{"title":"The Effect of Corporate Governance Mechanism and Submission Quality of Financial Report on the Financial report Integrity Moderated with Political Connection","authors":"Susie Susilawati, E. Murwaningsari","doi":"10.22161/jhed.3.6.7","DOIUrl":"https://doi.org/10.22161/jhed.3.6.7","url":null,"abstract":"","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125495744","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}
{"title":"Nurturing Communication through Social Online Platforms","authors":"Osama Abu Baha","doi":"10.22161/jhed.4.1.16","DOIUrl":"https://doi.org/10.22161/jhed.4.1.16","url":null,"abstract":"","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116818186","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}
{"title":"The Process of Changing Everyday Language: How Society Changes Words","authors":"Lina Fathi Sidig Sidgi","doi":"10.22161/ijllc.1.2.2","DOIUrl":"https://doi.org/10.22161/ijllc.1.2.2","url":null,"abstract":"","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128430017","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}
Venus M. Cortes, Arjie I. Montero, Mylene B. Iligan, Donnameir Y. Santillan, Stephanie B. Undalok
The main purpose of this study is to explore the special education teacher’s classroom management strategies engagement in an inclusive virtual setting among the selected teachers in Region VII and one City in Region VIII during remote learning. Five respondents from two regions of Visayas were chosen using convenience and purposive sampling techniques. The researchers of this study used Descriptive Qualitative research design following Colaizzi’s method in thematic analysis. An online interview questionnaire was distributed to the respondents through Google forms and thematic analysis was used to analyze the data. The results indicated that teacher classroom management strategies undeniably played a vital role to maximize students’ engagement in an inclusive virtual classroom. On this basis, it is recommended that teacher classroom management practices should also investigate the variables that limit students' willingness to participate, as well as the importance of the entire class population in students’ engagement. And since our study solely identifies best practices and strategies to maximize student engagement, further study is needed to emphasize assessing teachers’ ICT skills, the parental factors, and appropriate assessment methods to give a greater understanding of the nature of why student engagement is declining in this new mode of learning.
{"title":"Teacher Classroom Management Practices in an Inclusive Virtual Setting","authors":"Venus M. Cortes, Arjie I. Montero, Mylene B. Iligan, Donnameir Y. Santillan, Stephanie B. Undalok","doi":"10.22161/jhed.4.3.15","DOIUrl":"https://doi.org/10.22161/jhed.4.3.15","url":null,"abstract":"The main purpose of this study is to explore the special education teacher’s classroom management strategies engagement in an inclusive virtual setting among the selected teachers in Region VII and one City in Region VIII during remote learning. Five respondents from two regions of Visayas were chosen using convenience and purposive sampling techniques. The researchers of this study used Descriptive Qualitative research design following Colaizzi’s method in thematic analysis. An online interview questionnaire was distributed to the respondents through Google forms and thematic analysis was used to analyze the data. The results indicated that teacher classroom management strategies undeniably played a vital role to maximize students’ engagement in an inclusive virtual classroom. On this basis, it is recommended that teacher classroom management practices should also investigate the variables that limit students' willingness to participate, as well as the importance of the entire class population in students’ engagement. And since our study solely identifies best practices and strategies to maximize student engagement, further study is needed to emphasize assessing teachers’ ICT skills, the parental factors, and appropriate assessment methods to give a greater understanding of the nature of why student engagement is declining in this new mode of learning.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129889303","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}
This study examined the views of practice teachers toward the inclusion of students with special education needs in the regular classroom. A total of 32 practice teachers from University of the East, College of Education, participated in the research. Mixed-Method was utilized which comprised of participants answering a questionnaire and participating in a focus group discussion. The questionnaire, My Thinking about Inclusion Scale, MTAI, (Stoiber et al., 1998) was utilized for the quantitative part of the research; while, a focus group discussion was conducted for the qualitative part which sought to uncover the perceptions of practice teachers concerning their background and training on inclusive education. Only six of the 32 practice teachers were able to join the focus group discussion. The results revealed that there is no significant difference in the practice teachers’ views on inclusive education between males and females and their degree programs. Findings also showed that practice teachers held similar positive views on inclusion. The responses of the participants in the focus group discussion unveiled that the practice teachers believed they have adequate theoretical knowledge about inclusive education; however, they still require further in-depth training and hands-on involvement and participation in conducting inclusive practices inside classrooms to effectively apply them in the future as they become licensed teachers. They also saw the importance of the support of the government and the cooperation of schools as well as parents and guardians for the successful espousal of inclusive education.
本研究考察了实习教师对将有特殊教育需要的学生纳入普通课堂的看法。来自东方大学教育学院的32名实习教师参与了本研究。采用混合方法，其中包括参与者回答问卷和参加焦点小组讨论。定量部分采用问卷《My Thinking about Inclusion Scale, MTAI》(Stoiber et al.， 1998);同时，对定性部分进行了焦点小组讨论，旨在揭示实践教师对其背景和全纳教育培训的看法。32位实践教师中只有6位能够参加焦点小组讨论。结果发现，实习教师对全纳教育的看法在不同学历、不同性别之间均无显著差异。调查结果还显示，实习教师对包容性持类似的积极看法。焦点小组讨论参与者的反馈显示，实践教师认为自己对全纳教育有足够的理论知识;然而，他们仍然需要进一步的深入培训和实际参与，在课堂内开展包容性实践，以便在未来成为有执照的教师时有效地应用这些实践。他们还看到了政府的支持和学校以及家长和监护人的合作对于成功推行全纳教育的重要性。
{"title":"Evaluation of Practice Teachers’ Views on Inclusive Education","authors":"Charlene Faye A. Agati, Dennis G. Caballes","doi":"10.22161/jhed.5.3.15","DOIUrl":"https://doi.org/10.22161/jhed.5.3.15","url":null,"abstract":"This study examined the views of practice teachers toward the inclusion of students with special education needs in the regular classroom. A total of 32 practice teachers from University of the East, College of Education, participated in the research. Mixed-Method was utilized which comprised of participants answering a questionnaire and participating in a focus group discussion. The questionnaire, My Thinking about Inclusion Scale, MTAI, (Stoiber et al., 1998) was utilized for the quantitative part of the research; while, a focus group discussion was conducted for the qualitative part which sought to uncover the perceptions of practice teachers concerning their background and training on inclusive education. Only six of the 32 practice teachers were able to join the focus group discussion. The results revealed that there is no significant difference in the practice teachers’ views on inclusive education between males and females and their degree programs. Findings also showed that practice teachers held similar positive views on inclusion. The responses of the participants in the focus group discussion unveiled that the practice teachers believed they have adequate theoretical knowledge about inclusive education; however, they still require further in-depth training and hands-on involvement and participation in conducting inclusive practices inside classrooms to effectively apply them in the future as they become licensed teachers. They also saw the importance of the support of the government and the cooperation of schools as well as parents and guardians for the successful espousal of inclusive education.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123328315","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}
This study aimed to unravel the influence of anxiety on language learning and examine its implications for student behavior and academic performance. A comprehensive review of existing literature was conducted to explore the causes, manifestations, and effects of anxiety on language learners. The relationship between anxiety and student behavior in language learning contexts and its impact on academic performance was a particular focus of the investigation. A mixed-methods approach was employed, utilizing both quantitative and qualitative data collection methods. Surveys, interviews, and observations were used to gather data on anxiety levels, student behavior, and academic performance. The collected data were analyzed using appropriate statistical and qualitative analysis techniques to identify patterns, trends, and correlations. The findings of this study contribute to the existing body of knowledge on anxiety in language learning and provide valuable insights into its implications for student behavior and academic performance. By understanding the impact of anxiety, language educators and institutions can develop effective strategies to support language learners and create a more conducive learning environment. Addressing anxiety in language learning has the potential to enhance student outcomes and promote a positive language-learning experience.
{"title":"Unraveling the Influence of Anxiety on Language Learning: Examining its Implications for Student Behavior and Academic Performance","authors":"Kalaiyarasi Shanmugam, S. N. Jeevarathinam","doi":"10.22161/jhed.5.3.14","DOIUrl":"https://doi.org/10.22161/jhed.5.3.14","url":null,"abstract":"This study aimed to unravel the influence of anxiety on language learning and examine its implications for student behavior and academic performance. A comprehensive review of existing literature was conducted to explore the causes, manifestations, and effects of anxiety on language learners. The relationship between anxiety and student behavior in language learning contexts and its impact on academic performance was a particular focus of the investigation. A mixed-methods approach was employed, utilizing both quantitative and qualitative data collection methods. Surveys, interviews, and observations were used to gather data on anxiety levels, student behavior, and academic performance. The collected data were analyzed using appropriate statistical and qualitative analysis techniques to identify patterns, trends, and correlations. The findings of this study contribute to the existing body of knowledge on anxiety in language learning and provide valuable insights into its implications for student behavior and academic performance. By understanding the impact of anxiety, language educators and institutions can develop effective strategies to support language learners and create a more conducive learning environment. Addressing anxiety in language learning has the potential to enhance student outcomes and promote a positive language-learning experience.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"280 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121265433","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}
In order to validate this study, the researchers turned to a quantitative methodology. There were a total of 140 questionnaires handed out at the various private companies; however, only 128 of those questionnaires were returned, and only 128 of those were correctly filled out. The data was obtained through the use of hard copies. The findings demonstrated a significant and positive relationship between quality of brand relationship and customer engagement at selected private businesses in Kurdistan. The findings of this study will be beneficial for the field of culture studies, for example, culture diversification and its relationship with the quality of brand relationships. Furthermore, the researchers suggested that further studies be conducted in the field of cultural issues and the relationship quality of brand relationships to determine whether or not culture will have an effect on accepting certain customer engagement.
{"title":"The Causes and Effects of Quality of Brand Relationship and Customer Engagement","authors":"Zain Noori Ismael","doi":"10.22161/jhed.4.5.11","DOIUrl":"https://doi.org/10.22161/jhed.4.5.11","url":null,"abstract":"In order to validate this study, the researchers turned to a quantitative methodology. There were a total of 140 questionnaires handed out at the various private companies; however, only 128 of those questionnaires were returned, and only 128 of those were correctly filled out. The data was obtained through the use of hard copies. The findings demonstrated a significant and positive relationship between quality of brand relationship and customer engagement at selected private businesses in Kurdistan. The findings of this study will be beneficial for the field of culture studies, for example, culture diversification and its relationship with the quality of brand relationships. Furthermore, the researchers suggested that further studies be conducted in the field of cultural issues and the relationship quality of brand relationships to determine whether or not culture will have an effect on accepting certain customer engagement.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121701749","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}
Vedaste Nsengiyumva, J. Sibomana, Christian Shema Nsenga
This article is about strategies devised by Kepler in reaction to challenges brought in by the covid-19 outbreak since its occurrence in 2019. Kepler instructors have devised a number of tools and strategies in order to cope up with the challenges and keep students engaged as the institution, like many others, had shifted from blended to online (or remote) learning. The study analyzed the effectiveness of the tools and strategies used to keep students engaged in remote learning. We collected data from 169 out of 174 students who were in the program, and 18 out of 25 instructors who were teaching during the pandemic time. Online surveys were sent to both students and teachers to collect quantitative data. The students and teachers involved in this study gave their views about the usefulness of the tools and strategies used, and the report shows that the tools contributed to students' engagement and helped them to curb the challenges they had faced. The study recommends the use of recording online tools such as vocaroo.com, speakpipe.com; self-paced quizzes, videos, podcasts, discussion boards, shared google docs, and strategies like peer reviews, feedback, icebreakers, warm up prompts, higher order thinking questions, and class final reflections, as the respondents reported that they helped them stay engaged, which would not have been possible if the instructors used the traditional lecture method and online group assignments only during the virtual teaching and learning. The findings in this paper will contribute to the improvement of online teaching and learning strategies.
{"title":"Managing COVID-19 Challenges: Strategies to Keep students Engaged in Online Learning - A Case study of Kepler","authors":"Vedaste Nsengiyumva, J. Sibomana, Christian Shema Nsenga","doi":"10.22161/jhed.4.5.7","DOIUrl":"https://doi.org/10.22161/jhed.4.5.7","url":null,"abstract":"This article is about strategies devised by Kepler in reaction to challenges brought in by the covid-19 outbreak since its occurrence in 2019. Kepler instructors have devised a number of tools and strategies in order to cope up with the challenges and keep students engaged as the institution, like many others, had shifted from blended to online (or remote) learning. The study analyzed the effectiveness of the tools and strategies used to keep students engaged in remote learning. We collected data from 169 out of 174 students who were in the program, and 18 out of 25 instructors who were teaching during the pandemic time. Online surveys were sent to both students and teachers to collect quantitative data. The students and teachers involved in this study gave their views about the usefulness of the tools and strategies used, and the report shows that the tools contributed to students' engagement and helped them to curb the challenges they had faced. The study recommends the use of recording online tools such as vocaroo.com, speakpipe.com; self-paced quizzes, videos, podcasts, discussion boards, shared google docs, and strategies like peer reviews, feedback, icebreakers, warm up prompts, higher order thinking questions, and class final reflections, as the respondents reported that they helped them stay engaged, which would not have been possible if the instructors used the traditional lecture method and online group assignments only during the virtual teaching and learning. The findings in this paper will contribute to the improvement of online teaching and learning strategies.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"330 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115969468","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}
English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.
{"title":"Understanding, Thinking and Exploring: Cultural Teaching of Vocabularies under the New English Curriculum Standard","authors":"Yang Yu","doi":"10.22161/jhed.4.5.8","DOIUrl":"https://doi.org/10.22161/jhed.4.5.8","url":null,"abstract":"English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132375418","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}
{"title":"A Study on Motivational Levels of Teachers in Lhuentse District, Bhutan","authors":"Gyeltshen Drukpa","doi":"10.22161/jhed.3.5.2","DOIUrl":"https://doi.org/10.22161/jhed.3.5.2","url":null,"abstract":"","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131616401","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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