Pub Date : 2023-01-01DOI: 10.22159/ijoe.2023v11i1.46971
Bojana Matelova
There is an increasing migration from Bulgaria to Brazil. The group of migrants is very homogenous since they arrive with the same aim of working and saving money for a better future at home in Bulgaria. The statistics reveal that the migrants often arrive with families, including children, who must attend compulsory schools in Brazil. According to Brazilian law, all children are entitled to education in the Portuguese language. This creates many problems for newly arrived families who have limited knowledge of Portuguese. This paper investigates Bulgarian children’s meta-language and translanguaging approaches during official schooling and extracurricular activities. The theoretical framework is grounded in the theories about translanguaging and second language development of newly arrived children. The participants of the study are 55 Bulgarian children who were observed in various environments: at schools, at home and during extracurricular activities with peers. The main findings paint an interesting pattern of the various ways to convey the meaning through translanguaging depending on the contextual situation.
{"title":"The Search for Truth: A Psychological Analysis of Bulgarian Children’s Adaptation to the Portuguese Language Environment with a Special Focus on Translanguaging","authors":"Bojana Matelova","doi":"10.22159/ijoe.2023v11i1.46971","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i1.46971","url":null,"abstract":"There is an increasing migration from Bulgaria to Brazil. The group of migrants is very homogenous since they arrive with the same aim of working and saving money for a better future at home in Bulgaria. The statistics reveal that the migrants often arrive with families, including children, who must attend compulsory schools in Brazil. According to Brazilian law, all children are entitled to education in the Portuguese language. This creates many problems for newly arrived families who have limited knowledge of Portuguese. This paper investigates Bulgarian children’s meta-language and translanguaging approaches during official schooling and extracurricular activities. The theoretical framework is grounded in the theories about translanguaging and second language development of newly arrived children. The participants of the study are 55 Bulgarian children who were observed in various environments: at schools, at home and during extracurricular activities with peers. The main findings paint an interesting pattern of the various ways to convey the meaning through translanguaging depending on the contextual situation.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114548000","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 : 2023-01-01DOI: 10.22159/ijoe.2023v11i1.46965
Roland A. Csizmazia
The COVID-19 pandemic forced universities worldwide to switch from face-to-face teaching to online remote teaching. The majority of students are dissatisfied as their college lives are completely ruined, and they are not able to maintain their social networks. South Korean higher education has long been troubled by decreasing tuition revenues, an aging problem, the low-level internationalization of university education, and administrative redundancies, and now the pandemic has greatly aggravated these structural defects. Furthermore, course content creation posed a major challenge to professors, while the lack of student motivation and commitment led to a rapid decline in the quality of education and evaluation. Accordingly, students requested a refund of their tuition fees, or at least compensation, and called for the improvement of online courses.
{"title":"The Impact of COVID-19 on Higher Education in South Korea","authors":"Roland A. Csizmazia","doi":"10.22159/ijoe.2023v11i1.46965","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i1.46965","url":null,"abstract":"The COVID-19 pandemic forced universities worldwide to switch from face-to-face teaching to online remote teaching. The majority of students are dissatisfied as their college lives are completely ruined, and they are not able to maintain their social networks. South Korean higher education has long been troubled by decreasing tuition revenues, an aging problem, the low-level internationalization of university education, and administrative redundancies, and now the pandemic has greatly aggravated these structural defects. Furthermore, course content creation posed a major challenge to professors, while the lack of student motivation and commitment led to a rapid decline in the quality of education and evaluation. Accordingly, students requested a refund of their tuition fees, or at least compensation, and called for the improvement of online courses.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132403036","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 : 2023-01-01DOI: 10.22159/ijoe.2023v11i1.47112
Kananelo Sylvester Moea
The role of the English Language is undeniable in maintaining the growth and development of skilled workforces that are globally compatible. This study sets out to analyze the curriculum ideology of the Lesotho General Certificate of Secondary Education (LGCSE) English Language syllabus. The study was qualitatively conducted through the use of document analysis- analyzing the syllabus document. The findings reveal that the LGCSE English Language syllabus has the four curriculum ideologies, though in varying degrees. It appears that the dominant ideology in this syllabus is the learner-centered ideology which appears in four syllabus aims, followed closely by social efficiency appearing in three aims, the social reconstruction appearing in two aims. Trailing behind is the scholar’s academic ideology appearing in one syllabus aim. This LGCSE English Language syllabus positions a learner largely as an affiliate of society and also one who can function effectively in various milieus in a society. The current study suggests curriculum ideology awareness programs should be given to teachers and prospective teachers of the English Language to assist them in their teaching of the English Language. The study also recommends that a survey study can be conducted on teachers and teacher educators before designing the national curriculum of Lesotho because much curriculum is affected by the ideology of the teacher.
{"title":"An Analysis of the Curriculum Ideology in the Lesotho General Certificate of Secondary Education English Language Syllabus","authors":"Kananelo Sylvester Moea","doi":"10.22159/ijoe.2023v11i1.47112","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i1.47112","url":null,"abstract":"The role of the English Language is undeniable in maintaining the growth and development of skilled workforces that are globally compatible. This study sets out to analyze the curriculum ideology of the Lesotho General Certificate of Secondary Education (LGCSE) English Language syllabus. The study was qualitatively conducted through the use of document analysis- analyzing the syllabus document. The findings reveal that the LGCSE English Language syllabus has the four curriculum ideologies, though in varying degrees. It appears that the dominant ideology in this syllabus is the learner-centered ideology which appears in four syllabus aims, followed closely by social efficiency appearing in three aims, the social reconstruction appearing in two aims. Trailing behind is the scholar’s academic ideology appearing in one syllabus aim. This LGCSE English Language syllabus positions a learner largely as an affiliate of society and also one who can function effectively in various milieus in a society. The current study suggests curriculum ideology awareness programs should be given to teachers and prospective teachers of the English Language to assist them in their teaching of the English Language. The study also recommends that a survey study can be conducted on teachers and teacher educators before designing the national curriculum of Lesotho because much curriculum is affected by the ideology of the teacher.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116263935","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 : 2023-01-01DOI: 10.22159/ijoe.2023v11i1.46893
Chau Thi Hoang Hoa, Trương Viên
Intercultural competence (IC) has gained a better positionality in English as a Foreign Language (EFL) education in Vietnam to enable young people to become effective global citizens. Accordingly, the development of comprehensive IC is considered to be an officially stated objective of the reformed EFL curriculum, and a great body of intercultural issues reflecting the cultural diversity of countries has been added to the English course books of the upper secondary level. To help EFL teachers with the exploitation of the coursebooks, this perspective paper aims to propose a model for Intercultural Language Learning and Teaching (IcLLT) to shed light on how to integrate culture into teaching EFL in a Vietnamese pedagogical teaching context. This model can be a valuable guideline for EFL teachers to go beyond the language skill-based lesson in order to promote learners’ intercultural communicative competence.
{"title":"Extended Model for Integrating Culture into Teaching EFL: A Context of Vietnam","authors":"Chau Thi Hoang Hoa, Trương Viên","doi":"10.22159/ijoe.2023v11i1.46893","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i1.46893","url":null,"abstract":"Intercultural competence (IC) has gained a better positionality in English as a Foreign Language (EFL) education in Vietnam to enable young people to become effective global citizens. Accordingly, the development of comprehensive IC is considered to be an officially stated objective of the reformed EFL curriculum, and a great body of intercultural issues reflecting the cultural diversity of countries has been added to the English course books of the upper secondary level. To help EFL teachers with the exploitation of the coursebooks, this perspective paper aims to propose a model for Intercultural Language Learning and Teaching (IcLLT) to shed light on how to integrate culture into teaching EFL in a Vietnamese pedagogical teaching context. This model can be a valuable guideline for EFL teachers to go beyond the language skill-based lesson in order to promote learners’ intercultural communicative competence.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128853471","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 : 2023-01-01DOI: 10.22159/ijoe.2023v11i1.47077
Ngemunang Agnes Ngale Lyonga
The aim of this study was to evaluate the effect of E-learning skills on the performance of teachers in HTTTC Kumba. It was hypothesized that E-learning skills have no significant effect on teachers’ performance in HTTTC Kumba. A sample of 42 respondents was obtained by multistage sampling and administered a questionnaire to. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results revealed that teachers in HTTTC Kumba are aware of E-learning and E-learning tools and are also of the opinion that the use of E-learning tools can improve performance, but they do not use E-learning platforms, nor do they believe that their students are better at E-learning platforms than in their traditional classrooms. It was recommended that education stakeholders should put all hands on deck to ensure a smooth integration of E-learning tools into the classroom.
{"title":"E-learning Skills’ Impact on Teachers’ Performance in Higher Technical Teachers’ Training College of the University of Buea, Cameroon","authors":"Ngemunang Agnes Ngale Lyonga","doi":"10.22159/ijoe.2023v11i1.47077","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i1.47077","url":null,"abstract":"The aim of this study was to evaluate the effect of E-learning skills on the performance of teachers in HTTTC Kumba. It was hypothesized that E-learning skills have no significant effect on teachers’ performance in HTTTC Kumba. A sample of 42 respondents was obtained by multistage sampling and administered a questionnaire to. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results revealed that teachers in HTTTC Kumba are aware of E-learning and E-learning tools and are also of the opinion that the use of E-learning tools can improve performance, but they do not use E-learning platforms, nor do they believe that their students are better at E-learning platforms than in their traditional classrooms. It was recommended that education stakeholders should put all hands on deck to ensure a smooth integration of E-learning tools into the classroom.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114327028","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 : 2023-01-01DOI: 10.22159/ijoe.2023v11i1.46639
M. Muniyasamy, M. Nanthakumar, K. S. Kumar
Webometrics studies the quantitative aspects of the construction and use of information resources, structures, technologies on the web, and informetric approaches. Webometrics is concerned with measuring characteristics of the web: websites, web pages, and parts of web pages, words in web pages, hyperlinks, and web search engine results. This study investigates and explores the websites of 18 selected Indian Tourism websites based on their external backlinks, Edu backlines, Gov backlinks, Edu domains, Gov domains, Global Rank, PR quality, and desktop and mobile website loading time of state tourism in India. This study collected data from Check page rank and other SEO-analyzer search engines. The researcher suggested that Indian Tourism websites need to attract more external backlinks and the global level by introducing creative online sources and services and updates of news and information. Identify and analyze global Rank and PR quality websites of Indian Tourism.
{"title":"Indian Tourism Websites with Special Reference to the Selected States: A Webometrics","authors":"M. Muniyasamy, M. Nanthakumar, K. S. Kumar","doi":"10.22159/ijoe.2023v11i1.46639","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i1.46639","url":null,"abstract":"Webometrics studies the quantitative aspects of the construction and use of information resources, structures, technologies on the web, and informetric approaches. Webometrics is concerned with measuring characteristics of the web: websites, web pages, and parts of web pages, words in web pages, hyperlinks, and web search engine results. This study investigates and explores the websites of 18 selected Indian Tourism websites based on their external backlinks, Edu backlines, Gov backlinks, Edu domains, Gov domains, Global Rank, PR quality, and desktop and mobile website loading time of state tourism in India. This study collected data from Check page rank and other SEO-analyzer search engines. The researcher suggested that Indian Tourism websites need to attract more external backlinks and the global level by introducing creative online sources and services and updates of news and information. Identify and analyze global Rank and PR quality websites of Indian Tourism.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130073165","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 : 2023-01-01DOI: 10.22159/ijoe.2023v11i1.45960
C. C. Abanobi, Ngozi N. Agu, L. I. Eleje, Ifeoma C. Metu, Njideka G. Mbelede, N. C. Ezeugo
Investigated in this study were the effects of Computer Based Test (CBT) and Paper and Pencil Tests (PPT) on Secondary School (SS) students’ academic achievement and test anxiety in Economics. The pretest-posttest non-randomized control group design was used as the research design. The study was done in Asaba, Delta State, Nigeria. All Senior Secondary II (SSII) students who offered Economics comprised the study’s population. 107 SS II students were selected as the sample. Two instruments - Economics Achievement Test (EAT) and Test Anxiety Inventory (TAI) were used for data collection. Both EAT and TAI were validated by the experts. The reliability coefficients of the instruments were .95 and .68, respectively. The data collected were analyzed using mean statistics to answer two research questions, whereas two formulated null hypotheses were tested at a .05 level of significance using ANCOVA. The findings of the study indicated that students’ mean achievement scores in PPT were slightly higher than students’ mean achievement scores in CBT and the students’ mean achievement scores were significantly different. Students in PPT exhibited greater test anxiety than their counterparts in CBT, even though the difference in the mean test anxiety scores of students in CBT and PPT was not significant. Based on the findings, the researchers recommended, among others, that the Federal Government should make and implement policies to mandate senior secondary students to use PPT for all internal assessments in various subjects in the country.
{"title":"Effects of Computer-Based Test (CBT) and Paper and Pencil Test (PPT) on Academic Achievement and Test Anxiety of Secondary School Students’ in Economics","authors":"C. C. Abanobi, Ngozi N. Agu, L. I. Eleje, Ifeoma C. Metu, Njideka G. Mbelede, N. C. Ezeugo","doi":"10.22159/ijoe.2023v11i1.45960","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i1.45960","url":null,"abstract":"Investigated in this study were the effects of Computer Based Test (CBT) and Paper and Pencil Tests (PPT) on Secondary School (SS) students’ academic achievement and test anxiety in Economics. The pretest-posttest non-randomized control group design was used as the research design. The study was done in Asaba, Delta State, Nigeria. All Senior Secondary II (SSII) students who offered Economics comprised the study’s population. 107 SS II students were selected as the sample. Two instruments - Economics Achievement Test (EAT) and Test Anxiety Inventory (TAI) were used for data collection. Both EAT and TAI were validated by the experts. The reliability coefficients of the instruments were .95 and .68, respectively. The data collected were analyzed using mean statistics to answer two research questions, whereas two formulated null hypotheses were tested at a .05 level of significance using ANCOVA. The findings of the study indicated that students’ mean achievement scores in PPT were slightly higher than students’ mean achievement scores in CBT and the students’ mean achievement scores were significantly different. Students in PPT exhibited greater test anxiety than their counterparts in CBT, even though the difference in the mean test anxiety scores of students in CBT and PPT was not significant. Based on the findings, the researchers recommended, among others, that the Federal Government should make and implement policies to mandate senior secondary students to use PPT for all internal assessments in various subjects in the country.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116496567","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 : 2023-01-01DOI: 10.22159/ijoe.2023v11i1.47078
S. Chirume
The purpose of this study was to investigate whether Form 2 learners taught using the position and movement approach (Experimental group) performed better in a test on Vectors than their counterparts taught using the non-geometric or matrix approach (Control group). A comparison of the two approaches in relation to the Gestalt and the Behaviourist learning theories was also discussed. The mixed research approach (QUANT- Qual) was used. For the QUANT part, the quasi-experimental approach involving the pre-test – post-test control group design with 50 randomly chosen learners (25 in each group) was used. Results showed that, generally, the Experimental group performed better than the Control group, although the findings could be taken with caution due to the small sample sizes and the lack of a true experiment. For the Qual approach, four learners were purposively sampled. The learners were asked to talk about their experiences and performances during learning. An attempt to relate these experiences with the Gestalt and Behaviourist learning theories was also made. It could be concluded that the position and movement approach fitted quite well with the Gestalt Theory, whereas the matrix approach fitted with Behaviourism. These results and findings could help to inform the theory and practice of teaching Vectors in particular and other Math topics in general. There is also a need for further research to see if consistencies in these views could be established.
{"title":"Teaching Vectors to Junior Secondary School Learners: A Comparison of Two Approaches","authors":"S. Chirume","doi":"10.22159/ijoe.2023v11i1.47078","DOIUrl":"https://doi.org/10.22159/ijoe.2023v11i1.47078","url":null,"abstract":"The purpose of this study was to investigate whether Form 2 learners taught using the position and movement approach (Experimental group) performed better in a test on Vectors than their counterparts taught using the non-geometric or matrix approach (Control group). A comparison of the two approaches in relation to the Gestalt and the Behaviourist learning theories was also discussed. The mixed research approach (QUANT- Qual) was used. For the QUANT part, the quasi-experimental approach involving the pre-test – post-test control group design with 50 randomly chosen learners (25 in each group) was used. Results showed that, generally, the Experimental group performed better than the Control group, although the findings could be taken with caution due to the small sample sizes and the lack of a true experiment. For the Qual approach, four learners were purposively sampled. The learners were asked to talk about their experiences and performances during learning. An attempt to relate these experiences with the Gestalt and Behaviourist learning theories was also made. It could be concluded that the position and movement approach fitted quite well with the Gestalt Theory, whereas the matrix approach fitted with Behaviourism. These results and findings could help to inform the theory and practice of teaching Vectors in particular and other Math topics in general. There is also a need for further research to see if consistencies in these views could be established.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132397882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.22159/ijoe.2022v10i6.46012
N. Ezenwosu, A. N. Anyanwu, Ifeoma C. Metu, N. C. Ezeugo, L. I. Eleje
This study investigated the capacity building of secondary school teachers’ of the English language in the Onitsha metropolis of Anambra State, Nigeria. A descriptive survey design was adopted for the study. The study population size was one hundred and fourteen (114) secondary school teachers’ of English language from the 22 public secondary schools in the Onitsha metropolis. There was no sampling because the population was manageable. The instrument for data collection was a structured questionnaire developed by the researchers with 34 items measured on a 4-point linker scale. Three research questions guided the study while the data collected were analyzed using mean and standard deviation. Two experts from the Measurement and Evaluation Unit, Faculty of Education Nnamdi Azikiwe, validated the instrument. The findings revealed that teachers of the English language need capacity building in teaching some aspects of the language as well as in innovative methods of teaching the subject and in the use of some instructional materials, especially ICT gadgets. It was therefore recommended that in-service teachers of the English language should undergo capacity building once every term to enable them to update their knowledge and skill in English Language and be relevant.
{"title":"Capacity Building of Secondary School Teachers’ of English Language: A Panacea to Effective Teaching in the Post COVID-19 Era","authors":"N. Ezenwosu, A. N. Anyanwu, Ifeoma C. Metu, N. C. Ezeugo, L. I. Eleje","doi":"10.22159/ijoe.2022v10i6.46012","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i6.46012","url":null,"abstract":"This study investigated the capacity building of secondary school teachers’ of the English language in the Onitsha metropolis of Anambra State, Nigeria. A descriptive survey design was adopted for the study. The study population size was one hundred and fourteen (114) secondary school teachers’ of English language from the 22 public secondary schools in the Onitsha metropolis. There was no sampling because the population was manageable. The instrument for data collection was a structured questionnaire developed by the researchers with 34 items measured on a 4-point linker scale. Three research questions guided the study while the data collected were analyzed using mean and standard deviation. Two experts from the Measurement and Evaluation Unit, Faculty of Education Nnamdi Azikiwe, validated the instrument. The findings revealed that teachers of the English language need capacity building in teaching some aspects of the language as well as in innovative methods of teaching the subject and in the use of some instructional materials, especially ICT gadgets. It was therefore recommended that in-service teachers of the English language should undergo capacity building once every term to enable them to update their knowledge and skill in English Language and be relevant.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132020159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.22159/ijoe.2022v10i6.46258
I. A. Ojelade, B. G. Aregbesola, D. Haastrup
The study investigated the online teaching platform and effective teaching and learning of science education in Nigerian public universities. A survey research design was adopted for the study, and it was carried out in three public universities committed to science education courses in Nigeria. Sixty-five teaching staff and sixty students were selected using a stratified random sampling technique to respond to questionnaires from the three tertiary institutions. The instruments used for data collection were questionnaires titled: Science Education Students Online Questionnaire (SESOQ) and Science Education Lecturers Online Questionnaire (SELOQ). The questionnaires gathered information from both lecturers and students based on the online teaching and learning platform. Mean, and standard deviation (SD) were used to analyze the data generated in the study. Results from the study revealed that the teaching and learning platform of science education in Nigerian public universities need a dramatic turnaround on the part of the lecturers and students, among other. Therefore, the study recommends, among others, that stakeholders in education should help to resolve problems confronting science education lecturers’ effective teaching and students’ effective learning using the online platform in Nigerian public Universities.
{"title":"Online Teaching Platform and Effective Teaching and Learning of Science Education in Nigerian Public Universities","authors":"I. A. Ojelade, B. G. Aregbesola, D. Haastrup","doi":"10.22159/ijoe.2022v10i6.46258","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i6.46258","url":null,"abstract":"The study investigated the online teaching platform and effective teaching and learning of science education in Nigerian public universities. A survey research design was adopted for the study, and it was carried out in three public universities committed to science education courses in Nigeria. Sixty-five teaching staff and sixty students were selected using a stratified random sampling technique to respond to questionnaires from the three tertiary institutions. The instruments used for data collection were questionnaires titled: Science Education Students Online Questionnaire (SESOQ) and Science Education Lecturers Online Questionnaire (SELOQ). The questionnaires gathered information from both lecturers and students based on the online teaching and learning platform. Mean, and standard deviation (SD) were used to analyze the data generated in the study. Results from the study revealed that the teaching and learning platform of science education in Nigerian public universities need a dramatic turnaround on the part of the lecturers and students, among other. Therefore, the study recommends, among others, that stakeholders in education should help to resolve problems confronting science education lecturers’ effective teaching and students’ effective learning using the online platform in Nigerian public Universities.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122426029","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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