Pub Date : 2021-09-01DOI: 10.22159/ijoe.2021v9i5.42162
Reza Khany, Fian Ghasemi
Due to the importance of culture in each society, several researchers have offered different definitions. Several studies have also been conducted on language, ego, ethnic, national, religious and modern identity. However, no validated model is proposed for Iranian cultural identity in English Foreign Language (EFL) contexts. Therefore, this research constitutes a relatively new area through developing and validating teacher’s cultural identity scale in the EFL context. Drawing on existing literature and various categorization of culture, the researchers used different sources, including Persian literature, social and cultural education, theology and history books to extract different components of culture. One hundred and thirty items were created primarily based on operational definitions of each component. The items were reviewed by a group of experts. After reviewing the items, the researchers piloted and tested the questionnaire using a sample of 305 EFL teachers. A final model of Iranian cultural identity with fifty-eight items underlying the eleven-factor model was specified in exploratory and confirmatory factor analysis. The reliability of items with Cronbach’s alpha (a=0.864) for the whole instrument was found to be adequate. Furthermore, the convergent and discriminate validity of the items has been found to be satisfactory.
{"title":"DEVELOPMENT AND VALIDATION OF TEACHER’S CULTURAL IDENTITY SCALE IN EFL CONTEXT: A STRUCTURAL EQUATION MODELING APPROACH","authors":"Reza Khany, Fian Ghasemi","doi":"10.22159/ijoe.2021v9i5.42162","DOIUrl":"https://doi.org/10.22159/ijoe.2021v9i5.42162","url":null,"abstract":"Due to the importance of culture in each society, several researchers have offered different definitions. Several studies have also been conducted on language, ego, ethnic, national, religious and modern identity. However, no validated model is proposed for Iranian cultural identity in English Foreign Language (EFL) contexts. Therefore, this research constitutes a relatively new area through developing and validating teacher’s cultural identity scale in the EFL context. Drawing on existing literature and various categorization of culture, the researchers used different sources, including Persian literature, social and cultural education, theology and history books to extract different components of culture. One hundred and thirty items were created primarily based on operational definitions of each component. The items were reviewed by a group of experts. After reviewing the items, the researchers piloted and tested the questionnaire using a sample of 305 EFL teachers. A final model of Iranian cultural identity with fifty-eight items underlying the eleven-factor model was specified in exploratory and confirmatory factor analysis. The reliability of items with Cronbach’s alpha (a=0.864) for the whole instrument was found to be adequate. Furthermore, the convergent and discriminate validity of the items has been found to be satisfactory.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128280279","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 : 2021-09-01DOI: 10.22159/ijoe.2021v9i5.42397
S. Nnorom, Agogbua Victor Ugochukwu, Mbonu Victoria Himezie, Ezenwagu, Stephen Abuchi
The study was designed to investigate the constraints to the effective discipline of secondary school students in Awka South Local Government Area of Anambra state. The survey design was adopted for the study. Five research questions guided the study. The population of the study comprised 1320 teachers. A simple random sampling technique was used to select 150 respondents for the study. The instrument for data collection was a structured questionnaire titled “Constraints to Effective Discipline of Secondary School Student Questionnaire (CEDSSSQ).” The instrument was face validated by three specialists, two from Educational Management and Policy and one from Educational Measurement and Evaluation, all in the Faculty of Education, Nnamdi Azikiwe University, Awka. The questionnaire was trail-tested using Pearson Product Moment Correlation and was used to determine the reliability coefficient of the instrument and this yielded a reliability coefficient (0.74). Data were analyzed using frequency means to answer the research questions. Based on the findings, it was revealed that discipline problems encountered in secondary schools include: Truancy, stealing, assault on school prefects, absenteeism, fighting, and examination malpractice, among others. It was recommended, among others, that in order to stem indiscipline, specific disciplinary actions should be meted out against undisciplined students to discourage others from being unruly.
{"title":"THE ROLE OF PARENTS AND TEACHERS IN ADOLESCENT DEVELOPMENT: A CASE STUDY OF CONSTRAINTS TO EFFECTIVE DISCIPLINE AMONG HIGH SCHOOL STUDENTS IN AWKA, NIGERIA","authors":"S. Nnorom, Agogbua Victor Ugochukwu, Mbonu Victoria Himezie, Ezenwagu, Stephen Abuchi","doi":"10.22159/ijoe.2021v9i5.42397","DOIUrl":"https://doi.org/10.22159/ijoe.2021v9i5.42397","url":null,"abstract":"The study was designed to investigate the constraints to the effective discipline of secondary school students in Awka South Local Government Area of Anambra state. The survey design was adopted for the study. Five research questions guided the study. The population of the study comprised 1320 teachers. A simple random sampling technique was used to select 150 respondents for the study. The instrument for data collection was a structured questionnaire titled “Constraints to Effective Discipline of Secondary School Student Questionnaire (CEDSSSQ).” The instrument was face validated by three specialists, two from Educational Management and Policy and one from Educational Measurement and Evaluation, all in the Faculty of Education, Nnamdi Azikiwe University, Awka. The questionnaire was trail-tested using Pearson Product Moment Correlation and was used to determine the reliability coefficient of the instrument and this yielded a reliability coefficient (0.74). Data were analyzed using frequency means to answer the research questions. Based on the findings, it was revealed that discipline problems encountered in secondary schools include: Truancy, stealing, assault on school prefects, absenteeism, fighting, and examination malpractice, among others. It was recommended, among others, that in order to stem indiscipline, specific disciplinary actions should be meted out against undisciplined students to discourage others from being unruly.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117241839","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 : 2021-09-01DOI: 10.22159/ijoe.2021v9i5.42196
Salamatu Gyamera, Joseph Amonoo Sekyi, Daniel Arkoh Fenyi, Solomon Dadzie
The study presents a case study on the use of rhetoric in anniversary speeches of Heads of Wesley Girl’s Senior High School and St. Augustine’s College in Cape Coast in the central region of Ghana. Purposive sampling was used to sample ten (10) speeches out of twelve (12) speeches collected from the selected schools. The study employed qualitative content analysis and content analysis (these concepts are synonymous; hence no need to repeat as if they are entirely different) to analysis the data. The results show that anniversary speeches of Heads of public Senior High Schools have a six-move structure, with moves two and three used by the schools to persuade the audience and promote the schools. It was also found that the schools used the material processes to show the audience that they are working institutions by indicating what they have achieved, what they are doing and what they will do. The study also revealed that testimonials are commonly used in promotional discourse and consist of a written or spoken statement of a known or unknown endorser who praises the virtues of a product or service.
{"title":"RHETORICAL STRUCTURE OF ANNIVERSARY SPEECHES IN THE SENIOR HIGH SCHOOLS IN GHANA: A CASE OF WESLEY GIRL'S HIGH SCHOOLS AND ST. AUGUSTINE’S COLLEGE IN THE CENTRAL REGION","authors":"Salamatu Gyamera, Joseph Amonoo Sekyi, Daniel Arkoh Fenyi, Solomon Dadzie","doi":"10.22159/ijoe.2021v9i5.42196","DOIUrl":"https://doi.org/10.22159/ijoe.2021v9i5.42196","url":null,"abstract":"The study presents a case study on the use of rhetoric in anniversary speeches of Heads of Wesley Girl’s Senior High School and St. Augustine’s College in Cape Coast in the central region of Ghana. Purposive sampling was used to sample ten (10) speeches out of twelve (12) speeches collected from the selected schools. The study employed qualitative content analysis and content analysis (these concepts are synonymous; hence no need to repeat as if they are entirely different) to analysis the data. The results show that anniversary speeches of Heads of public Senior High Schools have a six-move structure, with moves two and three used by the schools to persuade the audience and promote the schools. It was also found that the schools used the material processes to show the audience that they are working institutions by indicating what they have achieved, what they are doing and what they will do. The study also revealed that testimonials are commonly used in promotional discourse and consist of a written or spoken statement of a known or unknown endorser who praises the virtues of a product or service.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"33 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123518324","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 : 2021-07-01DOI: 10.22159/ijoe.2021v9i4.42224
A. Bordoh, E. Brew, Alexander Kingsford Otoo, Philip Owusu-Ansah, Eric Osei Yaw
This study centered on the use of teacher’s profile dimensions to assess Social Studies student’s learning outcomes in the Senior High Schools in Aowin and Wassa Amenfi West Districts in the Western and Western North Regions of Ghana. The objective of the study was to assess how graduate teachers use profile dimensions to assess student’s learning outcomes in teaching and learning of Social Studies in Senior High Schools. This study adopted a multiple case study design. The data were used together to form one case. The population for the study were the Social Studies teachers teaching in the Aowin and Wassa Amenfi West Districts. Purposive and convenience sampling techniques were used to select the twelve (12) graduate Social Studies teachers and senior high schools respectively. The two main instruments employed for data collection in this study are interview guide and observation checklist. The findings concluded that, the way and manner Social Studies teachers assess their learners’ learning outcomes in Social Studies lessons was contrary to the main goal and objectives of the subject which is to develop a reflective, concerned, responsible and participatory citizen in the civic life of a country. It is recommended that, since most teachers do not use more authentic forms of profile dimension assessment techniques such as portfolio and peer and self-assessments techniques during lesson delivery, the teacher training institutions/universities should endeavour to infuse in their Social Studies curricula with more authentic forms of profile dimension assessment techniques in order to lay a strong foundation for knowledge base for teaching and assessing the learners learning outcomes.
{"title":"USE OF TEACHER’S PROFILE DIMENSIONS TO ASSESS SOCIAL STUDIES STUDENT’S LEARNING OUTCOMES AT THE SENIOR HIGH SCHOOLS IN GHANA","authors":"A. Bordoh, E. Brew, Alexander Kingsford Otoo, Philip Owusu-Ansah, Eric Osei Yaw","doi":"10.22159/ijoe.2021v9i4.42224","DOIUrl":"https://doi.org/10.22159/ijoe.2021v9i4.42224","url":null,"abstract":"This study centered on the use of teacher’s profile dimensions to assess Social Studies student’s learning outcomes in the Senior High Schools in Aowin and Wassa Amenfi West Districts in the Western and Western North Regions of Ghana. The objective of the study was to assess how graduate teachers use profile dimensions to assess student’s learning outcomes in teaching and learning of Social Studies in Senior High Schools. This study adopted a multiple case study design. The data were used together to form one case. The population for the study were the Social Studies teachers teaching in the Aowin and Wassa Amenfi West Districts. Purposive and convenience sampling techniques were used to select the twelve (12) graduate Social Studies teachers and senior high schools respectively. The two main instruments employed for data collection in this study are interview guide and observation checklist. The findings concluded that, the way and manner Social Studies teachers assess their learners’ learning outcomes in Social Studies lessons was contrary to the main goal and objectives of the subject which is to develop a reflective, concerned, responsible and participatory citizen in the civic life of a country. It is recommended that, since most teachers do not use more authentic forms of profile dimension assessment techniques such as portfolio and peer and self-assessments techniques during lesson delivery, the teacher training institutions/universities should endeavour to infuse in their Social Studies curricula with more authentic forms of profile dimension assessment techniques in order to lay a strong foundation for knowledge base for teaching and assessing the learners learning outcomes.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128849038","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 : 2021-07-01DOI: 10.22159/ijoe.2021v9i4.42088
Ana Claudia RAMOS SACRAMENTO, Guilherme FREITAS HARTMUT BEHM
The non-formal spaces of learning have promoted significant experiences to think the teaching of Geography and the spacial understanding of the city. This work has the aims to analyze the importance of spatial understanding of two non-formal spaces located in the municipality of São Gonçalo–RJ-Brazil: the Settlement Farm Engenho Novo–Girassol Site and the Climatological Experimental Station of the State University of Rio de Janeiro. These spaces are visited by students of two public school located in São Gonçalo–RJ-Brazil. The activities guide was built thus to organize the idea of watching, describe, and understanding spaces by students. With the results, the research concludes that the visit to these spaces – as a form of pedagogical didactics - can arouse in students the curiosity, inquiry and the sense of the importance of studying the contents in practice.
非正式学习空间对地理教学的思考和对城市的空间理解具有重要的借鉴意义。这项工作的目的是分析位于s o gonalo - rj - brazil市的两个非正式空间的空间理解的重要性:Engenho Novo-Girassol定居点农场和里约热内卢州立大学气候实验站。这些空间由位于 o gonalalo - rj - brazil的两所公立学校的学生参观。活动指南的建立是为了组织学生观看、描述和理解空间的想法。研究结果表明，作为教学教学的一种形式，参观这些空间可以激发学生的好奇心、探究感和在实践中学习内容的重要性。
{"title":"TEACHING IN NON-FORMAL SPACES OF LEARNING IN SÃO GONÇALO- RJ-BRAZIL: A CONSTRUCTION OF GEOGRAPHICAL KNOWLEDGE","authors":"Ana Claudia RAMOS SACRAMENTO, Guilherme FREITAS HARTMUT BEHM","doi":"10.22159/ijoe.2021v9i4.42088","DOIUrl":"https://doi.org/10.22159/ijoe.2021v9i4.42088","url":null,"abstract":"The non-formal spaces of learning have promoted significant experiences to think the teaching of Geography and the spacial understanding of the city. This work has the aims to analyze the importance of spatial understanding of two non-formal spaces located in the municipality of São Gonçalo–RJ-Brazil: the Settlement Farm Engenho Novo–Girassol Site and the Climatological Experimental Station of the State University of Rio de Janeiro. These spaces are visited by students of two public school located in São Gonçalo–RJ-Brazil. The activities guide was built thus to organize the idea of watching, describe, and understanding spaces by students. With the results, the research concludes that the visit to these spaces – as a form of pedagogical didactics - can arouse in students the curiosity, inquiry and the sense of the importance of studying the contents in practice.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130441610","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 : 2021-07-01DOI: 10.22159/ijoe.2021v9i4.42006
B. Dinama, Grace Gasha, Gaone Vivian Olesitse
The aim of this study was to investigate how Professional Learning Communities (PLCs) could help to improve the teaching and learning outcomes of business education subjects in Botswana secondary schools. A qualitative methodology was adopted and data were collected online through WhatsApp chats and calls. Through analysing interviews and reviewing of documents related to PLCs in schools, we were able to code data into categories that emerged from themes and that assisted in understanding the perceptions and practices of teachers. The findings of this study indicate that through the implementation of PLCs in school there is a likelihood of improved learning outcomes amongst students due to collaborative efforts amongst teachers in lesson preparations and classroom instruction.
{"title":"IMPROVING TEACHING AND LEARNING OUTCOMES THROUGH PROFESSIONAL LEARNING COMMUNITIES - A CASE OF BUSINESS EDUCATION SUBJECTS IN BOTSWANA","authors":"B. Dinama, Grace Gasha, Gaone Vivian Olesitse","doi":"10.22159/ijoe.2021v9i4.42006","DOIUrl":"https://doi.org/10.22159/ijoe.2021v9i4.42006","url":null,"abstract":"The aim of this study was to investigate how Professional Learning Communities (PLCs) could help to improve the teaching and learning outcomes of business education subjects in Botswana secondary schools. A qualitative methodology was adopted and data were collected online through WhatsApp chats and calls. Through analysing interviews and reviewing of documents related to PLCs in schools, we were able to code data into categories that emerged from themes and that assisted in understanding the perceptions and practices of teachers. The findings of this study indicate that through the implementation of PLCs in school there is a likelihood of improved learning outcomes amongst students due to collaborative efforts amongst teachers in lesson preparations and classroom instruction.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126053482","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 : 2021-07-01DOI: 10.22159/ijoe.2021v9i4.42239
B. Adeyemi, Tolulope Samuel Aworefa
The study investigated the availability and adequacy of Geography instructional resources in senior secondary schools in Osun State. It also examined the instructional strategies being employed by Geography teachers in teaching and learning in the classroom. Furthermore, the study assessed the quality of teachers in terms of qualification, content knowledge and years of experience in the state. These were with the view to providing information on the implementation of the Geography Curriculum in Senior Secondary Schools in Osun State. The study employed a descriptive survey research design. The population consisted of all Geography teachers in senior secondary schools in Osun State. Eighty (80) Geography teachers constituted the sample for the study. Two instruments were used for data collection. These are the Instructional Resources and Strategies Observation Checklist (IRSOC) and Teaching Personnel Questionnaire (TPQ). Data collected were analyzed using frequency count and percentages. The results showed that instructional resources were not readily available for use. Globe (73.33%), Topographical map (83.33%), Atlas (93.33%), and Geography textbooks (100%) were resources that are available while Chart of Weather Symbols (60%), Globe (72.72%), Geography Textbooks (76.67%), Topographical maps (80%) and Wall maps (100%) were adequate in schools the resources were available. However, the instructional strategy employed by Geography teachers were peer tutoring (3.33%), group activity strategy (6.67%), inquiry (30%), demonstration strategy (36.67%) and expository strategy (100%). On the quality of Geography teachers in the state, the study showed that 57.50% studied Geography as a course while 6.25%, 10%, 11.25% and 15% studied Sociology, Urban and Regional Planning, Demography and Statistics and Geology, respectively. The study concluded that instructional resources, as well as instructional strategies employed by Geography teachers in Senior Secondary Schools in Osun State, were inadequate.
{"title":"ASSESSMENT OF THE IMPLEMENTATION OF GEOGRAPHY CURRICULUM IN SECONDARY SCHOOLS IN OSUN STATE, NIGERIA","authors":"B. Adeyemi, Tolulope Samuel Aworefa","doi":"10.22159/ijoe.2021v9i4.42239","DOIUrl":"https://doi.org/10.22159/ijoe.2021v9i4.42239","url":null,"abstract":"The study investigated the availability and adequacy of Geography instructional resources in senior secondary schools in Osun State. It also examined the instructional strategies being employed by Geography teachers in teaching and learning in the classroom. Furthermore, the study assessed the quality of teachers in terms of qualification, content knowledge and years of experience in the state. These were with the view to providing information on the implementation of the Geography Curriculum in Senior Secondary Schools in Osun State. The study employed a descriptive survey research design. The population consisted of all Geography teachers in senior secondary schools in Osun State. Eighty (80) Geography teachers constituted the sample for the study. Two instruments were used for data collection. These are the Instructional Resources and Strategies Observation Checklist (IRSOC) and Teaching Personnel Questionnaire (TPQ). Data collected were analyzed using frequency count and percentages. The results showed that instructional resources were not readily available for use. Globe (73.33%), Topographical map (83.33%), Atlas (93.33%), and Geography textbooks (100%) were resources that are available while Chart of Weather Symbols (60%), Globe (72.72%), Geography Textbooks (76.67%), Topographical maps (80%) and Wall maps (100%) were adequate in schools the resources were available. However, the instructional strategy employed by Geography teachers were peer tutoring (3.33%), group activity strategy (6.67%), inquiry (30%), demonstration strategy (36.67%) and expository strategy (100%). On the quality of Geography teachers in the state, the study showed that 57.50% studied Geography as a course while 6.25%, 10%, 11.25% and 15% studied Sociology, Urban and Regional Planning, Demography and Statistics and Geology, respectively. The study concluded that instructional resources, as well as instructional strategies employed by Geography teachers in Senior Secondary Schools in Osun State, were inadequate.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134261372","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 : 2021-05-01DOI: 10.22159/IJOE.2021V9I3.41313
Ebenezer Kporyi, Augustus Daniel Arko
The study investigated the pedagogical competence of teachers and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a weak positive relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that the pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.
{"title":"PEDAGOGICAL COMPETENCE OF TEACHERS AND STUDENTS ACADEMIC ACHIEVEMENT IN JUNIOR HIGH SCHOOLS IN ASHAIMAN, GHANA","authors":"Ebenezer Kporyi, Augustus Daniel Arko","doi":"10.22159/IJOE.2021V9I3.41313","DOIUrl":"https://doi.org/10.22159/IJOE.2021V9I3.41313","url":null,"abstract":"The study investigated the pedagogical competence of teachers and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a weak positive relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that the pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130613029","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 : 2021-05-01DOI: 10.22159/IJOE.2021V9I3.41647
J. Agrawal
A survey was conducted to assess the impact of lockdown due to COVID-19 on online education of undergraduate learners of government colleges Umarban, district Dhar (454449) Madhya Pradesh, India. An online as well as offline survey was conducted from 10 October 2020 to 15 March 2021 to collect the information. To analyze the possibility and attention of students for online education, various online quizzes were conducted in which a structural questionnaire link using ‘Google form’ was sent to students through WhatsApp. A total of 265 students were taken for the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 15.47% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. The present study revealed that around 60% of students were seen to involve in farming during lockdown instead of online classes. In addition to this, 45% of students never joined an online class during the entire session. Further analysis demonstrated that 13% of students do not have their own mobile phone, nearly 18% could not join due to poor internet connectivity, 21% of students faced unfavorable study environment at home and 3% of students have other reasons. This study also showed a comparative analysis of the presence of students before and after the COVID 19 pandemic. As the ratio of presence of students in physical and virtual classrooms was 2.32. The overall results from this study revealed that especially in rural areas COVID – 19 pandemic had affected more adversely on classroom attendance, where people already do not want to give importance to education. Higher education institutions may benefit from these findings while formulating strategies to support students during this pandemic. Moreover, to promote education in COVID 19 era strong strategies are urgently needed.
{"title":"EFFECT OF LOCKDOWN ON EDUCATION OF RURAL UNDERGRADUATE STUDENTS DURINGCOVID-19 PANDEMIC IN UMARBAN (DHAR), M.P., INDIA","authors":"J. Agrawal","doi":"10.22159/IJOE.2021V9I3.41647","DOIUrl":"https://doi.org/10.22159/IJOE.2021V9I3.41647","url":null,"abstract":"A survey was conducted to assess the impact of lockdown due to COVID-19 on online education of undergraduate learners of government colleges Umarban, district Dhar (454449) Madhya Pradesh, India. An online as well as offline survey was conducted from 10 October 2020 to 15 March 2021 to collect the information. To analyze the possibility and attention of students for online education, various online quizzes were conducted in which a structural questionnaire link using ‘Google form’ was sent to students through WhatsApp. A total of 265 students were taken for the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 15.47% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. The present study revealed that around 60% of students were seen to involve in farming during lockdown instead of online classes. In addition to this, 45% of students never joined an online class during the entire session. Further analysis demonstrated that 13% of students do not have their own mobile phone, nearly 18% could not join due to poor internet connectivity, 21% of students faced unfavorable study environment at home and 3% of students have other reasons. This study also showed a comparative analysis of the presence of students before and after the COVID 19 pandemic. As the ratio of presence of students in physical and virtual classrooms was 2.32. The overall results from this study revealed that especially in rural areas COVID – 19 pandemic had affected more adversely on classroom attendance, where people already do not want to give importance to education. Higher education institutions may benefit from these findings while formulating strategies to support students during this pandemic. Moreover, to promote education in COVID 19 era strong strategies are urgently needed.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127911236","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 : 2021-05-01DOI: 10.22159/IJOE.2021V9I3.41272
M. Gomez, Mauricio M. Catan
The study investigated the pedagogical competence of teacher’s and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a positive weak relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.
{"title":"FACTORS LEADING TO LIMITED RESEARCHES CONDUCTED BY PHILIPPINE PUBLIC SCHOOL TEACHERS","authors":"M. Gomez, Mauricio M. Catan","doi":"10.22159/IJOE.2021V9I3.41272","DOIUrl":"https://doi.org/10.22159/IJOE.2021V9I3.41272","url":null,"abstract":"The study investigated the pedagogical competence of teacher’s and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a positive weak relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124638409","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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