Pub Date : 2023-12-11DOI: 10.9734/jesbs/2023/v36i111281
Vasileios Zagkotas
As contemporary culture is constantly inundated with visual information, the imperative need arises to educate young individuals in the proper processing and beneficial utilization of this information. This article attempts to integrate the concept of transformative learning with the methodological tool of analyzing visual representations from the Grammar of Visual Design. The primary aim is to propose a new approach to the visual material used in the learning applicative, present results and discussions, as well as implications and suggestions for the scientific community. Using the painting «Landscape with the Fall of Icarus» by Peter Bruegel as an example, this article attempts to present a new teaching proposition, highlighting the semiotics of the image as a transformative dilemma.
{"title":"Exploring Transformative Learning through the Analysis of Visual Representations in Applicative Teaching","authors":"Vasileios Zagkotas","doi":"10.9734/jesbs/2023/v36i111281","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i111281","url":null,"abstract":"As contemporary culture is constantly inundated with visual information, the imperative need arises to educate young individuals in the proper processing and beneficial utilization of this information. This article attempts to integrate the concept of transformative learning with the methodological tool of analyzing visual representations from the Grammar of Visual Design. The primary aim is to propose a new approach to the visual material used in the learning applicative, present results and discussions, as well as implications and suggestions for the scientific community. Using the painting «Landscape with the Fall of Icarus» by Peter Bruegel as an example, this article attempts to present a new teaching proposition, highlighting the semiotics of the image as a transformative dilemma.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"62 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979362","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}
Merdeka Belajar Curriculum is implemented with the aim of training students' independence in thinking. Textbooks are an important part of creating learning resources. Through textbooks, teachers will find it easier to carry out learning and students will be more helped and easier to learn. The aim of this research was to examine science textbooks integrated with critical thinking skills that were practically applied to support the Merdeka Belajar Curriculum in junior high schools. This type of research used educational design research-based development, the intervention developed was a textbook that must meet the criteria of being valid, practical and effective. The research design used was 4-D, namely Define, Design, Develop, and Disseminate. Determining the sample in this research used purposive sampling. Subject selection was carried out to provide the required data and information. The samples for this research were students in class VIII junior high school at the Besuki Ex-Karisidenan. The time for conducting research was planned in Odd Semester 2023/2024. The percentage results during the three meetings, the average implementation of the integration of learning for critical thinking skills using the science textbook in the Merdeka Belajar Curriculum was 0.93. The process of training students to think critically was needed in the learning process so that students can face and answer the challenges of the future. The ability to solve problems required the ability to think critically in looking for alternative ways to find solutions.
{"title":"Science Textbook Based on Merdeka Belajar Curriculum: Integration of Learning Implementation for Critical Thinking Skills","authors":"I. Ketut Mahardika, None Nuriman, None Supeno, Imam Mudakir, Bevo Wahono, Iwan Wicaksono","doi":"10.9734/jesbs/2023/v36i101273","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i101273","url":null,"abstract":"Merdeka Belajar Curriculum is implemented with the aim of training students' independence in thinking. Textbooks are an important part of creating learning resources. Through textbooks, teachers will find it easier to carry out learning and students will be more helped and easier to learn. The aim of this research was to examine science textbooks integrated with critical thinking skills that were practically applied to support the Merdeka Belajar Curriculum in junior high schools. This type of research used educational design research-based development, the intervention developed was a textbook that must meet the criteria of being valid, practical and effective. The research design used was 4-D, namely Define, Design, Develop, and Disseminate. Determining the sample in this research used purposive sampling. Subject selection was carried out to provide the required data and information. The samples for this research were students in class VIII junior high school at the Besuki Ex-Karisidenan. The time for conducting research was planned in Odd Semester 2023/2024. The percentage results during the three meetings, the average implementation of the integration of learning for critical thinking skills using the science textbook in the Merdeka Belajar Curriculum was 0.93. The process of training students to think critically was needed in the learning process so that students can face and answer the challenges of the future. The ability to solve problems required the ability to think critically in looking for alternative ways to find solutions.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"37 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The science learning process in junior high school has now been encouraged to give teachers more freedom in developing learning and is more flexible. Teachers need Student Worksheet which can facilitate the learning process with more flexibility regarding the material, both for material with a lot of theoretical reading and material. assignment of experimental projects and problem solving. Student Worksheet will be more optimal if it is developed with an approach that involves students thinking through Real Picture Analysis (RPA) so that students are able to generate learning motivation and enliven an interactive classroom atmosphere. RPA is an activity for students to determine interpretations and provide assessments through image media in the form of photography of science events in their environment. The aim of this research is to examine RPA-based Student Worksheet to improve junior high school students' critical thinking skills with validity. The type of research used is Research and Development research. This research and development methodology is closely related to RPA-based Student Worksheet to improve students' critical thinking skills. Validation activities through Focus Group Discussion (FGD). The development model in this research refers to the 4D (four-D) research and development model. The 4D research and development model consists of 4 main stages, namely define, design, develop and disseminate. The validation results for material substance got a percentage of 90% in the valid category, learning design got a percentage of 87% in the valid category, and the use of Student Worksheet got a percentage of 99% in the valid category. The development of RPA-based Student Worksheet considers the elements of writing, the hierarchy of material in the form of photography and the selection of questions as efficient and effective stimuli that can direct students to improve their critical thinking skills.
{"title":"Validity of Real Picture Analysis (RPA) Based Student Worksheet to Improve Junior High School Students' Critical Thinking Skills","authors":"Iwan Wicaksono, None Sutarto, Slamet Hariyadi, Sulifah Apriliyah Hariani, Bea Hana Siswati, None Indrawati","doi":"10.9734/jesbs/2023/v36i101272","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i101272","url":null,"abstract":"The science learning process in junior high school has now been encouraged to give teachers more freedom in developing learning and is more flexible. Teachers need Student Worksheet which can facilitate the learning process with more flexibility regarding the material, both for material with a lot of theoretical reading and material. assignment of experimental projects and problem solving. Student Worksheet will be more optimal if it is developed with an approach that involves students thinking through Real Picture Analysis (RPA) so that students are able to generate learning motivation and enliven an interactive classroom atmosphere. RPA is an activity for students to determine interpretations and provide assessments through image media in the form of photography of science events in their environment. The aim of this research is to examine RPA-based Student Worksheet to improve junior high school students' critical thinking skills with validity. The type of research used is Research and Development research. This research and development methodology is closely related to RPA-based Student Worksheet to improve students' critical thinking skills. Validation activities through Focus Group Discussion (FGD). The development model in this research refers to the 4D (four-D) research and development model. The 4D research and development model consists of 4 main stages, namely define, design, develop and disseminate. The validation results for material substance got a percentage of 90% in the valid category, learning design got a percentage of 87% in the valid category, and the use of Student Worksheet got a percentage of 99% in the valid category. The development of RPA-based Student Worksheet considers the elements of writing, the hierarchy of material in the form of photography and the selection of questions as efficient and effective stimuli that can direct students to improve their critical thinking skills.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"51 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136102392","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 : 2023-10-13DOI: 10.9734/jesbs/2023/v36i101271
Olurogba John Badewo, Musibau Ayoade Titiloye
Background: The opioid crisis is a growing public health concern globally. This study investigated the opioid use among young people in Nigeria.
Method: A cross-sectional design was employed using self-administered questionnaire adapted from the WHO student drug-use survey tool. A four-stage sampling technique was used to select the respondents. The data were analyzed with SPSS version 20.
Results: The respondents’ mean age was 21.1±2.7 years. There were more male (57.3%) respondents. About 56.5% of the respondents had a poor perception of opioid use. The lifetime prevalence of codeine syrups, dihydrocodeine, Co-codamol, and tramadol use was 14.4%, 13.5%, 13.0%, and 11.4%, respectively, while the past-year was 13.6%, 10.0%, 12.7%, and 10.0%, respectively, and the past-month 12.5%, 13.0%, 12.2%, and 9.4%, respectively. Most of the respondents involved in opioid use were introduced to it by friends/peers (codeine [42.5%]; tramadol [56.1%]). The age of onset of opioid use was 15–19 years (codeine) and > 20 years (tramadol). Perception of opioid abuse was significantly associated with nonmedical use of opioids.
Conclusion: The respondents’ perception of opioid use was significant with lifetime, past-year, and past-month nonmedical use of opioids; hence, public enlightenment is needed as a strategy to curb the menace of the opioid crisis among young people.
背景:阿片类药物危机是全球日益严重的公共卫生问题。这项研究调查了尼日利亚年轻人使用阿片类药物的情况。
方法:采用自填问卷，采用横断面设计，问卷改编自世界卫生组织学生药物使用调查工具。采用四阶段抽样技术选择受访者。数据分析采用SPSS version 20.
结果:患者平均年龄21.1±2.7岁。男性受访者较多(57.3%)。约56.5%的受访者对阿片类药物的使用认知不佳。可待因糖浆、二氢可待因、Co-codamol和曲马多终生使用率分别为14.4%、13.5%、13.0%和11.4%，过去一年使用率分别为13.6%、10.0%、12.7%和10.0%，过去一个月使用率分别为12.5%、13.0%、12.2%和9.4%。大多数涉及阿片类药物使用的受访者是由朋友/同伴介绍的(可待因[42.5%];曲马多[56.1%])。阿片类药物开始使用的年龄为15-19岁(可待因)和>20年(曲马多)。阿片类药物滥用的感知与阿片类药物的非医疗使用显著相关。
结论:受访者对阿片类药物使用的感知与一生、过去一年和过去一个月的阿片类药物非医疗使用有显著关系;因此，需要公众启蒙作为遏制阿片类药物危机对年轻人的威胁的战略。
{"title":"Perception and Practice of Nonmedical Use of Opioids among Young People in Ibadan, Nigeria","authors":"Olurogba John Badewo, Musibau Ayoade Titiloye","doi":"10.9734/jesbs/2023/v36i101271","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i101271","url":null,"abstract":"Background: The opioid crisis is a growing public health concern globally. This study investigated the opioid use among young people in Nigeria.
 Method: A cross-sectional design was employed using self-administered questionnaire adapted from the WHO student drug-use survey tool. A four-stage sampling technique was used to select the respondents. The data were analyzed with SPSS version 20.
 Results: The respondents’ mean age was 21.1±2.7 years. There were more male (57.3%) respondents. About 56.5% of the respondents had a poor perception of opioid use. The lifetime prevalence of codeine syrups, dihydrocodeine, Co-codamol, and tramadol use was 14.4%, 13.5%, 13.0%, and 11.4%, respectively, while the past-year was 13.6%, 10.0%, 12.7%, and 10.0%, respectively, and the past-month 12.5%, 13.0%, 12.2%, and 9.4%, respectively. Most of the respondents involved in opioid use were introduced to it by friends/peers (codeine [42.5%]; tramadol [56.1%]). The age of onset of opioid use was 15–19 years (codeine) and > 20 years (tramadol). Perception of opioid abuse was significantly associated with nonmedical use of opioids.
 Conclusion: The respondents’ perception of opioid use was significant with lifetime, past-year, and past-month nonmedical use of opioids; hence, public enlightenment is needed as a strategy to curb the menace of the opioid crisis among young people.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858541","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 : 2023-10-11DOI: 10.9734/jesbs/2023/v36i101269
Chandana Jayalath
Grounded theory demystifies complex real-world contexts such as community related issues where human interactions between the affected people and government officials are inexorably complex. Forming an integral part of a case study on involuntary resettlement using Grounded theory, the aim of this paper is to provide an in depth description on the methodology adopted. Illustrating how the Grounded theory was used to explore the phenomenon of involuntary resettlement due to a highway construction project in Sri Lanka, the paper explains the challenges the researcher encountered in maintaining theoretical sensitivity, yielding codes and categories, undertaking theoretical sampling, achieving theoretical saturation, validating research outcome and defying their own biases. In conclusion, this paper shows that the research approach have lent itself to a unique Grounded theory research study which dealt with involuntary human resettlement. The study makes an original contribution to the body of knowledge on how Grounded theory research methodologies can be applied to research contexts such as involuntary resettlement.
{"title":"Application of Grounded Theory Method in Exploring the Discourse of Involuntary Resettlement and Challenges Encountered","authors":"Chandana Jayalath","doi":"10.9734/jesbs/2023/v36i101269","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i101269","url":null,"abstract":"Grounded theory demystifies complex real-world contexts such as community related issues where human interactions between the affected people and government officials are inexorably complex. Forming an integral part of a case study on involuntary resettlement using Grounded theory, the aim of this paper is to provide an in depth description on the methodology adopted. Illustrating how the Grounded theory was used to explore the phenomenon of involuntary resettlement due to a highway construction project in Sri Lanka, the paper explains the challenges the researcher encountered in maintaining theoretical sensitivity, yielding codes and categories, undertaking theoretical sampling, achieving theoretical saturation, validating research outcome and defying their own biases. In conclusion, this paper shows that the research approach have lent itself to a unique Grounded theory research study which dealt with involuntary human resettlement. The study makes an original contribution to the body of knowledge on how Grounded theory research methodologies can be applied to research contexts such as involuntary resettlement.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136208584","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 : 2023-09-29DOI: 10.9734/jesbs/2023/v36i101268
I. Ketut Mahardika, Iwan Wicaksono
Modules are printed teaching materials that are designed to be studied independently and have a systematic structure containing learning materials, learning activities and evaluation tools to achieve the expected competencies. The results of the 1st year development research a multi-representation-based physics module to improve students' critical thinking skills that meet validity and practicality. Multirepresentation is the presentation of the same material in different forms of delivery, which can be in verbal, mathematical, pictorial and graphic forms. The purpose of this study is to describe practicality including the implementation of learning, student activities, obstacles that arise. In addition, effectiveness includes critical thinking skills and student responses to the application of the module. The type of research used is Research and Development (R & D). The development model design used is the development model by Thiagarajan, namely the 4-D development model, which consists of four stages of Define, Design, Develop, and Disseminate. The research was carried out in the Even Semester of the 2022/2023 Academic Year on the work and energy. Extensive trials or dissemination were carried out at high schools in the former Besuki residency with research subjects involving 35 class X high school students. Collecting data in a study, namely questionnaires, interviews, observations or observations, tests and documentation. Critical thinking indicators include interpretation, analysis, evaluation, inference, explanation, and self regulation. Seeing the importance of this, multi-representation-based physics modules still require an implementation test by conveying concepts and implementing steps as teaching materials that explain one unit in a coherent and precise manner. Therefore, there is a need for further research on implementation to describe practicality including the implementation of learning, student activities, the obstacles that arise. In addition, effectiveness includes critical thinking skills and student responses to the application of multi-representation-based physics modules.
{"title":"Implementation of Multirepresentation Based Physics Modules to Improve Students Critical Thinking Skills","authors":"I. Ketut Mahardika, Iwan Wicaksono","doi":"10.9734/jesbs/2023/v36i101268","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i101268","url":null,"abstract":"Modules are printed teaching materials that are designed to be studied independently and have a systematic structure containing learning materials, learning activities and evaluation tools to achieve the expected competencies. The results of the 1st year development research a multi-representation-based physics module to improve students' critical thinking skills that meet validity and practicality. Multirepresentation is the presentation of the same material in different forms of delivery, which can be in verbal, mathematical, pictorial and graphic forms. The purpose of this study is to describe practicality including the implementation of learning, student activities, obstacles that arise. In addition, effectiveness includes critical thinking skills and student responses to the application of the module. The type of research used is Research and Development (R & D). The development model design used is the development model by Thiagarajan, namely the 4-D development model, which consists of four stages of Define, Design, Develop, and Disseminate. The research was carried out in the Even Semester of the 2022/2023 Academic Year on the work and energy. Extensive trials or dissemination were carried out at high schools in the former Besuki residency with research subjects involving 35 class X high school students. Collecting data in a study, namely questionnaires, interviews, observations or observations, tests and documentation. Critical thinking indicators include interpretation, analysis, evaluation, inference, explanation, and self regulation. Seeing the importance of this, multi-representation-based physics modules still require an implementation test by conveying concepts and implementing steps as teaching materials that explain one unit in a coherent and precise manner. Therefore, there is a need for further research on implementation to describe practicality including the implementation of learning, student activities, the obstacles that arise. In addition, effectiveness includes critical thinking skills and student responses to the application of multi-representation-based physics modules.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200115","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 : 2023-09-27DOI: 10.9734/jesbs/2023/v36i101267
Kencho Dorji, Kinzang Dorji
The study investigated the effectiveness of implanting a Self-Directed Learning (SDL) approach in teaching Biology to grade nine students. The research was conducted in Bhutan over the course of one year, utilizing a convergent parallel mixed method design. Data were meticulously collected from a diverse group of students and teachers. This comprehensive datasets were obtained through closed-ended survey questionnaires (32 students: Experimental Group), face-to-face semi-structured interviews (5 students, 1 Biology teacher), and Content Achievement Tests (64 students: both experimental and control group). For data analysis, quantitative data were subjected to descriptive and inferential statistical analyses using Statistical Package for the Social Sciences (SPSS) software version 22, while qualitative data were analyzed thematically.
The findings of this study unveiled three significant outcomes. The application of the self-directed learning approach demonstrated a substantial enhancement in students' performance in Biology compared to conventional lecture-based classroom instruction, with a mean difference of 1.81 and a P value of .02. Moreover, the marginal mean difference between post-test and delayed post-test results for the experimental group (mean difference = 0.06) indicated that self-directed learning positively impacted the knowledge retention of the learners. Gender-based analysis, however, revealed no statistically significant differences (P = .73). Thus, this study affirms that the self-directed learning approach had a positive medium effect size compared to conventional lecture-based methods, highlighting the effectiveness of the self-directed learning approach as a valuable strategy for achieving high-quality teaching outcomes and enhancing students' performance in learning Biology.
{"title":"Self-Directed Learning Approach in Teaching Biology to Grade Nine Students","authors":"Kencho Dorji, Kinzang Dorji","doi":"10.9734/jesbs/2023/v36i101267","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i101267","url":null,"abstract":"The study investigated the effectiveness of implanting a Self-Directed Learning (SDL) approach in teaching Biology to grade nine students. The research was conducted in Bhutan over the course of one year, utilizing a convergent parallel mixed method design. Data were meticulously collected from a diverse group of students and teachers. This comprehensive datasets were obtained through closed-ended survey questionnaires (32 students: Experimental Group), face-to-face semi-structured interviews (5 students, 1 Biology teacher), and Content Achievement Tests (64 students: both experimental and control group). For data analysis, quantitative data were subjected to descriptive and inferential statistical analyses using Statistical Package for the Social Sciences (SPSS) software version 22, while qualitative data were analyzed thematically.
 The findings of this study unveiled three significant outcomes. The application of the self-directed learning approach demonstrated a substantial enhancement in students' performance in Biology compared to conventional lecture-based classroom instruction, with a mean difference of 1.81 and a P value of .02. Moreover, the marginal mean difference between post-test and delayed post-test results for the experimental group (mean difference = 0.06) indicated that self-directed learning positively impacted the knowledge retention of the learners. Gender-based analysis, however, revealed no statistically significant differences (P = .73). Thus, this study affirms that the self-directed learning approach had a positive medium effect size compared to conventional lecture-based methods, highlighting the effectiveness of the self-directed learning approach as a valuable strategy for achieving high-quality teaching outcomes and enhancing students' performance in learning Biology.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535340","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}
A modern adaption disorder called techno stress is described as being caused by inability to use modern computer technologies. The aim of the study is to determine the relationship between techno stress and academic achievement of university students of Gangadhar Meher University, Sambalpur. Descriptive correlation method was adopted for this study. The sample consists of 273 post-graduation students selected through stratified purposive sampling. The data was collected through techno stress scale developed by Upadhya & Vrinda (2021). The obtained data were analyzed through mean, standard deviation, t-test, & correlation. The results revealed that there is a negative relationship between techno stress & academic achievement of university students. It is also found that there is no significant difference between techno stress between boys & girls.
{"title":"Relationship between Techno Stress and Academic Performance of University Students","authors":"Harapriya Mahapatra, Sadhujan Bankira, Nutan Kumar Sahoo, Sanjukta Bhuyan","doi":"10.9734/jesbs/2023/v36i101266","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i101266","url":null,"abstract":"A modern adaption disorder called techno stress is described as being caused by inability to use modern computer technologies. The aim of the study is to determine the relationship between techno stress and academic achievement of university students of Gangadhar Meher University, Sambalpur. Descriptive correlation method was adopted for this study. The sample consists of 273 post-graduation students selected through stratified purposive sampling. The data was collected through techno stress scale developed by Upadhya & Vrinda (2021). The obtained data were analyzed through mean, standard deviation, t-test, & correlation. The results revealed that there is a negative relationship between techno stress & academic achievement of university students. It is also found that there is no significant difference between techno stress between boys & girls.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960610","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 : 2023-08-31DOI: 10.9734/jesbs/2023/v36i101264
Maureen Apollos Olugbo, A. C. Obienu, F. Amadin
Effective communication is crucial for institutional success as the globe becomes a smaller and more interconnected community. In recent times, Information technology has significantly improved how employees and employers interact with each other. Effective and efficient communication is achieved when institutions adopt new and faster technologies that improve the performance of employees. This research empirically tests the impact of effective communication on institutional performance in the educational sector, specifically in Bayelsa Medical University, Yenagoa, Bayelsa State. Questionnaires were administered to sample respondents which comprised of Principal officers, Deans, Directors, Heads of Departments, academic and senior non-academic staff. ANOVA and factor analysis were used to assess the structural relationship between the variables at a 5% level of significance. A total of 180 respondents (25 academic staff and 155 non-academic staff members) from fourteen (14) different departments/units participated in this study. The findings of this study revealed that effective communication via the studied variables has a significantly positive effect on employee performance Four key variables (Communication Process (t = 4.003, β = 1.786, p = 0.00); Culture/Climate (t = 3.316, β = 1.483, p = .001); Verbal and Non-verbal Cues (t = 1.990, β= .832, p = .047); and Communication Techniques (t = 5.092, β = 1.808, p = .000)) were determinants of employee effective communication in an institution. The findings revealed that effective communication process were significantly related to organizational performance. The researchers recommends that every institution should make an effort to incorporate effective communication into its management strategies, as doing so will help reduce organizational conflict, clear up misunderstandings, and improve cordial relationship between management and workforce.
随着全球成为一个更小、联系更紧密的社区，有效的沟通对机构的成功至关重要。近年来，信息技术显著改善了雇员和雇主之间的互动方式。当机构采用新的和更快的技术来提高员工的绩效时，有效和高效的沟通就会实现。本研究实证检验了有效沟通对教育部门机构绩效的影响，特别是在巴耶尔萨州立大学叶纳戈阿巴耶尔萨医科大学。问卷的抽样受访者包括主要人员、教务长、董事、部门主管、学术人员和高级非学术人员。采用方差分析和因子分析在5%的显著性水平上评估变量之间的结构关系。共有来自14个不同部门/单位的180名受访者(25名学术人员和155名非学术人员)参与了这项研究。研究结果表明，有效沟通通过所研究的四个关键变量(沟通过程(t = 4.003， β = 1.786, p = 0.00))对员工绩效有显著的正向影响;文化/气候(t = 3.316， β = 1.483, p = .001);语言和非语言提示(t = 1.990， β= 0.832, p = 0.047);和沟通技巧(t = 5.092， β = 1.808, p = 0.000))是机构员工有效沟通的决定因素。研究发现，有效的沟通过程与组织绩效显著相关。研究人员建议，每个机构都应该努力将有效的沟通纳入其管理战略，因为这样做有助于减少组织冲突，消除误解，改善管理层和员工之间的友好关系。
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Pub Date : 2023-08-26DOI: 10.9734/jesbs/2023/v36i101263
Anastasia Sofroniou, Bhairavi Premnath
This paper addresses the attainment gap in academic performance for students of Minoritised and non-minoritised ethnicity, studying Discrete Mathematics, an undergraduate university level module, whereby an investigation of the effect of an intervention in one of the assessments is undertaken and statistically analysed. The attainment gap faced by the students of the UK higher education sector is concerning and between students of minoritised ethnic background and their counterparts, there is a sizeable achievement disparity in the education system. These groups' divergent academic performance is referred to as the attainment, and socioeconomic disadvantage, cultural hurdles, and institutional bias have all acted as a setback for the students from Black, Asian, and Minority Ethnic communities. However, there are obstacles to putting this strategy into practise, such as the need for suitable pedagogical techniques and assistance for students from different ethnic circumstances. Creating inclusive teaching methods in Science, Technology, Engineering and Mathematics (STEM) subjects that consider the linguistic and cultural diversity of the student is necessary to address these hindrances. Higher educational institutions can contribute to reducing the achievement gap for minoritised ethnic groups and fostering greater equity and social mobility by encouraging the teaching and study of modules in a responsive manner. Continuous analysis and study on the discrepancies faced by the students at their institutions should be performed to reduce this gap whilst promoting diversity. Moreover, a comparison over two academic years relative to the overall academic performance of students, considering the minoritised ethnic cohort, is accomplished so as to measure the approach’s validity. The results from the performance ratio, t-test, hypothesis testing, effect size, chi-squared test, categorical variable analysis and the Cronbach alpha measure, all feed into and confirm the reliability of the study hence validating the positive impact of the intervention.
{"title":"Investigating the Attainment Gap in Academic Performance of Minoritised Ethnic Groups for a STEM Related Subject","authors":"Anastasia Sofroniou, Bhairavi Premnath","doi":"10.9734/jesbs/2023/v36i101263","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i101263","url":null,"abstract":"This paper addresses the attainment gap in academic performance for students of Minoritised and non-minoritised ethnicity, studying Discrete Mathematics, an undergraduate university level module, whereby an investigation of the effect of an intervention in one of the assessments is undertaken and statistically analysed. The attainment gap faced by the students of the UK higher education sector is concerning and between students of minoritised ethnic background and their counterparts, there is a sizeable achievement disparity in the education system. These groups' divergent academic performance is referred to as the attainment, and socioeconomic disadvantage, cultural hurdles, and institutional bias have all acted as a setback for the students from Black, Asian, and Minority Ethnic communities. However, there are obstacles to putting this strategy into practise, such as the need for suitable pedagogical techniques and assistance for students from different ethnic circumstances. Creating inclusive teaching methods in Science, Technology, Engineering and Mathematics (STEM) subjects that consider the linguistic and cultural diversity of the student is necessary to address these hindrances. Higher educational institutions can contribute to reducing the achievement gap for minoritised ethnic groups and fostering greater equity and social mobility by encouraging the teaching and study of modules in a responsive manner. Continuous analysis and study on the discrepancies faced by the students at their institutions should be performed to reduce this gap whilst promoting diversity. Moreover, a comparison over two academic years relative to the overall academic performance of students, considering the minoritised ethnic cohort, is accomplished so as to measure the approach’s validity. The results from the performance ratio, t-test, hypothesis testing, effect size, chi-squared test, categorical variable analysis and the Cronbach alpha measure, all feed into and confirm the reliability of the study hence validating the positive impact of the intervention.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129872025","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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