gambling severity and its relationship with the dimensions of study habits of students’ sport bettors in the University of Cape Coast. Descriptive survey design was adopted for the study. A population of 4,172 of level 400 students from four colleges of the university of Cape Coast were used for the study. Using the Krejcie and Morgan table, a fair representation of a population of 4,172 is 351. The researchers further used disproportionate stratified sampling technique to draw from each college the number required for the study. The PGSI items and Essuman Study Habit Inventory recorded Cronbach alpha of .76 and .97 respectively. The ordinal logistic regression was used to determine whether problem gambling severity had any relationship with any of the dimensions of study habits. The findings showed that the dimensions of study habit has a predictive relationship on gambler sub-type. It was recommended among other things that a proposed ‘Gaming Research Unit’ under the auspices of the Department of Education and Psychology should ensure the screening of students who are low risk, moderate-risk or problem gambler and with difficulties in their study habit should be referred for guidance and counselling.
{"title":"Problem Gambling Severity of Students Sports Bettors and Its Relationship among the Dimensions of Study Habits: Implications for Counselling","authors":"Eugene Kwarteng-Nantwi, Pious Jojo Adu-Akoh, J. Edjah","doi":"10.9734/jesbs/2022/v35i111184","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i111184","url":null,"abstract":"Gambling is a well-known activity in most nations. Problem gambling as an index of gambling refers to the adverse effects on the gambler, on other individuals, his/her social life or even on the community as a result of the individual’s excessive gambling behaviour. Hence, problem gambling refers to all the harmful behaviours resulting from constant gambling. The purpose of this study was to investigate problem gambling severity and its relationship with the dimensions of study habits of students’ sport bettors in the University of Cape Coast. Descriptive survey design was adopted for the study. A population of 4,172 of level 400 students from four colleges of the university of Cape Coast were used for the study. Using the Krejcie and Morgan table, a fair representation of a population of 4,172 is 351. The researchers further used disproportionate stratified sampling technique to draw from each college the number required for the study. The PGSI items and Essuman Study Habit Inventory recorded Cronbach alpha of .76 and .97 respectively. The ordinal logistic regression was used to determine whether problem gambling severity had any relationship with any of the dimensions of study habits. The findings showed that the dimensions of study habit has a predictive relationship on gambler sub-type. It was recommended among other things that a proposed ‘Gaming Research Unit’ under the auspices of the Department of Education and Psychology should ensure the screening of students who are low risk, moderate-risk or problem gambler and with difficulties in their study habit should be referred for guidance and counselling.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"17 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125791459","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: 10.9734/jesbs/2022/v35i111183
Samuel Obed Amoah, Henry Yaw Acheampong, E. Adjei, Francis Britwum
Aims: Ethical climate is one of the vital features shaping intra-organisational relationships and tutors attitudes, thereby having an influence on organisational outcomes. Therefore, understanding the relationships among ethical climate, job satisfaction and organisational commitment is an important research area that needs to be researched. The main purpose of the study was to examine ethical climate and job satisfaction via mediating role of organisational commitment among College of Education tutors in Ghana. Study Design: The descriptive cross-sectional survey design was employed in the study. Place and Duration of Study: The study was carried out from 2019 to 2020, among College of Education tutors in Ghana. Methodology: The quantitative approach with the positivist paradigm was adopted for the study. A total of 250 participants through a multistage sampling procedures (proportionate and simple random sampling) were used in the study. Ethical climate questionnaire, job satisfaction scale and organisational commitment questionnaire were adapted and used in the study. Validation of the instruments were carried out using Confirmatory factor analysis (CFA). Results: The results revealed that ethical climate was a substantial predictor of job satisfaction, [b = 1.11; SE = .009; Boot95%CI (.1.091, 1.128)]. The result discovered that a surge in ethical climate would lead to 1.11 increase in job satisfaction. The results again, showed that the direct effect of organisational commitment on job satisfaction was statistically significant, B = 1.108, Boot95%CI [1.090, 1.127]. Further, with the introduction of organisational commitment, the indirect effect of ethical climate on job satisfaction was not statistically significant, B = .0011, Boot95%CI [-.0011, .0043]. This suggests that organisational commitment does not mediates the relationship between ethical climate and job satisfaction. Conclusion: This study confirms the relationship between ethical climate and job satisfaction among tutors in the Colleges of Education. When the ethical climate of tutors increases the likelihood tutors would be satisfied with their teaching job.
{"title":"Ethical Climate and Job Satisfaction via Mediating Role of Organisational Commitment (Case Study: Tutors in Ghana)","authors":"Samuel Obed Amoah, Henry Yaw Acheampong, E. Adjei, Francis Britwum","doi":"10.9734/jesbs/2022/v35i111183","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i111183","url":null,"abstract":"Aims: Ethical climate is one of the vital features shaping intra-organisational relationships and tutors attitudes, thereby having an influence on organisational outcomes. Therefore, understanding the relationships among ethical climate, job satisfaction and organisational commitment is an important research area that needs to be researched. The main purpose of the study was to examine ethical climate and job satisfaction via mediating role of organisational commitment among College of Education tutors in Ghana. \u0000Study Design: The descriptive cross-sectional survey design was employed in the study. \u0000Place and Duration of Study: The study was carried out from 2019 to 2020, among College of Education tutors in Ghana. \u0000Methodology: The quantitative approach with the positivist paradigm was adopted for the study. A total of 250 participants through a multistage sampling procedures (proportionate and simple random sampling) were used in the study. Ethical climate questionnaire, job satisfaction scale and organisational commitment questionnaire were adapted and used in the study. Validation of the instruments were carried out using Confirmatory factor analysis (CFA). \u0000Results: The results revealed that ethical climate was a substantial predictor of job satisfaction, [b = 1.11; SE = .009; Boot95%CI (.1.091, 1.128)]. The result discovered that a surge in ethical climate would lead to 1.11 increase in job satisfaction. The results again, showed that the direct effect of organisational commitment on job satisfaction was statistically significant, B = 1.108, Boot95%CI [1.090, 1.127]. Further, with the introduction of organisational commitment, the indirect effect of ethical climate on job satisfaction was not statistically significant, B = .0011, Boot95%CI [-.0011, .0043]. This suggests that organisational commitment does not mediates the relationship between ethical climate and job satisfaction. \u0000Conclusion: This study confirms the relationship between ethical climate and job satisfaction among tutors in the Colleges of Education. When the ethical climate of tutors increases the likelihood tutors would be satisfied with their teaching job.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121656127","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 : 2022-10-15DOI: 10.9734/jesbs/2022/v35i111182
A. Hinz, Maraike Leemhuis
Introduction: Previous research demonstrated that sexual communication is positively intertwined with sexual satisfaction. The aim of this study was to identify the specific elements (‘sexual languages’, nonverbal behavior, post-sex communication, self-disclosure of sexual fantasies, negotiation of safe sex practices) that contribute to sexual satisfaction, and to derive implications for school-based sex education. Methodology: A mixed-methods approach was applied based on a questionnaire with open-ended items and two scales measuring sexual communication and sexual satisfaction. A convenience sample of 52 students (16 men, 36 women) recruited from Ludwigsburg University of Education was used. Qualitative content analysis was utilized to analyze qualitative data. Group comparisons and Spearman’s rank-order correlation test were performed to analyze quantitative data. Results: Nearly all participants perceived their sexual satisfaction as high, while they rated their sexual communication as mediocre to high. Sexual communication correlated strongly (ρ = 0.51, P < .001) with overall sexual satisfaction. Respondents’ sexual satisfaction did not depend on whether their sexual communication was verbal or non-verbal. Participants with undisclosed sexual fantasies (which they would love to turn into reality) had lower sexual satisfaction rates. Around a quarter of participants described concrete teaching methods to facilitate communication skills in school-based sex education. Discussion: The present results confirm, in line with previous research, that sexual satisfaction is highly predictable with sexual communication. Conclusion: One of the challenges of sex education is the cultural lack of modeling on how to communicate effectively about sex. A central goal must be that girls and boys can perceive their sexual turn-ons and -offs and disclose them to a partner. This self-disclosure is a crucial factor in developing a positive intimate relationship. As suggested by one of six of the participants, role-play scenarios (behavioral skill training) seem to be well suited to learn how to communicate about safe sex practices, sexual wants, and turn-offs.
导言:先前的研究表明，性交流与性满意度积极地交织在一起。本研究的目的是确定促进性满足的具体因素(“性语言”、非语言行为、性后交流、性幻想的自我披露、安全性行为的协商)，并得出基于学校的性教育的启示。方法:采用混合方法，采用开放式问卷和两个量表测量性交流和性满意度。从路德维希堡教育大学招募了52名学生(16名男性，36名女性)作为方便样本。采用定性内容分析法对定性数据进行分析。采用分组比较和Spearman秩序相关检验对定量数据进行分析。结果:几乎所有的参与者都认为他们的性满意度很高，而他们对性交流的评价从一般到高。性交流与总体性满意度有很强的相关性(ρ = 0.51, P < 0.001)。被调查者的性满意度并不取决于他们的性交流是言语的还是非言语的。有未公开的性幻想(他们很想把这些幻想变成现实)的参与者的性满意度较低。约四分之一的受访者描述了学校性教育中促进沟通技巧的具体教学方法。讨论:目前的结果证实，与先前的研究一致，性满足是高度可预测的性交流。结论:性教育的挑战之一是文化上缺乏关于如何有效地沟通性的榜样。一个中心目标必须是女孩和男孩能够感知他们的性兴奋和性关闭，并向伴侣透露。这种自我表露是发展积极亲密关系的关键因素。正如六名参与者中的一名所建议的那样，角色扮演场景(行为技能训练)似乎非常适合学习如何就安全性行为、性需求和拒绝进行沟通。
{"title":"Couples’ Sexual Communication: Results from a Questionnaire and Conclusions For School-Based Sex Education","authors":"A. Hinz, Maraike Leemhuis","doi":"10.9734/jesbs/2022/v35i111182","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i111182","url":null,"abstract":"Introduction: Previous research demonstrated that sexual communication is positively intertwined with sexual satisfaction. The aim of this study was to identify the specific elements (‘sexual languages’, nonverbal behavior, post-sex communication, self-disclosure of sexual fantasies, negotiation of safe sex practices) that contribute to sexual satisfaction, and to derive implications for school-based sex education. \u0000Methodology: A mixed-methods approach was applied based on a questionnaire with open-ended items and two scales measuring sexual communication and sexual satisfaction. A convenience sample of 52 students (16 men, 36 women) recruited from Ludwigsburg University of Education was used. Qualitative content analysis was utilized to analyze qualitative data. Group comparisons and Spearman’s rank-order correlation test were performed to analyze quantitative data. \u0000Results: Nearly all participants perceived their sexual satisfaction as high, while they rated their sexual communication as mediocre to high. Sexual communication correlated strongly (ρ = 0.51, P < .001) with overall sexual satisfaction. Respondents’ sexual satisfaction did not depend on whether their sexual communication was verbal or non-verbal. Participants with undisclosed sexual fantasies (which they would love to turn into reality) had lower sexual satisfaction rates. Around a quarter of participants described concrete teaching methods to facilitate communication skills in school-based sex education. \u0000Discussion: The present results confirm, in line with previous research, that sexual satisfaction is highly predictable with sexual communication. \u0000Conclusion: One of the challenges of sex education is the cultural lack of modeling on how to communicate effectively about sex. A central goal must be that girls and boys can perceive their sexual turn-ons and -offs and disclose them to a partner. This self-disclosure is a crucial factor in developing a positive intimate relationship. As suggested by one of six of the participants, role-play scenarios (behavioral skill training) seem to be well suited to learn how to communicate about safe sex practices, sexual wants, and turn-offs.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127574455","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 : 2022-10-07DOI: 10.9734/jesbs/2022/v35i1130467
Maunumäki Minna, Maunula Minna, Harjunpaa Heidi
Aims: The aim of this study is to fill a gap in research on students' experiences of learning in student-centered assessment feedback practices. The article examines what students tell us about their learning in the context of student-centered feedback practices in higher education during online learning. Study Design: The study was conducted as a qualitative online survey among Finnish university students (N=35). The relationship between learning and assessment was explored in the context of formative and summative assessment practices during an online learning environment. The data was analysed using a discursive approach. Place and Duration of Study: The research was conducted in Finland during spring 2021. Methodology: The scientific and philosophical framework of the study is based on the theory of social constructionism, according to which social reality is formed through language in an interaction between people. The methodology used was discursive reading, i.e., how social reality is discursively produced through language. The starting point was the idea that language creates different discourses or perspectives on reality. Results: The feedback practices provided a different picture of learning and highlighted different dimensions of learning. Learning was discussed in terms of positive emotions, multiple perspectives, sociality, renewal, and holistic learning. In addition, negative emotions, disinformation, regression, and the playing field metaphor were associated with learning. Conclusion: The results show that feedback practices that are presented as student-centered do not necessarily support the learning process of adults. Learning and assessment practices based on pedagogy and a learning theory can best support students' personal and social growth and increase their self-esteem. In online learning, teacher guidance and pedagogically based learning support are emphasized. We argue that in online-learning, where the role of the teacher is often small, student-centered well-intentioned assessment practices can only provide a thin veneer of learning unless students are helped to see the holistic importance of assessment as part of the learning process.
{"title":"Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education","authors":"Maunumäki Minna, Maunula Minna, Harjunpaa Heidi","doi":"10.9734/jesbs/2022/v35i1130467","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i1130467","url":null,"abstract":"Aims: The aim of this study is to fill a gap in research on students' experiences of learning in student-centered assessment feedback practices. The article examines what students tell us about their learning in the context of student-centered feedback practices in higher education during online learning. \u0000Study Design: The study was conducted as a qualitative online survey among Finnish university students (N=35). The relationship between learning and assessment was explored in the context of formative and summative assessment practices during an online learning environment. The data was analysed using a discursive approach. \u0000Place and Duration of Study: The research was conducted in Finland during spring 2021. \u0000Methodology: The scientific and philosophical framework of the study is based on the theory of social constructionism, according to which social reality is formed through language in an interaction between people. The methodology used was discursive reading, i.e., how social reality is discursively produced through language. The starting point was the idea that language creates different discourses or perspectives on reality. \u0000Results: The feedback practices provided a different picture of learning and highlighted different dimensions of learning. Learning was discussed in terms of positive emotions, multiple perspectives, sociality, renewal, and holistic learning. In addition, negative emotions, disinformation, regression, and the playing field metaphor were associated with learning. \u0000Conclusion: The results show that feedback practices that are presented as student-centered do not necessarily support the learning process of adults. Learning and assessment practices based on pedagogy and a learning theory can best support students' personal and social growth and increase their self-esteem. In online learning, teacher guidance and pedagogically based learning support are emphasized. We argue that in online-learning, where the role of the teacher is often small, student-centered well-intentioned assessment practices can only provide a thin veneer of learning unless students are helped to see the holistic importance of assessment as part of the learning process.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114104265","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 : 2022-09-26DOI: 10.9734/jesbs/2022/v35i1130466
A. Mfewou
This article shows the process of transition from the unitary state to decentralisation, which is the transfer of administrative competences from the central state to the communities (municipalities). This law is derived from the Constitution of 18 January 1996, which was re-enacted by Law No. 2019/024 of 24 December 2019 on the General Code of Decentralised Territorial Authorities, with the creation of regions and elected regional councillors and traditional chiefs appointed as regional councillors by the central government. The particularity of decentralisation in Cameroon is the maintenance of governors, prefects and sub-prefects as representatives of the central state in the missions of the centralised power. Another peculiarity is the weak donation of the sovereignty of the delegations of the various ministers placed under the management of decentralised communities (Mairie). This donation remains weak in all areas. In the new model defined by the law n°2019/024 of 24 December 2019, regionalisation should be presented as a spring of economic and social development.
{"title":"Regional, Decentralization and Traditional Power in Cameroon","authors":"A. Mfewou","doi":"10.9734/jesbs/2022/v35i1130466","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i1130466","url":null,"abstract":"This article shows the process of transition from the unitary state to decentralisation, which is the transfer of administrative competences from the central state to the communities (municipalities). This law is derived from the Constitution of 18 January 1996, which was re-enacted by Law No. 2019/024 of 24 December 2019 on the General Code of Decentralised Territorial Authorities, with the creation of regions and elected regional councillors and traditional chiefs appointed as regional councillors by the central government. The particularity of decentralisation in Cameroon is the maintenance of governors, prefects and sub-prefects as representatives of the central state in the missions of the centralised power. Another peculiarity is the weak donation of the sovereignty of the delegations of the various ministers placed under the management of decentralised communities (Mairie). This donation remains weak in all areas. In the new model defined by the law n°2019/024 of 24 December 2019, regionalisation should be presented as a spring of economic and social development.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114807197","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 : 2022-09-22DOI: 10.9734/jesbs/2022/v35i1130465
F. Mahmudah, V. Erviana, W. M. Rahayu
Aims: Improving the ability of housewives to become tilapia farming communities in terms of processed fish. Study Design: Using One-Shoot Case Study. Place and Duration of Study: Sample: A farmer group of 40 people in Polaman, Yogyakarta, Indonesia. The time taken is 8 months. Methodology: The method used is training and mentoring of tilapia processing practices. Results: All members of farmer groups experienced improvements in skills, knowledge, production, new entrepreneurs, and products sold. Conclusion: This community service program can run well. The results of the programs given to KWT Sedyo Rahayu have a good opportunity to be used as material for the creation of a new independent business unit. Thus, it can trigger business independence, and economic independence for mothers, and generate better income.
{"title":"Diversification of Processed Tilapia Fish Products Based on Ecopreneurship to Improve the Quality of Housewife Education Management","authors":"F. Mahmudah, V. Erviana, W. M. Rahayu","doi":"10.9734/jesbs/2022/v35i1130465","DOIUrl":"https://doi.org/10.9734/jesbs/2022/v35i1130465","url":null,"abstract":"Aims: Improving the ability of housewives to become tilapia farming communities in terms of processed fish. \u0000Study Design: Using One-Shoot Case Study. \u0000Place and Duration of Study: Sample: A farmer group of 40 people in Polaman, Yogyakarta, Indonesia. The time taken is 8 months. \u0000Methodology: The method used is training and mentoring of tilapia processing practices. \u0000Results: All members of farmer groups experienced improvements in skills, knowledge, production, new entrepreneurs, and products sold. \u0000Conclusion: This community service program can run well. The results of the programs given to KWT Sedyo Rahayu have a good opportunity to be used as material for the creation of a new independent business unit. Thus, it can trigger business independence, and economic independence for mothers, and generate better income.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127695492","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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