In the 21st-century internet, addiction has become a common phenomenon among students. Internet addiction is sometimes referred to as internet addiction disorder, pathological internet usage, internet reliance, problematic internet use, overuse and compulsive internet use. And cognitive failure is outlined as the probable consequence of a general failure of the cognitive and control system. The present study has aimed to determine the relationship between cognitive failure and internet addiction of higher secondary students of the Purulia district of West Bengal. For the present study, the researchers have used descriptive survey-type research. The data for the present study has been collected from seventy-eight (78) class XI students from randomly selected two schools in the Purulia district of West Bengal, India, using a simple random sampling technique. The researchers have used appropriate descriptive statistics like mean, standard deviation, correlation and inferential statistics like the Shapiro-Wilk test for normality test, ‘t-test and Mann-Whitney U test for data analysis. The result revealed a significant relationship between cognitive failure and internet addiction among higher secondary Purulia district of West Bengal students. However, no significant difference has been observed in cognitive failure and internet addiction regarding gender, location and stream.
{"title":"Relationship between Cognitive Failure and Internet Addiction of Higher Secondary Students of Purulia District of West Bengal: A Study","authors":"Ashalata Mahato, Prasanta Gayen, Ramesh Chandra Mahato","doi":"10.22159/ijoe.2023v11i3.47682","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i3.47682","url":null,"abstract":"In the 21st-century internet, addiction has become a common phenomenon among students. Internet addiction is sometimes referred to as internet addiction disorder, pathological internet usage, internet reliance, problematic internet use, overuse and compulsive internet use. And cognitive failure is outlined as the probable consequence of a general failure of the cognitive and control system. The present study has aimed to determine the relationship between cognitive failure and internet addiction of higher secondary students of the Purulia district of West Bengal. For the present study, the researchers have used descriptive survey-type research. The data for the present study has been collected from seventy-eight (78) class XI students from randomly selected two schools in the Purulia district of West Bengal, India, using a simple random sampling technique. The researchers have used appropriate descriptive statistics like mean, standard deviation, correlation and inferential statistics like the Shapiro-Wilk test for normality test, ‘t-test and Mann-Whitney U test for data analysis. The result revealed a significant relationship between cognitive failure and internet addiction among higher secondary Purulia district of West Bengal students. However, no significant difference has been observed in cognitive failure and internet addiction regarding gender, location and stream.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116093694","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 : 2023-05-01DOI: 10.22159/ijoe.2023v11i3.47439
Busuyi Francis Olowo
Head teachers’ roles are indispensable in managing and maintaining classroom physical facilities. Maintenance of available classroom physical facilities is very significant in every school. This paper examined the roles of head teachers in maintaining classroom physical facilities in Osun State primary schools. The study adopted a descriptive research design. The study population consisted of all 9,870 teachers in Osun State primary schools. The sample comprised 385 teachers who were selected using simple random sampling techniques. Appraising the roles of Head Teachers’ Maintenance of Classroom Facilities Questionnaire (AHMCFQ) was the instrument used for data collection. Data were analyzed descriptively. The results showed that the present condition of the classrooms environment was conducive for pupils to learn (M = 3.23), the aesthetic of the classrooms environment encouraged the pupils to come to school (M = 3.13), each of the pupils has confortable chair and table in their various classes ( M = 3.18) and the classrooms were located in an area that saved from dangers (M = 3.30). The findings equally showed that the head teachers in Osun State primary schools ensured that the classrooms’ surroundings were neat and clean daily (M = 3.61 through assigning teachers to supervise the cleanliness of the classrooms in their section (M = 3.43)), inspected the classrooms facilities daily to ascertain their condition (M = 3.39) maintained classrooms surroundings by planting flowers and trees to provide shades (M = 2.87) and replaced worn out classrooms facilities using internally generated revenue (M = 2.70). However, the study further regarded financial constraints (M = 2.83) and misuse of the facilities by pupils (M = 2.52) as challenges encountered by head teachers in maintaining available physical facilities in Osun State primary schools. The study concluded that the head teachers significantly contributed to improving the present condition of classroom physical facilities. The findings implicate that the head teachers should accept the maintenance of classroom physical facilities as their responsibility and they should devise skills to make it in good shape to use.
{"title":"Appraising the Roles of Head Teachers in Maintenance of Classroom Physical Facilities in Osun State Primary Schools, Nigeria","authors":"Busuyi Francis Olowo","doi":"10.22159/ijoe.2023v11i3.47439","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i3.47439","url":null,"abstract":"Head teachers’ roles are indispensable in managing and maintaining classroom physical facilities. Maintenance of available classroom physical facilities is very significant in every school. This paper examined the roles of head teachers in maintaining classroom physical facilities in Osun State primary schools. The study adopted a descriptive research design. The study population consisted of all 9,870 teachers in Osun State primary schools. The sample comprised 385 teachers who were selected using simple random sampling techniques. Appraising the roles of Head Teachers’ Maintenance of Classroom Facilities Questionnaire (AHMCFQ) was the instrument used for data collection. Data were analyzed descriptively. The results showed that the present condition of the classrooms environment was conducive for pupils to learn (M = 3.23), the aesthetic of the classrooms environment encouraged the pupils to come to school (M = 3.13), each of the pupils has confortable chair and table in their various classes ( M = 3.18) and the classrooms were located in an area that saved from dangers (M = 3.30). The findings equally showed that the head teachers in Osun State primary schools ensured that the classrooms’ surroundings were neat and clean daily (M = 3.61 through assigning teachers to supervise the cleanliness of the classrooms in their section (M = 3.43)), inspected the classrooms facilities daily to ascertain their condition (M = 3.39) maintained classrooms surroundings by planting flowers and trees to provide shades (M = 2.87) and replaced worn out classrooms facilities using internally generated revenue (M = 2.70). However, the study further regarded financial constraints (M = 2.83) and misuse of the facilities by pupils (M = 2.52) as challenges encountered by head teachers in maintaining available physical facilities in Osun State primary schools. The study concluded that the head teachers significantly contributed to improving the present condition of classroom physical facilities. The findings implicate that the head teachers should accept the maintenance of classroom physical facilities as their responsibility and they should devise skills to make it in good shape to use.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125558609","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 : 2023-03-01DOI: 10.22159/ijoe.2023v11i2.47435
O. Pavlenko
This manuscript gives an outline of Ukrainian translations of the latter 20th century as well as their interrelationship with the literary process of the abovementioned period. The study aims to define the translator’s place in the Ukrainian literary context with a focus on the Ukrainian language as a part of national culture and a keystone to recognize national identity. It reveals the philosophical and aesthetic background and its impact on forming the aesthetic canon of the Ukrainian prose translations which had for long been under the pressure of Russian translation schools. Based on the analysis of English prose translations and, in particular, unique materials collected in private archives and publishing funds, the research highlights the concepts of translation presented in the works of Rostislav Dotsenko, who proves to be one of the most outstanding representatives of Ukrainian Translation School.
{"title":"Ukrainian Translations: Releasing from Russian Cultural Expansion","authors":"O. Pavlenko","doi":"10.22159/ijoe.2023v11i2.47435","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i2.47435","url":null,"abstract":"This manuscript gives an outline of Ukrainian translations of the latter 20th century as well as their interrelationship with the literary process of the abovementioned period. The study aims to define the translator’s place in the Ukrainian literary context with a focus on the Ukrainian language as a part of national culture and a keystone to recognize national identity. It reveals the philosophical and aesthetic background and its impact on forming the aesthetic canon of the Ukrainian prose translations which had for long been under the pressure of Russian translation schools. Based on the analysis of English prose translations and, in particular, unique materials collected in private archives and publishing funds, the research highlights the concepts of translation presented in the works of Rostislav Dotsenko, who proves to be one of the most outstanding representatives of Ukrainian Translation School.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125823243","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 : 2023-03-01DOI: 10.22159/ijoe.2023v11i2.47326
Malisema Francina Makoa
A curriculum is a prearranged design for teaching negotiated by ability in the light of their skilled knowledge and the context of societal prospects and students’ needs. This paper aims to analyze the curriculum ideologies available in the Sesotho, Lesotho General Certificate of Secondary Education (LGCSE) syllabus and whether Sesotho literature develops the students holistically to fit in society. The paper use document analysis where the LGCSE syllabus aims will be analyzed. The paper has found that the dominating ideology is learner-centered, and social reconstruction does not appear in all aims. Social efficiency and scholarly academic appear in three and two aims, respectively. The aim and the purpose of education are to help learners to change society not only to be academicians, but it seems like this curriculum helps students to develop as individuals instead of developing society as a whole.
{"title":"The Analysis of Curriculum Ideologies in LGCSE Sesotho Syllabus","authors":"Malisema Francina Makoa","doi":"10.22159/ijoe.2023v11i2.47326","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i2.47326","url":null,"abstract":"A curriculum is a prearranged design for teaching negotiated by ability in the light of their skilled knowledge and the context of societal prospects and students’ needs. This paper aims to analyze the curriculum ideologies available in the Sesotho, Lesotho General Certificate of Secondary Education (LGCSE) syllabus and whether Sesotho literature develops the students holistically to fit in society. The paper use document analysis where the LGCSE syllabus aims will be analyzed. The paper has found that the dominating ideology is learner-centered, and social reconstruction does not appear in all aims. Social efficiency and scholarly academic appear in three and two aims, respectively. The aim and the purpose of education are to help learners to change society not only to be academicians, but it seems like this curriculum helps students to develop as individuals instead of developing society as a whole.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132846144","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 : 2023-03-01DOI: 10.22159/ijoe.2023v11i2.47384
Ebrahim Khodadady, H. Moghaddam
This study aimed to find out what cognitive taxa constitute the schema of Top Peer Pressure (TPP) among Junior High School Students (JHSSs), which taxa associated with the JHSSs’ English and school achievement and whether JHSSs’ taxa differ from those of Undergraduate University Students (UUSs). To this end the TPPS was administered to 304 HSSs and their responses were subjected to Principal Axis Factoring and Varimax with Kaiser Normalization. The results showed that six factors representing JHSSs’ cognitive taxa of kingdom, phylum, class, order, family and genus underlie the TPPS. Among them, the taxon of the kingdom was associated significantly with both English language and school achievement, while only the taxon of the family was associated significantly with English language achievement. Contrastive analysis of JHSSs’ cognitive taxa with those of UUSs showed that the UUSs pathologically manipulate the items comprising the schema of TPP not only at its kingdom taxon but also at the taxa of phylum, class and order to justify their low university achievement. The results are discussed and suggestions are made for future research.
{"title":"Does the Schema of Top Peer Pressure and Its Relationship with Achievement Change from Junior High School to University?","authors":"Ebrahim Khodadady, H. Moghaddam","doi":"10.22159/ijoe.2023v11i2.47384","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i2.47384","url":null,"abstract":"This study aimed to find out what cognitive taxa constitute the schema of Top Peer Pressure (TPP) among Junior High School Students (JHSSs), which taxa associated with the JHSSs’ English and school achievement and whether JHSSs’ taxa differ from those of Undergraduate University Students (UUSs). To this end the TPPS was administered to 304 HSSs and their responses were subjected to Principal Axis Factoring and Varimax with Kaiser Normalization. The results showed that six factors representing JHSSs’ cognitive taxa of kingdom, phylum, class, order, family and genus underlie the TPPS. Among them, the taxon of the kingdom was associated significantly with both English language and school achievement, while only the taxon of the family was associated significantly with English language achievement. Contrastive analysis of JHSSs’ cognitive taxa with those of UUSs showed that the UUSs pathologically manipulate the items comprising the schema of TPP not only at its kingdom taxon but also at the taxa of phylum, class and order to justify their low university achievement. The results are discussed and suggestions are made for future research.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123600685","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 : 2023-03-01DOI: 10.22159/ijoe.2023v11i2.47331
Babatunde Yunus Oyewale
It is clear that the realization and attainment of educational goals and objectives largely depend on the extent to which government policies can give educational inputs adequate attention needed. Proper educational inputs will no doubt bring about a conducive learning environment that is safe for students and teachers as well as enhances the quality of instruction which will, in turn, promote effective teaching and learning process. No doubt, Nigeria is facing many challenges in the education sector, which are majorly attributed to the political interplay regarding the administration of educational inputs. This political interplay influences the politics in the administration of the fund, students’ enrollment, availability and utilization of school plants, and the number of educational facilities and equipment needed for effective teaching-learning processes. Observation has shown that Nigerian educational inputs are not properly managed due to political inclinations with different ideologies and policies. Hence educational inputs lack the proper administration. Because of this, teaching and learning processes are unconducive for both teachers and students. Therefore, this study examined the monumental political challenges, among other challenges confronting the administration of educational inputs in Nigeria. The study used primary and secondary data to gather information for the study. It was revealed that funding, corruption, and cultural and manpower problems, among others, were the political challenges confronting the administration of educational inputs in Nigeria. The study concluded that government should create enabling environment void of any political coloration by making realistic and achievable policies for schools to thrive.
{"title":"Politics and Educational Inputs Administration in Nigeria: Implications for the Education Stakeholders","authors":"Babatunde Yunus Oyewale","doi":"10.22159/ijoe.2023v11i2.47331","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i2.47331","url":null,"abstract":"It is clear that the realization and attainment of educational goals and objectives largely depend on the extent to which government policies can give educational inputs adequate attention needed. Proper educational inputs will no doubt bring about a conducive learning environment that is safe for students and teachers as well as enhances the quality of instruction which will, in turn, promote effective teaching and learning process. No doubt, Nigeria is facing many challenges in the education sector, which are majorly attributed to the political interplay regarding the administration of educational inputs. This political interplay influences the politics in the administration of the fund, students’ enrollment, availability and utilization of school plants, and the number of educational facilities and equipment needed for effective teaching-learning processes. Observation has shown that Nigerian educational inputs are not properly managed due to political inclinations with different ideologies and policies. Hence educational inputs lack the proper administration. Because of this, teaching and learning processes are unconducive for both teachers and students. Therefore, this study examined the monumental political challenges, among other challenges confronting the administration of educational inputs in Nigeria. The study used primary and secondary data to gather information for the study. It was revealed that funding, corruption, and cultural and manpower problems, among others, were the political challenges confronting the administration of educational inputs in Nigeria. The study concluded that government should create enabling environment void of any political coloration by making realistic and achievable policies for schools to thrive.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126367088","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 : 2023-03-01DOI: 10.22159/ijoe.2023v11i2.47035
Mahshid Asfa, Ehsan Rezvani
The present study aimed to examine the potential impacts of Automated Writing Evaluation (AWE) on Iranian English as Foreign Language (EFL) learners’ writing accuracy. Another study objective was to identify the learners’ attitudes toward using AWE in English classes. As such, 50 female EFL students at the intermediate level of language proficiency were chosen via convenience sampling to participate in the present study. They were then randomly divided into two groups of Control Group (CG) and the Experimental Group (EG), each consisting of 25 learners. Before the treatment, a researcher-made writing composition pre-test was administered to both groups. Next, the learners in the EG received the treatment in which an AWE system was employed to check the learner’s written productions. Next, learners in the CG were exposed to the conventional pen-and-paper methods of English writing classes. Then, a writing composition post-test was administered. The performances of learners on pre and post-tests were scored based on accuracy in terms of syntactic errors. After administering the post-test, EG learners were asked to fill in a questionnaire on AWE. Moreover, they were asked two questions in a semi-structured interview on their attitudes toward applying to the AWE program. The researcher recorded and later transcribed the learners’ answers for further analysis. The independent sample t-test revealed that Iranian EFL learners’ writing accuracy significantly improved after receiving AWE. Furthermore, the Chi-square test results, in conjunction with the interview results, showed that learners had positive attitudes toward AWE in writing classes. The study will have implications for the second language (L2) writing practices of EFL teachers and students.
{"title":"Potential Impact of Automated Writing Evaluation (AWE) on EFL Learners’ Writing Accuracy: Learners’ Attitudes in Focus","authors":"Mahshid Asfa, Ehsan Rezvani","doi":"10.22159/ijoe.2023v11i2.47035","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i2.47035","url":null,"abstract":"The present study aimed to examine the potential impacts of Automated Writing Evaluation (AWE) on Iranian English as Foreign Language (EFL) learners’ writing accuracy. Another study objective was to identify the learners’ attitudes toward using AWE in English classes. As such, 50 female EFL students at the intermediate level of language proficiency were chosen via convenience sampling to participate in the present study. They were then randomly divided into two groups of Control Group (CG) and the Experimental Group (EG), each consisting of 25 learners. Before the treatment, a researcher-made writing composition pre-test was administered to both groups. Next, the learners in the EG received the treatment in which an AWE system was employed to check the learner’s written productions. Next, learners in the CG were exposed to the conventional pen-and-paper methods of English writing classes. Then, a writing composition post-test was administered. The performances of learners on pre and post-tests were scored based on accuracy in terms of syntactic errors. After administering the post-test, EG learners were asked to fill in a questionnaire on AWE.\u0000Moreover, they were asked two questions in a semi-structured interview on their attitudes toward applying to the AWE program. The researcher recorded and later transcribed the learners’ answers for further analysis. The independent sample t-test revealed that Iranian EFL learners’ writing accuracy significantly improved after receiving AWE. Furthermore, the Chi-square test results, in conjunction with the interview results, showed that learners had positive attitudes toward AWE in writing classes. The study will have implications for the second language (L2) writing practices of EFL teachers and students.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127014590","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 : 2023-03-01DOI: 10.22159/ijoe.2023v11i2.47047
Chau Thi Hoang Hoa, Nguyen Dinh Tung
When it comes to language teaching in general education in Vietnam, there are many challenges for teachers to overcome. Such as time constraints, examination wash-back effects, students’ demotivation and students’ individualization causes of learning. Various innovative teaching methods and approaches have been applied to address these concerns, such as task-based language learning and flipped classrooms (FCs). However, each mode of teaching has its advantages and disadvantages. Due to this, it is essential to carefully examine the combination of TBLT and the flipped classroom (FC). This paper reviews the effects of the implementation of task-based language learning in the clipped classroom, discusses the integration of both teaching approaches, and suggests the applied model for English as a Foreign Language (EFL) education in Vietnam.
{"title":"A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam","authors":"Chau Thi Hoang Hoa, Nguyen Dinh Tung","doi":"10.22159/ijoe.2023v11i2.47047","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i2.47047","url":null,"abstract":"When it comes to language teaching in general education in Vietnam, there are many challenges for teachers to overcome. Such as time constraints, examination wash-back effects, students’ demotivation and students’ individualization causes of learning. Various innovative teaching methods and approaches have been applied to address these concerns, such as task-based language learning and flipped classrooms (FCs). However, each mode of teaching has its advantages and disadvantages. Due to this, it is essential to carefully examine the combination of TBLT and the flipped classroom (FC). This paper reviews the effects of the implementation of task-based language learning in the clipped classroom, discusses the integration of both teaching approaches, and suggests the applied model for English as a Foreign Language (EFL) education in Vietnam.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116529371","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 : 2023-03-01DOI: 10.22159/ijoe.2023v11i2.47261
A. T. Nafiu, Ibrahim Olawale Nafiu
This study aimed at Human Capital Development (HCD) and Job Satisfaction (JS) in public tertiary institutions in Kogi State. The study applied a descriptive research survey. The sampling method used in this study was a multi-stage sampling technique. A sample size of 123 was chosen. The quantitative data obtained from respondents using a questionnaire were analyzed using descriptive statistics, Pearson Correlation Matrix and Ordered Probit Regression. Findings showed a statistically significant and positive relationship between HCD and Staff Job Security in Public Tertiary Institutions in Kogi State and that HCD significantly affects the JS of Staff in higher institutions in Kogi State. The study concluded that through HCD, Public Tertiary Institutions could enhance JS. The study recommended that the management of Public Tertiary Institutions should increase investment in HCD to facilitate improved job security of staff in Kogi State. The government should also provide adequate funding support to adopt best practices in HCD in Public Tertiary Institutions in Kogi State. Furthermore, the management should adopt any strategic measure to increase commitment to HCD as it positively affects the JS of Staff in higher institutions in Kogi State.
{"title":"Diversity Towards the Human Capital Development and Staff Job Satisfaction in Tertiary Institutions in Kogi State","authors":"A. T. Nafiu, Ibrahim Olawale Nafiu","doi":"10.22159/ijoe.2023v11i2.47261","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i2.47261","url":null,"abstract":"This study aimed at Human Capital Development (HCD) and Job Satisfaction (JS) in public tertiary institutions in Kogi State. The study applied a descriptive research survey. The sampling method used in this study was a multi-stage sampling technique. A sample size of 123 was chosen. The quantitative data obtained from respondents using a questionnaire were analyzed using descriptive statistics, Pearson Correlation Matrix and Ordered Probit Regression. Findings showed a statistically significant and positive relationship between HCD and Staff Job Security in Public Tertiary Institutions in Kogi State and that HCD significantly affects the JS of Staff in higher institutions in Kogi State. The study concluded that through HCD, Public Tertiary Institutions could enhance JS. The study recommended that the management of Public Tertiary Institutions should increase investment in HCD to facilitate improved job security of staff in Kogi State. The government should also provide adequate funding support to adopt best practices in HCD in Public Tertiary Institutions in Kogi State. Furthermore, the management should adopt any strategic measure to increase commitment to HCD as it positively affects the JS of Staff in higher institutions in Kogi State.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130327930","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 : 2023-03-01DOI: 10.22159/ijoe.2023v11i2.47016
A. Tante, Enanga Marie Sass
This study had two specific research objectives, two research questions and four specific research hypotheses. The study used quasi-experimental research designs. Data were collected using a standardized test. The study had a population of English Language students from secondary schools. The purposive sampling technique was used. The sample consisted of 40 students. The reliability of the instruments was established using Cronbach Alpha, which yielded a reliability coefficient of .70. Data collected were analyzed using the Statistical Package for Social Sciences (SPSS version 24.00). Findings revealed that reading comprehension performances of students taught skimming and scanning in the highlighting strategies were significantly higher than those who were not taught using the highlighting strategies.
本研究有两个具体的研究目标，两个研究问题和四个具体的研究假设。该研究采用了准实验研究设计。使用标准化测试收集数据。这项研究的对象是来自中学的英语学生。采用目的抽样技术。样本由40名学生组成。仪器的信度采用Cronbach Alpha建立，信度系数为0.70。收集的数据使用社会科学统计软件包(SPSS version 24.00)进行分析。结果表明，采用略读和扫读策略的学生的阅读理解成绩显著高于未采用高亮策略的学生。
{"title":"USE OF HIGHLIGHTING STRATEGIES IN READING COMPREHENSION AND EFFECTS ON ATTAINMENT IN SELECTED READING SKILLS","authors":"A. Tante, Enanga Marie Sass","doi":"10.22159/ijoe.2023v11i2.47016","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i2.47016","url":null,"abstract":"This study had two specific research objectives, two research questions and four specific research hypotheses. The study used quasi-experimental research designs. Data were collected using a standardized test. The study had a population of English Language students from secondary schools. The purposive sampling technique was used. The sample consisted of 40 students. The reliability of the instruments was established using Cronbach Alpha, which yielded a reliability coefficient of .70. Data collected were analyzed using the Statistical Package for Social Sciences (SPSS version 24.00). Findings revealed that reading comprehension performances of students taught skimming and scanning in the highlighting strategies were significantly higher than those who were not taught using the highlighting strategies.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114460006","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：