Pub Date : 2024-07-01DOI: 10.22159/ijoe.2024v12i4.51710
Vasiliki Vasilaki
The current study explores the impact of visual arts education on early childhood, highlighting its role in enhancing creativity, imagination, and emotional expression in pre-school children. It explores the perspectives of pre-school teachers on the importance of visual arts in children’s development and the challenges they face when integrating the arts into the curriculum. The study used quantitative and qualitative research methods. The study highlights how pre-school educators value the visual arts for its potential to enhance cognitive and social skills and how demographic factors influence these perceptions. In addition, it explores the practical aspects of art education, including classroom management and resource allocation, to offer a comprehensive view of the current state and future potential of visual arts in early childhood education. Finally, this research contributes to a deeper understanding of the central role of the visual arts in early education. It highlights the need for supportive educational policies and resources to enrich the learning environment.
{"title":"Pre-School Teachers’ Views on the Impact of Visual Arts Education on Early Childhood Education","authors":"Vasiliki Vasilaki","doi":"10.22159/ijoe.2024v12i4.51710","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i4.51710","url":null,"abstract":"The current study explores the impact of visual arts education on early childhood, highlighting its role in enhancing creativity, imagination, and emotional expression in pre-school children. It explores the perspectives of pre-school teachers on the importance of visual arts in children’s development and the challenges they face when integrating the arts into the curriculum. The study used quantitative and qualitative research methods. The study highlights how pre-school educators value the visual arts for its potential to enhance cognitive and social skills and how demographic factors influence these perceptions. In addition, it explores the practical aspects of art education, including classroom management and resource allocation, to offer a comprehensive view of the current state and future potential of visual arts in early childhood education. Finally, this research contributes to a deeper understanding of the central role of the visual arts in early education. It highlights the need for supportive educational policies and resources to enrich the learning environment.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"15 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141704145","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 : 2024-07-01DOI: 10.22159/ijoe.2024v12i4.51685
Etukudo Udobia Elijah, Egba Anwaitu Freser
The study was conducted to determine the effect of improvised computer-based software on the achievement and attitude of senior secondary school students towards mathematics. Fifteen secondary school mathematics teachers were trained to produce a computer-based software package and use the package to teach ‘graphical solution to quadratic equations’ to senior secondary class one (SSCI) students. A total sample of 1487 SSCI students was used in the study: 745 students in the 15 secondary schools purposively selected on the rationale of their closeness to a computer center, used as the experimental group, and 742 students from the 15 schools randomly selected for use as the control group. Pre-test, post-test, and quasi-experimental research designs were used to conduct the study. Fifteen intact classes were simultaneously used for treatment in the experimental and control groups. The experimental groups were taught with computers using the computer-based software package on teaching graphical solutions to quadratics equations produced by their teacher, while the control groups were taught using the conventional strategy. The result reveals a significant difference in academic achievement between students taught with improvised computer-based software packages and those taught using the conventional strategy. The mean achievement score of 73% and standard deviation of 9% was obtained from the experimental group, while the control group had a mean achievement of 57% and standard deviation of 5%. Similarly, the experimental group had an attitude test score of 82% and a standard deviation of 6%, while the control group had a mean attitude test score of 59% and a standard deviation of 11%. This gave the calculated value of the t-test as t = 42.3 for achievement and t = 50.1 for attitude, showing a significant difference in achievement and attitude between the experimental and control groups. Thus, an improvised computer-based software package is more effective in teaching mathematics than the conventional strategy. Hence, improvising computer-based software for teaching and learning is highly recommended.
{"title":"The Effect of Improvised Computer-Based Software Package on Secondary School Students’ Achievement and Attitude Towards Mathematics","authors":"Etukudo Udobia Elijah, Egba Anwaitu Freser","doi":"10.22159/ijoe.2024v12i4.51685","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i4.51685","url":null,"abstract":"The study was conducted to determine the effect of improvised computer-based software on the achievement and attitude of senior secondary school students towards mathematics. Fifteen secondary school mathematics teachers were trained to produce a computer-based software package and use the package to teach ‘graphical solution to quadratic equations’ to senior secondary class one (SSCI) students. A total sample of 1487 SSCI students was used in the study: 745 students in the 15 secondary schools purposively selected on the rationale of their closeness to a computer center, used as the experimental group, and 742 students from the 15 schools randomly selected for use as the control group. Pre-test, post-test, and quasi-experimental research designs were used to conduct the study. Fifteen intact classes were simultaneously used for treatment in the experimental and control groups. The experimental groups were taught with computers using the computer-based software package on teaching graphical solutions to quadratics equations produced by their teacher, while the control groups were taught using the conventional strategy. The result reveals a significant difference in academic achievement between students taught with improvised computer-based software packages and those taught using the conventional strategy. The mean achievement score of 73% and standard deviation of 9% was obtained from the experimental group, while the control group had a mean achievement of 57% and standard deviation of 5%. \u0000Similarly, the experimental group had an attitude test score of 82% and a standard deviation of 6%, while the control group had a mean attitude test score of 59% and a standard deviation of 11%. This gave the calculated value of the t-test as t = 42.3 for achievement and t = 50.1 for attitude, showing a significant difference in achievement and attitude between the experimental and control groups. Thus, an improvised computer-based software package is more effective in teaching mathematics than the conventional strategy. Hence, improvising computer-based software for teaching and learning is highly recommended.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141714008","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 : 2024-07-01DOI: 10.22159/ijoe.2024v12i4.51665
L. D. Mallillin
The study examines the impact of artificial intelligence (AI) on students’ academic performance, focusing on factors such as improved student performance, attitudes toward learning, motivation for study habits, and learning mechanisms. Further, it aims to evaluate and analyze how AI enhances student academic outcomes. A mixed-methods approach, incorporating focus group discussions (FGD), was used to gather quantitative and qualitative data. Random sampling was employed to select a sample size of 100 respondents based on predefined criteria. The results indicate that AI effectively targets the specific learning needs of students, facilitating comprehensive and improved learning experiences. It identifies struggling learners and provides necessary interventions and support to enhance their academic performance. Additionally, AI accurately measures and enhances students’ attitudes toward learning, offering deeper insights into the learning process. It also boosts students’ motivation toward study habits and learning behavior. Furthermore, AI’s adaptive learning mechanisms guide students’ learning processes and provide valuable feedback.
{"title":"Artificial Intelligence (AI) Towards Students’ Academic Performance","authors":"L. D. Mallillin","doi":"10.22159/ijoe.2024v12i4.51665","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i4.51665","url":null,"abstract":"The study examines the impact of artificial intelligence (AI) on students’ academic performance, focusing on factors such as improved student performance, attitudes toward learning, motivation for study habits, and learning mechanisms. Further, it aims to evaluate and analyze how AI enhances student academic outcomes. A mixed-methods approach, incorporating focus group discussions (FGD), was used to gather quantitative and qualitative data. Random sampling was employed to select a sample size of 100 respondents based on predefined criteria. The results indicate that AI effectively targets the specific learning needs of students, facilitating comprehensive and improved learning experiences. It identifies struggling learners and provides necessary interventions and support to enhance their academic performance.\u0000Additionally, AI accurately measures and enhances students’ attitudes toward learning, offering deeper insights into the learning process. It also boosts students’ motivation toward study habits and learning behavior. Furthermore, AI’s adaptive learning mechanisms guide students’ learning processes and provide valuable feedback.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"13 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141700095","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 : 2024-05-01DOI: 10.22159/ijoe.2024v12i3.51074
Valerius Azuure Sandow, Alfred Alunga Anovunga
Guidance and counseling are interwoven with efforts to advance students’ educational discourse in all disciplines and levels. This study investigated students’ awareness of guidance services in selected Senior High Schools in the Upper East Region of Ghana. The study was guided by two objectives: to determine the level of student’s awareness of guidance and counseling services and to examine the nature/scope of guidance and counseling services provided to students in Senior High Schools. Employing the quantitative method and a descriptive research design, 16 counselors or teachers who serve as counselors, 14 headteachers, and 325 students were sampled, while structured questionnaires were used to collect participant data. The results showed that most students in Senior High Schools were unaware of guidance and counseling services. Among other matters, the study recommends that the Ghana Education Service, which supervises guidance and counseling, should charge all school counselors to provide all the guidance services, especially career and vocational guidance services, to students to enable them to make informed choices.
{"title":"Investigating Awareness of Guidance Services among Students in Selected Senior High Schools in the Upper East Region of Ghana","authors":"Valerius Azuure Sandow, Alfred Alunga Anovunga","doi":"10.22159/ijoe.2024v12i3.51074","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i3.51074","url":null,"abstract":"Guidance and counseling are interwoven with efforts to advance students’ educational discourse in all disciplines and levels. This study investigated students’ awareness of guidance services in selected Senior High Schools in the Upper East Region of Ghana. The study was guided by two objectives: to determine the level of student’s awareness of guidance and counseling services and to examine the nature/scope of guidance and counseling services provided to students in Senior High Schools. Employing the quantitative method and a descriptive research design, 16 counselors or teachers who serve as counselors, 14 headteachers, and 325 students were sampled, while structured questionnaires were used to collect participant data. The results showed that most students in Senior High Schools were unaware of guidance and counseling services. Among other matters, the study recommends that the Ghana Education Service, which supervises guidance and counseling, should charge all school counselors to provide all the guidance services, especially career and vocational guidance services, to students to enable them to make informed choices.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"2012 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141027351","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 : 2024-05-01DOI: 10.22159/ijoe.2024v12i3.50301
P. Sanga
There is a global paradigm shift in higher education such that many nations consider cross-border higher education (CBHE) as an effective strategy for providing higher education opportunities to all, irrespective of national boundaries, at a relatively low cost and without irrationally compromising quality. Despite the nations being aware of the benefits of CBHE, there is still little evidence of significant collaborations among East African countries in this aspect. Consequently, this paper analyses various issues and challenges in CBHE in East Africa and their implications for sustainable regional higher education. Besides the differences existing among East African countries, the paper suggests that governments and higher education institutions, in particular, should, among other things, promote regional synergistic approaches for the provision and regulation of CBHE to gain a prerequisite momentum for global competition.
{"title":"Issues and Snags in the Provision of Cross-Border Higher Education: Reflecting on Experiences from East Africa","authors":"P. Sanga","doi":"10.22159/ijoe.2024v12i3.50301","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i3.50301","url":null,"abstract":"There is a global paradigm shift in higher education such that many nations consider cross-border higher education (CBHE) as an effective strategy for providing higher education opportunities to all, irrespective of national boundaries, at a relatively low cost and without irrationally compromising quality. Despite the nations being aware of the benefits of CBHE, there is still little evidence of significant collaborations among East African countries in this aspect. Consequently, this paper analyses various issues and challenges in CBHE in East Africa and their implications for sustainable regional higher education. Besides the differences existing among East African countries, the paper suggests that governments and higher education institutions, in particular, should, among other things, promote regional synergistic approaches for the provision and regulation of CBHE to gain a prerequisite momentum for global competition.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"29 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141035711","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 : 2024-05-01DOI: 10.22159/ijoe.2024v12i3.50722
Oluwatimilehin Emmanuel Fabeku
The current study examined the challenges faced by first-year students in public and private universities in Osun State. It also examined the coping strategies of first-year students in public and private universities in the state. It further determined if any differences exist in challenges between public and private university students in the study area; it also determined differences in coping strategies between public and private university students in Osun State. These were to provide information on first-year students’ challenges and strategies for overcoming them. The research design for the study was descriptive survey research design. The study population entailed all first-year students in the public university of Obafemi Awolowo University, Ile-Ife, Osun State, and a private university, Oduduwa University, Ile-Ife, Osun State. Purposive and convenience sampling techniques were employed to select 200 respondents from the public university and 150 respondents from the private university among first-year students. A self-developed questionnaire titled First-Year Student Challenges and Coping Strategies Questionnaire (FYSCCSQ), which was comprised of four sections, was used to obtain data from the sample. The instrument was validated using face and content validity, and an Alpha Coefficient reliability of .85 was obtained. Data collected were analyzed using frequency counts, simple percentages, and inferential statistics such as independent t-tests. The results showed no significant differences in challenges between public and private first-year students with (t = .51) and no significant differences in coping strategies between public and private first-year students with (t = .268). The study concluded that first-year students in public and private universities encountered myriads of challenges (Academic, Social, Cultural, and economic), with academic challenges being the prevalent challenge, followed by social, cultural, and minor economic challenges in both public and private universities.
{"title":"First-Year Students’ Challenges and Coping Strategies in Public and Private Universities in Osun State, Nigeria","authors":"Oluwatimilehin Emmanuel Fabeku","doi":"10.22159/ijoe.2024v12i3.50722","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i3.50722","url":null,"abstract":"The current study examined the challenges faced by first-year students in public and private universities in Osun State. It also examined the coping strategies of first-year students in public and private universities in the state. It further determined if any differences exist in challenges between public and private university students in the study area; it also determined differences in coping strategies between public and private university students in Osun State. These were to provide information on first-year students’ challenges and strategies for overcoming them. The research design for the study was descriptive survey research design. The study population entailed all first-year students in the public university of Obafemi Awolowo University, Ile-Ife, Osun State, and a private university, Oduduwa University, Ile-Ife, Osun State. Purposive and convenience sampling techniques were employed to select 200 respondents from the public university and 150 respondents from the private university among first-year students. A self-developed questionnaire titled First-Year Student Challenges and Coping Strategies Questionnaire (FYSCCSQ), which was comprised of four sections, was used to obtain data from the sample. The instrument was validated using face and content validity, and an Alpha Coefficient reliability of .85 was obtained. Data collected were analyzed using frequency counts, simple percentages, and inferential statistics such as independent t-tests. The results showed no significant differences in challenges between public and private first-year students with (t = .51) and no significant differences in coping strategies between public and private first-year students with (t = .268). The study concluded that first-year students in public and private universities encountered myriads of challenges (Academic, Social, Cultural, and economic), with academic challenges being the prevalent challenge, followed by social, cultural, and minor economic challenges in both public and private universities.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"22 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141048731","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 : 2024-01-01DOI: 10.22159/ijoe.2024v12i1.49930
Elpida Terzi
The parent quantitative research deals with teaching self-efficacy in primary education in Greece. The research aims to investigate teachers’ teaching self-efficacy in primary education in Greece. Specifically, an attempt is made to investigate how primary school teachers evaluate their level of self-efficacy regarding teaching tasks, managing disciplinary incidents in the classroom, and motivating students to be actively involved in the classroom and learning tasks, how the self-efficacy of primary education teachers from their educational experience and studies and what are the possible obstacles to the self-efficacy of these teachers. A sample of primary education teachers was recruited for this purpose. The research shows that the overall self-efficacy perception of teachers is exceptionally high with teachers considering themselves to be more effective in managing the classroom and implementing teaching strategies/educational approaches. Also, the self-efficacy of primary school teachers seems to be influenced by their educational experience and studies. Instead, it seems that teachers’ overall self-efficacy perception is related to factors such as the stress and pressure they experience, the degree of effectiveness they generally feel as individuals, and their goals.
{"title":"Teaching Self-Efficacy at Primary Education in Greece","authors":"Elpida Terzi","doi":"10.22159/ijoe.2024v12i1.49930","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i1.49930","url":null,"abstract":"The parent quantitative research deals with teaching self-efficacy in primary education in Greece. The research aims to investigate teachers’ teaching self-efficacy in primary education in Greece. Specifically, an attempt is made to investigate how primary school teachers evaluate their level of self-efficacy regarding teaching tasks, managing disciplinary incidents in the classroom, and motivating students to be actively involved in the classroom and learning tasks, how the self-efficacy of primary education teachers from their educational experience and studies and what are the possible obstacles to the self-efficacy of these teachers. A sample of primary education teachers was recruited for this purpose. The research shows that the overall self-efficacy perception of teachers is exceptionally high with teachers considering themselves to be more effective in managing the classroom and implementing teaching strategies/educational approaches. Also, the self-efficacy of primary school teachers seems to be influenced by their educational experience and studies. Instead, it seems that teachers’ overall self-efficacy perception is related to factors such as the stress and pressure they experience, the degree of effectiveness they generally feel as individuals, and their goals.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"14 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129114","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 : 2024-01-01DOI: 10.22159/ijoe.2024v12i1.49925
Marina Vasilaki
The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving sixty-three (63) participants from pedagogical departments. The following survey shows the main results of the research, more specifically, that negative emotions about mathematics are more prevalent. The three main elements that characterize the successful teaching approach of mathematics at school are the transmission of knowledge by the teacher, the approach of knowledge through play, and the selection of appropriate activities. While the two most appropriate ways of approaching mathematics in kindergarten are through play but also through investigation and discovery by the child based on the participants’ answers.
{"title":"Views of Students’ of Pedagogical Departments on the Teaching of Mathematics in Kindergarten","authors":"Marina Vasilaki","doi":"10.22159/ijoe.2024v12i1.49925","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i1.49925","url":null,"abstract":"The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving sixty-three (63) participants from pedagogical departments. The following survey shows the main results of the research, more specifically, that negative emotions about mathematics are more prevalent. The three main elements that characterize the successful teaching approach of mathematics at school are the transmission of knowledge by the teacher, the approach of knowledge through play, and the selection of appropriate activities. While the two most appropriate ways of approaching mathematics in kindergarten are through play but also through investigation and discovery by the child based on the participants’ answers.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"9 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129149","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 : 2024-01-01DOI: 10.22159/ijoe.2024v12i1.49931
Azoua Mathias Hounnou
Evaluating errors represents an important shortcoming of the teaching-learning evaluation process in every educational system. The purpose of this research was to investigate the causes, consequences, and approaches of solutions to eradicate the evaluating errors in Benin secondary schools. To that purpose, ten (10) teachers and 100 learners were chosen based on their willingness exclusively from GUEMA secondary school in the municipality of Parakou. The data were collected through questionnaires, interviews, group discussions, and past exam papers analysis. The findings revealed that exam paper errors are often due to the evaluating system that consists of machines. The mistakes concern miswritten words, special notes such as “NB,” “Note,” etc., ambiguity about items and questions, and unreadability of the paper. Consequently, evaluating errors impacts the learners’ present and future language careers. They make learners feel demotivated and stressed, damaging their eagerness to learn the language. To solve this issue, it was shown that English as a Foreign Language (EFL) teachers need in-service training and significant reforms in evaluating the system should be done.
{"title":"Evaluating Errors in Exam Papers for Benin Language Programs Credibility","authors":"Azoua Mathias Hounnou","doi":"10.22159/ijoe.2024v12i1.49931","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i1.49931","url":null,"abstract":"Evaluating errors represents an important shortcoming of the teaching-learning evaluation process in every educational system. The purpose of this research was to investigate the causes, consequences, and approaches of solutions to eradicate the evaluating errors in Benin secondary schools. To that purpose, ten (10) teachers and 100 learners were chosen based on their willingness exclusively from GUEMA secondary school in the municipality of Parakou. The data were collected through questionnaires, interviews, group discussions, and past exam papers analysis. The findings revealed that exam paper errors are often due to the evaluating system that consists of machines. The mistakes concern miswritten words, special notes such as “NB,” “Note,” etc., ambiguity about items and questions, and unreadability of the paper. Consequently, evaluating errors impacts the learners’ present and future language careers. They make learners feel demotivated and stressed, damaging their eagerness to learn the language. To solve this issue, it was shown that English as a Foreign Language (EFL) teachers need in-service training and significant reforms in evaluating the system should be done.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"29 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125673","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 : 2024-01-01DOI: 10.22159/ijoe.2024v12i1.49794
Dr. Isaac Eshun, Benjamin Kwabena Ochour, A. Bordoh
The study investigated factors that influence formative assessment practices of Social Studies in the Techiman Municipality of the Bono East Region of Ghana. A quantitative approach with a descriptive survey research design was employed for the study. For the target population, all eighty-four public junior high school (JHS) Social Studies teachers in the Techiman Municipality of the Bono East Region of Ghana were chosen for the study. All the Social Studies teachers in the public JHSs in the Techiman Municipality were sampled for the study. The census sampling technique was employed to select the population for the study. Because the population was homogenous, all the Social Studies teachers, comprising ninety-five (95) teaching the subject at the JHS in the municipality, were selected for the study. The primary data collection instrument for the study was a twenty-two (22) five-point Likert itemized questionnaire used for the collection of data. Descriptive statistical tools were employed in analyzing the quantitative data. The quantitative figures were prearranged into frequency tables, simple percentages, weighted mean, and standard deviation for easy interpretation. The findings revealed that most teacher assessments are mainly influenced by external factors such as the nature and demand of the West Africa Examination Council’s (WAEC) questions and requirements set by the Municipal Director of Education or the school district. Therefore, the National Council for Curriculum and Assessment (NaCCA) should consider introducing interventions in teacher training universities and colleges that help improve classroom practices, including formative assessment practices.
{"title":"Factors Influencing Formative Assessment Practices of Junior High School Social Studies Teachers","authors":"Dr. Isaac Eshun, Benjamin Kwabena Ochour, A. Bordoh","doi":"10.22159/ijoe.2024v12i1.49794","DOIUrl":"https://doi.org/10.22159/ijoe.2024v12i1.49794","url":null,"abstract":"The study investigated factors that influence formative assessment practices of Social Studies in the Techiman Municipality of the Bono East Region of Ghana. A quantitative approach with a descriptive survey research design was employed for the study. For the target population, all eighty-four public junior high school (JHS) Social Studies teachers in the Techiman Municipality of the Bono East Region of Ghana were chosen for the study. All the Social Studies teachers in the public JHSs in the Techiman Municipality were sampled for the study. The census sampling technique was employed to select the population for the study. Because the population was homogenous, all the Social Studies teachers, comprising ninety-five (95) teaching the subject at the JHS in the municipality, were selected for the study. The primary data collection instrument for the study was a twenty-two (22) five-point Likert itemized questionnaire used for the collection of data. Descriptive statistical tools were employed in analyzing the quantitative data. The quantitative figures were prearranged into frequency tables, simple percentages, weighted mean, and standard deviation for easy interpretation. The findings revealed that most teacher assessments are mainly influenced by external factors such as the nature and demand of the West Africa Examination Council’s (WAEC) questions and requirements set by the Municipal Director of Education or the school district. Therefore, the National Council for Curriculum and Assessment (NaCCA) should consider introducing interventions in teacher training universities and colleges that help improve classroom practices, including formative assessment practices.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"46 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125536","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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