Pub Date : 2022-11-01DOI: 10.22159/ijoe.2022v10i6.46261
C. C. Abanobi, C. Abanobi, I. Ibe, R. A. Airiavbere
The study investigated the perceived impact of industrial actions on the academic performance of students in tertiary institutions in Delta State, Nigeria. Three research questions were raised and answered in the study. Two null hypotheses were formulated and tested at a .05 level of significance. A descriptive survey research design was used in the study. Two hundred seventeen students of tertiary institutions in Delta State comprised the sample of the study. A structured questionnaire titled ‘Impact of Industrial Action on Students’ Academic Performance Questionnaire’ (IIASAPQ)’ was used for data collection. Mean and standard deviation, as well as t-test statistics, were used to answer the research questions. The formulated null hypotheses were tested at a .05 level of significance using t-test statistics. The findings revealed that instability in the policies of the government both at the central and state levels, poor welfare and remuneration package of the staff of the various unions, among others, are causes of industrial actions of unions of Nigeria tertiary institutions, and the difference in the mean ratings on the causes of industrial actions of unions of Nigeria tertiary institutions is not significant based on gender. Additionally, lack of interest in school among students, which leads to poor academic performance, reduced and low grades, and poor study habits among students to a great extent are the impact of industrial actions of various unions on the academic performance of students in Nigeria tertiary institutions, and, the difference in the mean ratings on the extent industrial actions impacts academic performance of students in Nigeria tertiary institutions is not significant based on gender. Based on the findings, the study recommended, among others, that the federal government should ensure that there is a smooth and regular dialogue with various unions of tertiary institutions so as to avoid incessant industrial actions. The unions of various tertiary institutions should understand the impact of their industrial action on the academic performance of the students, therefore, seek alternative means of dispute and conflict resolution with the federal government instead of resorting to industrial actions.
{"title":"Perceived Impact of Industrial Actions on the Academic Performance of Students in Tertiary Institutions in Delta State Nigeria","authors":"C. C. Abanobi, C. Abanobi, I. Ibe, R. A. Airiavbere","doi":"10.22159/ijoe.2022v10i6.46261","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i6.46261","url":null,"abstract":"The study investigated the perceived impact of industrial actions on the academic performance of students in tertiary institutions in Delta State, Nigeria. Three research questions were raised and answered in the study. Two null hypotheses were formulated and tested at a .05 level of significance. A descriptive survey research design was used in the study. Two hundred seventeen students of tertiary institutions in Delta State comprised the sample of the study. A structured questionnaire titled ‘Impact of Industrial Action on Students’ Academic Performance Questionnaire’ (IIASAPQ)’ was used for data collection. Mean and standard deviation, as well as t-test statistics, were used to answer the research questions. The formulated null hypotheses were tested at a .05 level of significance using t-test statistics. The findings revealed that instability in the policies of the government both at the central and state levels, poor welfare and remuneration package of the staff of the various unions, among others, are causes of industrial actions of unions of Nigeria tertiary institutions, and the difference in the mean ratings on the causes of industrial actions of unions of Nigeria tertiary institutions is not significant based on gender. Additionally, lack of interest in school among students, which leads to poor academic performance, reduced and low grades, and poor study habits among students to a great extent are the impact of industrial actions of various unions on the academic performance of students in Nigeria tertiary institutions, and, the difference in the mean ratings on the extent industrial actions impacts academic performance of students in Nigeria tertiary institutions is not significant based on gender. Based on the findings, the study recommended, among others, that the federal government should ensure that there is a smooth and regular dialogue with various unions of tertiary institutions so as to avoid incessant industrial actions. The unions of various tertiary institutions should understand the impact of their industrial action on the academic performance of the students, therefore, seek alternative means of dispute and conflict resolution with the federal government instead of resorting to industrial actions.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"21 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":"122645473","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 : 2022-09-01DOI: 10.22159/ijoe.2022v10i5.45997
Yunusa Sule, A. T. Nafiu, Mohammed Habeeb Abdullahi
This study aimed to unveil the challenges confronting entrepreneurship development and the impact of government support in Kogi State. The study determined the effect of government support on entrepreneurship skills development in Kogi State and examined the influence of government policies on entrepreneurship skills development in Kogi State. The survey research design was used in this study. A convenient sampling technique was adopted, and 296 participants were taken. Data were gathered and analyzed using descriptive statistics, Multiple Regression and Ordered Probit Regression. The study found that government support had a substantial effect on the development of entrepreneurship skills in Kogi State. Findings also demonstrated that government policies in Kogi State have a limited effect on the development of entrepreneurship skills. The study’s limitations are attached to the small sample size, which may not stand as a perfect representation, as well as the inability of the study to exhaust the factors challenging entrepreneurship development. The results of the study provide insight into cardinal factors affecting entrepreneurship development in Kogi State, the degree of the effectiveness of government support and the government policies that need review. Entrepreneurship skills development is crucial for driving social and economic development. Unveiling the challenges confronting it provides a pipeline for remedies and the needed support from the government. The study is novel as it links with sustainable entrepreneurship programs. The study is intended to widen the knowledge of the audience and establish a theoretical relationship that can be considered by practitioners in the field of entrepreneurship.
{"title":"An Exploratory Study of Entrepreneurship Development in Kogi State","authors":"Yunusa Sule, A. T. Nafiu, Mohammed Habeeb Abdullahi","doi":"10.22159/ijoe.2022v10i5.45997","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i5.45997","url":null,"abstract":"This study aimed to unveil the challenges confronting entrepreneurship development and the impact of government support in Kogi State. The study determined the effect of government support on entrepreneurship skills development in Kogi State and examined the influence of government policies on entrepreneurship skills development in Kogi State. The survey research design was used in this study. A convenient sampling technique was adopted, and 296 participants were taken. Data were gathered and analyzed using descriptive statistics, Multiple Regression and Ordered Probit Regression. The study found that government support had a substantial effect on the development of entrepreneurship skills in Kogi State. Findings also demonstrated that government policies in Kogi State have a limited effect on the development of entrepreneurship skills. The study’s limitations are attached to the small sample size, which may not stand as a perfect representation, as well as the inability of the study to exhaust the factors challenging entrepreneurship development. The results of the study provide insight into cardinal factors affecting entrepreneurship development in Kogi State, the degree of the effectiveness of government support and the government policies that need review. Entrepreneurship skills development is crucial for driving social and economic development. Unveiling the challenges confronting it provides a pipeline for remedies and the needed support from the government. The study is novel as it links with sustainable entrepreneurship programs. The study is intended to widen the knowledge of the audience and establish a theoretical relationship that can be considered by practitioners in the field of entrepreneurship.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122666206","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 : 2022-09-01DOI: 10.22159/ijoe.2022v10i5.45988
Uduak Idoghor, Kasumu Rebecca Oluwayimika
This study investigated the Perception of students on the use of Google Classroom for educational purposes. Four research objectives, four research questions and three hypotheses guided the study. The population of the study used all education students in the Faculty of Education, University of Port Harcourt. A sample of 300 students was used for the study. Purposive and stratified random sampling techniques were used for the study and the instrument used to collect data was a structured questionnaire titled Perception of students on the use of Google Classroom in Tertiary Institutions (PSGCTI) with 40 items. A reliability coefficient of .74 was obtained for the structured questionnaire administered to students. Mean scores, Z-test and Anova, were used as the statistical tools for the study. It was found that the Google classroom platform helps students organize their assignments and it fosters better communication between teachers and students. It was also found that Google classroom makes online learning exciting and it creates creativity and critical thinking and makes students highly motivated. Based on the findings, it was recommended that Google classroom is a useful tool that every educator should use for teaching online. Furthermore, it was also recommended that teachers should use the Google classroom tool to bring about paperless communication in the classroom.
{"title":"Perception of Students on the Use of Google Classroom for Educational Purposes","authors":"Uduak Idoghor, Kasumu Rebecca Oluwayimika","doi":"10.22159/ijoe.2022v10i5.45988","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i5.45988","url":null,"abstract":"This study investigated the Perception of students on the use of Google Classroom for educational purposes. Four research objectives, four research questions and three hypotheses guided the study. The population of the study used all education students in the Faculty of Education, University of Port Harcourt. A sample of 300 students was used for the study. Purposive and stratified random sampling techniques were used for the study and the instrument used to collect data was a structured questionnaire titled Perception of students on the use of Google Classroom in Tertiary Institutions (PSGCTI) with 40 items. A reliability coefficient of .74 was obtained for the structured questionnaire administered to students. Mean scores, Z-test and Anova, were used as the statistical tools for the study. It was found that the Google classroom platform helps students organize their assignments and it fosters better communication between teachers and students. It was also found that Google classroom makes online learning exciting and it creates creativity and critical thinking and makes students highly motivated. Based on the findings, it was recommended that Google classroom is a useful tool that every educator should use for teaching online. Furthermore, it was also recommended that teachers should use the Google classroom tool to bring about paperless communication in the classroom.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124628276","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 : 2022-09-01DOI: 10.22159/ijoe.2022v10i5.46142
Fashiku Christopher Oluwatoyin, Yusuf Abubakar Abiola, Olowo Busuyi Francis, Ayoku Oba Baba, Fashiku Bunmi Comfort
The study was carried out to assess the Information and Communication Technology (ICT) skills application of teacher educators in Kwara State Colleges of Education, Nigeria. The descriptive survey research design was adopted; the population of the study comprised 430 lecturers from Kwara State Colleges of Education Oro, Lafiagi, and Ilorin, respectively. A proportional sampling technique was used to select 160 respondents from the two teacher educator institutions. A simple random sampling technique was used in selecting 60 respondents from Oro College of Education and 100 respondents from Kwara State College of Education Ilorin. One self-designed questionnaire titled ‘Assessment of ICT Competency Skills of Lecturers’ (AICTCSL) with four points Liker scale was used to elicit information from the respondents. The instrument was validated. Its reliability was ensured at .78. Total Average Weighted Response (TAWR), and percentage and frequency counts were used in analyzing the collected data for the raised research questions at .05 levels of significance, while z-test statistics were used in addressing the formulated hypotheses. It was discovered in the study that lecturers in the used institutions were competent in manipulating the computer keyboard and connecting to the internet but were not competent in accessing the information on CD, organizing electronic files into folders, use of application software, use of PowerPoint, word excel and blog website. Also, no significant difference was established between the mean scores of lecturers in Kwara State Colleges of education Oro and Ilorin on their ICT skills acquisition and use, while there was a significant difference in the mean ratings of teacher educators from Oro and Ilorin on their use of application software competency. It was therefore recommended that government should make it a matter of policy that all lecturers in the institutions are ICT literate and it should be a prerequisite for their promotion and recruitment for a lecturing job in the state.
{"title":"Assessment of ICT Skills Application of Teacher Educators in Kwara State Colleges of Education, Nigeria","authors":"Fashiku Christopher Oluwatoyin, Yusuf Abubakar Abiola, Olowo Busuyi Francis, Ayoku Oba Baba, Fashiku Bunmi Comfort","doi":"10.22159/ijoe.2022v10i5.46142","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i5.46142","url":null,"abstract":"The study was carried out to assess the Information and Communication Technology (ICT) skills application of teacher educators in Kwara State Colleges of Education, Nigeria. The descriptive survey research design was adopted; the population of the study comprised 430 lecturers from Kwara State Colleges of Education Oro, Lafiagi, and Ilorin, respectively. A proportional sampling technique was used to select 160 respondents from the two teacher educator institutions. A simple random sampling technique was used in selecting 60 respondents from Oro College of Education and 100 respondents from Kwara State College of Education Ilorin. One self-designed questionnaire titled ‘Assessment of ICT Competency Skills of Lecturers’ (AICTCSL) with four points Liker scale was used to elicit information from the respondents. The instrument was validated. Its reliability was ensured at .78. Total Average Weighted Response (TAWR), and percentage and frequency counts were used in analyzing the collected data for the raised research questions at .05 levels of significance, while z-test statistics were used in addressing the formulated hypotheses. It was discovered in the study that lecturers in the used institutions were competent in manipulating the computer keyboard and connecting to the internet but were not competent in accessing the information on CD, organizing electronic files into folders, use of application software, use of PowerPoint, word excel and blog website. Also, no significant difference was established between the mean scores of lecturers in Kwara State Colleges of education Oro and Ilorin on their ICT skills acquisition and use, while there was a significant difference in the mean ratings of teacher educators from Oro and Ilorin on their use of application software competency. It was therefore recommended that government should make it a matter of policy that all lecturers in the institutions are ICT literate and it should be a prerequisite for their promotion and recruitment for a lecturing job in the state.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"31 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123459565","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 : 2022-09-01DOI: 10.22159/ijoe.2022v10i5.45596
Dafik, J. C. Joedo, I. Tirta
Combinatorial thinking is the process of obtaining multiple solutions for discrete problem-solving. Combinatorial thinking skills have several indicators: identifying several cases, recognizing patterns from all cases, generalizing all cases, proving mathematically, and considering other combinatorial problems. The learning approach in schools is growing along with the development of science and technology, one of the approaches used in STEM. STEM education focuses students on solving problems in everyday life with the help of science, technology, engineering, and mathematics. This paper aimed to analyze the students’ combinatorial thinking skills after using a research-based learning worksheet with a STEM approach to solving the rainbow antimagic colouring problem. This study uses a mixed-method where this research combines qualitative and quantitative methods. The subjects of this research are undergraduate students of Mathematics Education, University of Jember. This study involved two classes, namely the experimental and control classes, where the researcher gave the two classes different treatments. The t-test compares students’ combinatorial thinking skills between the experiment and control classes after using research-based learning tools with a STEM approach for solving the rainbow antimagic problem. The homogeneity test results on the pre-test items indicated a significance value of .789 > .05, which indicates that the two classes are homogenous. The independent sample t-test score is .020 < .05, which means the difference is significant. It concludes that implementation of the research-based learning materials with a STEM approach can improve the students’ combinatorial thinking skills in solving the rainbow antimagic colouring.
{"title":"On Improving the Students’ Combinatorial Thinking Skill in Solving Rainbow Antimagic Colouring Problem on Cryptography for E-Commerce Security Systems under the Implementation of Research-Based Learning with STEM Approach","authors":"Dafik, J. C. Joedo, I. Tirta","doi":"10.22159/ijoe.2022v10i5.45596","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i5.45596","url":null,"abstract":"Combinatorial thinking is the process of obtaining multiple solutions for discrete problem-solving. Combinatorial thinking skills have several indicators: identifying several cases, recognizing patterns from all cases, generalizing all cases, proving mathematically, and considering other combinatorial problems. The learning approach in schools is growing along with the development of science and technology, one of the approaches used in STEM. STEM education focuses students on solving problems in everyday life with the help of science, technology, engineering, and mathematics. This paper aimed to analyze the students’ combinatorial thinking skills after using a research-based learning worksheet with a STEM approach to solving the rainbow antimagic colouring problem. This study uses a mixed-method where this research combines qualitative and quantitative methods. The subjects of this research are undergraduate students of Mathematics Education, University of Jember. This study involved two classes, namely the experimental and control classes, where the researcher gave the two classes different treatments. The t-test compares students’ combinatorial thinking skills between the experiment and control classes after using research-based learning tools with a STEM approach for solving the rainbow antimagic problem. The homogeneity test results on the pre-test items indicated a significance value of .789 > .05, which indicates that the two classes are homogenous. The independent sample t-test score is .020 < .05, which means the difference is significant. It concludes that implementation of the research-based learning materials with a STEM approach can improve the students’ combinatorial thinking skills in solving the rainbow antimagic colouring.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115343300","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 : 2022-09-01DOI: 10.22159/ijoe.2022v10i5.46062
C. Mackatiani, S. Likoko, N. Mackatiani
This study looked at the unintended effects of coronavirus infections on students’ engagement in school in the Kenyan region of Budalangi. Floods frequently occur in the Budalangi region. The impact of child labor on student engagement was examined in this study. Due to the financial crisis and the terrible circumstances they experienced while living at the camps, the majority of students were unable to access learning materials online since their parents could not afford to support their children’s education. Notably, the majority of the pupils residing in the camps helped their parents with manual labor to make a living, including gathering sand, laboring in rice fields, and fishing along the shores of the River Nzoia and Lake Victoria. The studies also determined how teen pregnancies and young marriages affect student participation. These activities made it difficult for them to study. Poor return rates and low engagement rates in education are hence symptoms of the issue. This is a result of the community setup’s poor social and economic ties. This is consistent with what the UNICEF Executive Director said about how COVID-19 has affected students’ participation in school. He emphasized that COVID-19 had a detrimental effect on students’ attendance.
{"title":"Unintended Consequences of Coronavirus on Education Participation in Budalangi Sub-County of Busia, Kenya","authors":"C. Mackatiani, S. Likoko, N. Mackatiani","doi":"10.22159/ijoe.2022v10i5.46062","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i5.46062","url":null,"abstract":"This study looked at the unintended effects of coronavirus infections on students’ engagement in school in the Kenyan region of Budalangi. Floods frequently occur in the Budalangi region. The impact of child labor on student engagement was examined in this study. Due to the financial crisis and the terrible circumstances they experienced while living at the camps, the majority of students were unable to access learning materials online since their parents could not afford to support their children’s education. Notably, the majority of the pupils residing in the camps helped their parents with manual labor to make a living, including gathering sand, laboring in rice fields, and fishing along the shores of the River Nzoia and Lake Victoria. The studies also determined how teen pregnancies and young marriages affect student participation. These activities made it difficult for them to study. Poor return rates and low engagement rates in education are hence symptoms of the issue. This is a result of the community setup’s poor social and economic ties. This is consistent with what the UNICEF Executive Director said about how COVID-19 has affected students’ participation in school. He emphasized that COVID-19 had a detrimental effect on students’ attendance.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116095875","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 : 2022-07-01DOI: 10.22159/ijoe.2022v10i4.45589
Ngemunang Agnes Ngale Lyonga, A. J. Nkeng
The aim of this study was to investigate teachers’ perception of techno-pedagogical skills in HTTTC Kumba. It was hypothesized that the perceived usefulness of techno pedagogical skills has no significant effect on teachers’ performance in HTTTC Kumba. 42 teachers of HTTTC were sampled by multistage sampling technique and administered a questionnaire. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results indicated a significant positive perception of technology among teachers in HTTTC Kumba despite the limitations and non-acceptance of technology demonstrated by some teachers in their responses. It was recommended that the teachers and teachers in training could be encouraged to have a more positive attitude towards the use of technology in their classrooms by providing the right infrastructure and provision for them to get technology-related help when needed.
{"title":"Development of Techno-Pedagogical Skills among Teacher Educators: The Case of Higher Technical Teachers’ Training College of the University of Buea, Cameroon","authors":"Ngemunang Agnes Ngale Lyonga, A. J. Nkeng","doi":"10.22159/ijoe.2022v10i4.45589","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i4.45589","url":null,"abstract":"The aim of this study was to investigate teachers’ perception of techno-pedagogical skills in HTTTC Kumba. It was hypothesized that the perceived usefulness of techno pedagogical skills has no significant effect on teachers’ performance in HTTTC Kumba. 42 teachers of HTTTC were sampled by multistage sampling technique and administered a questionnaire. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results indicated a significant positive perception of technology among teachers in HTTTC Kumba despite the limitations and non-acceptance of technology demonstrated by some teachers in their responses. It was recommended that the teachers and teachers in training could be encouraged to have a more positive attitude towards the use of technology in their classrooms by providing the right infrastructure and provision for them to get technology-related help when needed.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129435852","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 : 2022-07-01DOI: 10.22159/ijoe.2022v10i4.44934
Miloš Popović, H. Válková, I. Đorđević, R. Popović
In the introduction, part authors give some of the histories of assessment in Adapted Physical Education (APE). There are currently 13 legally recognized disabilities. Inclusion has many meanings, but typically it is linked to the quality of life in the least restrictive environment and social competence, which is in line with the attitudes of individuals with and without disabilities. The fundamental principle of valuing diversity guides inclusion. Belonging, acceptance, and a sense of being supported are essentials of an inclusive environment. The most prevalent barriers to including students with disabilities are teacher preparation and teacher attitudes and perceived barriers to instruction consisting of equipment, programming, and time. Inclusion may impact internal and external factors, controlled and uncontrolled, and active and passive. People of all ages, types of disabilities, and experiences demonstrate individual differences in responding when facing similar situations in movement settings. An inclusive environment offers all individuals equally interesting, equally important, and similarly engaging tasks. An inclusive environment comprises the physical space and equipment, the social-emotional atmosphere, and the teaching strategies that are in use. The physical space should be barrier-free and include various equipment related to the lesson/activity. The social-emotional atmosphere should be free of stress, underlining cooperation rather than the existence of the fittest, fastest, or strongest. Teaching strategies should incorporate techniques that promote collaboration between instructor and learners, respond to different learning styles, encourage self-responsibility, provide opportunities for independent learning, and use various informal assessment tools to guide instruction.
{"title":"Assessment of the Motor Competencies Regarding Adapted Physical Activities","authors":"Miloš Popović, H. Válková, I. Đorđević, R. Popović","doi":"10.22159/ijoe.2022v10i4.44934","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i4.44934","url":null,"abstract":"In the introduction, part authors give some of the histories of assessment in Adapted Physical Education (APE). There are currently 13 legally recognized disabilities. Inclusion has many meanings, but typically it is linked to the quality of life in the least restrictive environment and social competence, which is in line with the attitudes of individuals with and without disabilities. The fundamental principle of valuing diversity guides inclusion. Belonging, acceptance, and a sense of being supported are essentials of an inclusive environment. The most prevalent barriers to including students with disabilities are teacher preparation and teacher attitudes and perceived barriers to instruction consisting of equipment, programming, and time. Inclusion may impact internal and external factors, controlled and uncontrolled, and active and passive. People of all ages, types of disabilities, and experiences demonstrate individual differences in responding when facing similar situations in movement settings. An inclusive environment offers all individuals equally interesting, equally important, and similarly engaging tasks. An inclusive environment comprises the physical space and equipment, the social-emotional atmosphere, and the teaching strategies that are in use. The physical space should be barrier-free and include various equipment related to the lesson/activity. The social-emotional atmosphere should be free of stress, underlining cooperation rather than the existence of the fittest, fastest, or strongest. Teaching strategies should incorporate techniques that promote collaboration between instructor and learners, respond to different learning styles, encourage self-responsibility, provide opportunities for independent learning, and use various informal assessment tools to guide instruction.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128083101","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 : 2022-07-01DOI: 10.22159/ijoe.2022v10i4.44977
Oktavianus Arianto, Dimyati
The COVID-19 has infected and forced all world leaders, including Indonesian leader, to make very strong defense to resolve the spread of COVID-19. Therefore, a social distancing rule or restriction has emerged in social interaction and one of its impacts on education that given online and offline learning. In a study on student class 2 IPS 4 senior High School Country 1 Imogiri related direct lesson education physical, especially in the service material for volleyball, is still below the minimum completeness criteria. This is reinforced by the data from the pretest results showing that there are still 40% of students who passed in the top serve. This study uses classroom action research (CAR), which consists of 2 cycles to improve students’ abilities in material that does not find the minimum completeness criteria. The method used, namely exercise with online and offline learning models with an assessment focus on student psychomotoric. In group 1, learning completeness achieved reached 45%. However, these results still have not reached the expectation of completeness of 70% of the whole student in one class study. On group 2 level completeness learning, students reach 75% of students able to perform the top serve technique well. In conclusion, using the drill method with the model online learning, online and offline of group 1 until group 2 improvement by cumulative including tall.
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Pub Date : 2022-05-01DOI: 10.22159/ijoe.2022v10i3.44730
Kavery B. J., M. K.
Psychological distress is linked with the lack of social support and loneliness. The Elderly is suffering from many psychological issues and a lack of social support. Often, in old age homes, the lack of immediate friends and family leads them to many issues like loneliness, which affects their mental health. So it is essential to address this issue to provide care and support them. This study aimed to understand the contributing factors of psychological distress and influencing factors of psychological distress, loneliness, religiosity, and social support. The study was conducted on 159 older people (age range 60-90 years) of Thrissur and its neighboring places by employing a convenient sampling technique. The psychological distress scale was used to measure psychological distress The UCLA Loneliness Scale, Perceived Social Support Scale, and Religiosity Scale were used to measure loneliness, perceived social support, and religiosity, respectively. Personal details of the participants, such as age, sex, socio-economic status, marital status, etc., were collected using a personal data sheet. Results revealed that the loneliness and support from the family were highly contributing to predictors of psychological distress, and loneliness and support from friends contributed to depression. Males and females differ on psychological distress and its components, namely anxiety and depression. Moreover, males and females experienced similar religiosity and stress levels, and females experienced higher levels of loneliness than males. As a result of lower support from family, friends, and special person and overall perceived social support, there occurs a higher level of depression. Psychological distress will be high when there is lower social support from family, friends, and special people. Also, when there is greater psychological distress, there will be high loneliness. Older persons will have high religiosity when there is high loneliness. Stress and depression differ between people living in old age homes and Pakal Veedu. Reduction in loneliness occurs when there is a presence of a special person in their life.
{"title":"Predictors of Psychological Distress among Old Aged","authors":"Kavery B. J., M. K.","doi":"10.22159/ijoe.2022v10i3.44730","DOIUrl":"https://doi.org/10.22159/ijoe.2022v10i3.44730","url":null,"abstract":"Psychological distress is linked with the lack of social support and loneliness. The Elderly is suffering from many psychological issues and a lack of social support. Often, in old age homes, the lack of immediate friends and family leads them to many issues like loneliness, which affects their mental health. So it is essential to address this issue to provide care and support them. This study aimed to understand the contributing factors of psychological distress and influencing factors of psychological distress, loneliness, religiosity, and social support. The study was conducted on 159 older people (age range 60-90 years) of Thrissur and its neighboring places by employing a convenient sampling technique. The psychological distress scale was used to measure psychological distress The UCLA Loneliness Scale, Perceived Social Support Scale, and Religiosity Scale were used to measure loneliness, perceived social support, and religiosity, respectively. Personal details of the participants, such as age, sex, socio-economic status, marital status, etc., were collected using a personal data sheet. Results revealed that the loneliness and support from the family were highly contributing to predictors of psychological distress, and loneliness and support from friends contributed to depression. Males and females differ on psychological distress and its components, namely anxiety and depression. Moreover, males and females experienced similar religiosity and stress levels, and females experienced higher levels of loneliness than males. As a result of lower support from family, friends, and special person and overall perceived social support, there occurs a higher level of depression. Psychological distress will be high when there is lower social support from family, friends, and special people. Also, when there is greater psychological distress, there will be high loneliness. Older persons will have high religiosity when there is high loneliness. Stress and depression differ between people living in old age homes and Pakal Veedu. Reduction in loneliness occurs when there is a presence of a special person in their life.","PeriodicalId":413908,"journal":{"name":"Innovare Journal of Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134360936","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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