Pub Date : 2023-04-01DOI: 10.21608/erji.2023.279100
Abdul Rahman Anizan Hamdan Thamer Al-Rashidi
{"title":"The role of faculty members at Kuwait University in promoting the information culture of their students in the light of the skills of the twenty-first century","authors":"Abdul Rahman Anizan Hamdan Thamer Al-Rashidi","doi":"10.21608/erji.2023.279100","DOIUrl":"https://doi.org/10.21608/erji.2023.279100","url":null,"abstract":"","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80520578","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 : 2023-04-01DOI: 10.21608/erji.2023.279121
Mona Qader, Supervised by: Prof.Dr. shereen Abdel Hakim, Supervised by: Prof. Mervat Kamal Adam
{"title":"The effect of using the six-dimensional strategy (PDEODE) for learning In developing math power skills For middle school students","authors":"Mona Qader, Supervised by: Prof.Dr. shereen Abdel Hakim, Supervised by: Prof. Mervat Kamal Adam","doi":"10.21608/erji.2023.279121","DOIUrl":"https://doi.org/10.21608/erji.2023.279121","url":null,"abstract":"","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"601 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77305626","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 : 2023-04-01DOI: 10.21608/erji.2023.279096
Nawaf Hamoud Al-Harbi, Supervised by: Dr. Mohamed Abdul Al-Ghamdi
{"title":"Methods of parental treatment and its relationship to psychological adjustment among secondary school students in Jeddah","authors":"Nawaf Hamoud Al-Harbi, Supervised by: Dr. Mohamed Abdul Al-Ghamdi","doi":"10.21608/erji.2023.279096","DOIUrl":"https://doi.org/10.21608/erji.2023.279096","url":null,"abstract":"","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"45 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86454920","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":"Is Education Losing the Race with Technology?","authors":"","doi":"10.1787/73105f99-en","DOIUrl":"https://doi.org/10.1787/73105f99-en","url":null,"abstract":"","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"38 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80916487","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 : 2023-01-27DOI: 10.31949/ijeir.v2i1.2920
Cejay Lou Alaon, Jesly Delos Santos, Ariel E San Jose
The purpose of this study was to explore the importance of Self-Directed Learning technique in improving the communication skills in English of students. Sixteen sophomore BS Education majors in English were chosen on purpose. Focus groups were conducted to obtain the necessary information. The analysis of information yielded five themes: increasing language competency, encouraging independent learning, learning through the internet, and becoming more reading focused. Each theme were discussed. It was concluded that regardless of the good implications that Self-Directed Learning brings to learners, the truth remains that students who use Self-Directed Learning requires the guidance and monitoring of teachers in order for students to completely appreciate the significant effects and benefits of the technique. Giving students complete control over their learning can lead to inaccuracy and danger. The results implicate the current situation of COVID 19 where academic institutions are adapting the blended and flexible modalities.
{"title":"Improving Speaking Communication Skills in English through Self-Directed Strategy","authors":"Cejay Lou Alaon, Jesly Delos Santos, Ariel E San Jose","doi":"10.31949/ijeir.v2i1.2920","DOIUrl":"https://doi.org/10.31949/ijeir.v2i1.2920","url":null,"abstract":"The purpose of this study was to explore the importance of Self-Directed Learning technique in improving the communication skills in English of students. Sixteen sophomore BS Education majors in English were chosen on purpose. Focus groups were conducted to obtain the necessary information. The analysis of information yielded five themes: increasing language competency, encouraging independent learning, learning through the internet, and becoming more reading focused. Each theme were discussed. It was concluded that regardless of the good implications that Self-Directed Learning brings to learners, the truth remains that students who use Self-Directed Learning requires the guidance and monitoring of teachers in order for students to completely appreciate the significant effects and benefits of the technique. Giving students complete control over their learning can lead to inaccuracy and danger. The results implicate the current situation of COVID 19 where academic institutions are adapting the blended and flexible modalities.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"114 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81048305","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 : 2023-01-27DOI: 10.31949/ijeir.v2i1.3269
A. Lukić, B. Arsić, Anja Gajić
The aim of this research was to examine characteristics and predictors of auto stimulatory behavior in children with autism spectrum disorders (ASD), as well as to determine the presence of auto stimulatory behavior exhibited by children with ASD. The sample included 43 participants diagnosed with ASD. The instrument used was Behavior Problems Inventory (BPI-01, Rojahn et al., 2002), subscale for stereotyped behavior. Our results show that children with ASD from our sample have lower rates of auto stimulatory behavior, with the most common ones being repetitive body movements, arm shaking, bouncing around, running and pacing. The school type has not proven to be a predictor of auto stimulatory behaviors. However, male participants and those with low functioning ASD exhibit more auto stimulatory behaviors than females and those with high functioning ASD. The presence of auto stimulatory behaviors persists through age. Auto-stimulatory behaviors exhibited by children with ASD can be reduced or eliminated, however it is important to use evidence-based interventions with proven benefits for the child. Since stereotypy is usually automatically maintained and therefore is one of the behaviors that is often difficult to reduce, it is recommended that parents are taught on how to implement interventions in their home environment.
本研究的目的是研究自闭症谱系障碍(ASD)儿童的自刺激行为的特征和预测因素，并确定ASD儿童表现出的自刺激行为的存在。样本包括43名被诊断为自闭症谱系障碍的参与者。使用的工具是行为问题量表(BPI-01, Rojahn et al.， 2002)，刻板印象行为的子量表。我们的研究结果表明，我们样本中的自闭症儿童有较低的自我刺激行为率，最常见的是重复的身体动作，手臂颤抖，蹦蹦跳跳，跑步和踱步。学校类型并没有被证明是自我刺激行为的预测因素。然而，男性和低功能ASD患者比女性和高功能ASD患者表现出更多的自我刺激行为。自我刺激行为的存在会随着年龄的增长而持续。ASD儿童表现出的自我刺激行为可以减少或消除，但重要的是使用基于证据的干预措施，并证明对儿童有益。由于刻板印象通常是自动维持的，因此是一种通常难以减少的行为，因此建议教育父母如何在家庭环境中实施干预措施。
{"title":"Characteristics and predictors of auto-stimulatory behavior in children with autism","authors":"A. Lukić, B. Arsić, Anja Gajić","doi":"10.31949/ijeir.v2i1.3269","DOIUrl":"https://doi.org/10.31949/ijeir.v2i1.3269","url":null,"abstract":"The aim of this research was to examine characteristics and predictors of auto stimulatory behavior in children with autism spectrum disorders (ASD), as well as to determine the presence of auto stimulatory behavior exhibited by children with ASD. The sample included 43 participants diagnosed with ASD. The instrument used was Behavior Problems Inventory (BPI-01, Rojahn et al., 2002), subscale for stereotyped behavior. Our results show that children with ASD from our sample have lower rates of auto stimulatory behavior, with the most common ones being repetitive body movements, arm shaking, bouncing around, running and pacing. The school type has not proven to be a predictor of auto stimulatory behaviors. However, male participants and those with low functioning ASD exhibit more auto stimulatory behaviors than females and those with high functioning ASD. The presence of auto stimulatory behaviors persists through age. Auto-stimulatory behaviors exhibited by children with ASD can be reduced or eliminated, however it is important to use evidence-based interventions with proven benefits for the child. Since stereotypy is usually automatically maintained and therefore is one of the behaviors that is often difficult to reduce, it is recommended that parents are taught on how to implement interventions in their home environment.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"82 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82299972","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 : 2023-01-27DOI: 10.31949/ijeir.v2i1.4100
Wasiu Yahaya, A. Akanbi
Physics teaching and learning theoretically may not achieve its full objectives without the integration of laboratory activities. The study measures post-basic school students’ knowledge of identification and use of physics laboratory apparatus so as to ascertain their readiness for external examinations. The method adopted was descriptive survey of cross sectional type of research that enables data collection through measurement tool. One hundred and forty-three physics students’ check-lists were analysed using descriptive statistics (frequency count and simple percentage). The findings of this study revealed that out of the commonly identified physics laboratory apparatus, students high strength was recorded in identifying the apparatus like retort stand, weight/mass, meter rule, pendulum bob, knife edge, optical pin, glass prism and test tube. The students show high strength in stating correct use of the apparatus like meter rule, stop watch, beaker, ammeter and voltmeter. It is recommended that pasting and displaying the apparatus pictures, name of the apparatus, its uses/functions beside it in the physics laboratory wall and early exposure of the students to laboratory activities will help the students in apparatus identification and prepare them for external examinations.
{"title":"Students’ knowledge on the identification and use of physics laboratory apparatus in post-basic schools in Ilorin, Nigeria","authors":"Wasiu Yahaya, A. Akanbi","doi":"10.31949/ijeir.v2i1.4100","DOIUrl":"https://doi.org/10.31949/ijeir.v2i1.4100","url":null,"abstract":"Physics teaching and learning theoretically may not achieve its full objectives without the integration of laboratory activities. The study measures post-basic school students’ knowledge of identification and use of physics laboratory apparatus so as to ascertain their readiness for external examinations. The method adopted was descriptive survey of cross sectional type of research that enables data collection through measurement tool. One hundred and forty-three physics students’ check-lists were analysed using descriptive statistics (frequency count and simple percentage). The findings of this study revealed that out of the commonly identified physics laboratory apparatus, students high strength was recorded in identifying the apparatus like retort stand, weight/mass, meter rule, pendulum bob, knife edge, optical pin, glass prism and test tube. The students show high strength in stating correct use of the apparatus like meter rule, stop watch, beaker, ammeter and voltmeter. It is recommended that pasting and displaying the apparatus pictures, name of the apparatus, its uses/functions beside it in the physics laboratory wall and early exposure of the students to laboratory activities will help the students in apparatus identification and prepare them for external examinations.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80970386","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 : 2023-01-27DOI: 10.31949/ijeir.v2i1.3967
Mirca Montanari
This contribution intends to propose some reflections on sustainable and accessible educational design, starting from the analysis of today’s educational contexts called upon to promote processes of pedagogical revisitation on the wave of both the profound discomforts and the unprecedented opportunities offered by the pandemic. In the name of the generative gaze that should accompany every process of change between past and future, between awareness achieved and the search for new territories to be explored, the school narrative of a pupil with special needs is proposed, aimed at enhancing the inclusive design interventions concerted and synergic between secondary school, family and out-of-school.
{"title":"For sustainable educational design for all","authors":"Mirca Montanari","doi":"10.31949/ijeir.v2i1.3967","DOIUrl":"https://doi.org/10.31949/ijeir.v2i1.3967","url":null,"abstract":"This contribution intends to propose some reflections on sustainable and accessible educational design, starting from the analysis of today’s educational contexts called upon to promote processes of pedagogical revisitation on the wave of both the profound discomforts and the unprecedented opportunities offered by the pandemic. In the name of the generative gaze that should accompany every process of change between past and future, between awareness achieved and the search for new territories to be explored, the school narrative of a pupil with special needs is proposed, aimed at enhancing the inclusive design interventions concerted and synergic between secondary school, family and out-of-school.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"178 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91319037","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 : 2023-01-27DOI: 10.31949/ijeir.v2i1.4002
Ibrahim Solahudeen Owoyale-Abdulganiy, Nasiru Olokooba, Olaniyi Jibril Ayuba
This paper investigated the relevance of Arts and Social Sciences Education in the promotion of security and safety education in Nigeria. This paper examined religious, social and language roles in ensuring security and safety of lives and properties in the country. The objectives of the study were to examine relevance of religious, language and Social Studies to security and safety education as the country persistently experienced security challenges. The simple random sampling technique was used to select 50 out of 120 teachers of Religious Studies, 55 out of 135 teachers of language education and 53 out of 315 teachers of social studies in upper basic schools in Ilorin, Kwara State, Nigeria. A researchers-designed questionnaire titled “Relevance of Arts and Social Sciences to Security and Safety Education Questionnaire (RASSSSEQ)” was used to gather data from the respondents. The instrument was validated by three experts in Test and Measurement and found it appropriate for this study. The reliability of the instrument was determined using test re-test reliability technique within a two-week interval. The scores of the two tests were correlated using the Pearson’s Product Moment Correlation (PPMC). The value obtained was 0.87. Three research questions raised were answered using the percentages. The findings of the study revealed that Arts and Social Sciences subjects are relevant in ensuring security and safety education in our society. The study concluded that curriculum must be reviewed in other to promote security education through Arts and Social Sciences subjects. Also, the study recommended that ministry of education should include security and safety education in social studies, languages and religious studies curriculum at all levels of education.
{"title":"Relevance of arts and social sciences subjects to security and safety education upper basic schools","authors":"Ibrahim Solahudeen Owoyale-Abdulganiy, Nasiru Olokooba, Olaniyi Jibril Ayuba","doi":"10.31949/ijeir.v2i1.4002","DOIUrl":"https://doi.org/10.31949/ijeir.v2i1.4002","url":null,"abstract":"This paper investigated the relevance of Arts and Social Sciences Education in the promotion of security and safety education in Nigeria. This paper examined religious, social and language roles in ensuring security and safety of lives and properties in the country. The objectives of the study were to examine relevance of religious, language and Social Studies to security and safety education as the country persistently experienced security challenges. The simple random sampling technique was used to select 50 out of 120 teachers of Religious Studies, 55 out of 135 teachers of language education and 53 out of 315 teachers of social studies in upper basic schools in Ilorin, Kwara State, Nigeria. A researchers-designed questionnaire titled “Relevance of Arts and Social Sciences to Security and Safety Education Questionnaire (RASSSSEQ)” was used to gather data from the respondents. The instrument was validated by three experts in Test and Measurement and found it appropriate for this study. The reliability of the instrument was determined using test re-test reliability technique within a two-week interval. The scores of the two tests were correlated using the Pearson’s Product Moment Correlation (PPMC). The value obtained was 0.87. Three research questions raised were answered using the percentages. The findings of the study revealed that Arts and Social Sciences subjects are relevant in ensuring security and safety education in our society. The study concluded that curriculum must be reviewed in other to promote security education through Arts and Social Sciences subjects. Also, the study recommended that ministry of education should include security and safety education in social studies, languages and religious studies curriculum at all levels of education.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"101 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74841064","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 : 2023-01-27DOI: 10.31949/ijeir.v2i1.3461
Konstantina Mathioudaki, Konstantinos Gkaravelas
In this present paper, a comparative study between the Spanish and Swiss primary educational systems took place, investigating whether WebQuests are used in the foreign language lesson for the instruction of critical literacy in multilingual environments. The modern learning environment requires student-centred teaching, with new technologies creating ideal learning conditions which, although they carry many risks, have advantages over traditional ones, creating a lively learning and collaborative environment. In the case of WebQuests, searching for information on the internet ceases to be an arduous process, since it is guided. In addition, it enhances and promotes reflection, critical thinking, creativity, discovery and presentation of new information, delving into real-life issues and situations which are key elements of critical literacy.
{"title":"Critical literacy through Information and Communication Technologies in the primary educational systems of Spain and Switzerland: A comparative study based on the example of WebQuests","authors":"Konstantina Mathioudaki, Konstantinos Gkaravelas","doi":"10.31949/ijeir.v2i1.3461","DOIUrl":"https://doi.org/10.31949/ijeir.v2i1.3461","url":null,"abstract":"In this present paper, a comparative study between the Spanish and Swiss primary educational systems took place, investigating whether WebQuests are used in the foreign language lesson for the instruction of critical literacy in multilingual environments. The modern learning environment requires student-centred teaching, with new technologies creating ideal learning conditions which, although they carry many risks, have advantages over traditional ones, creating a lively learning and collaborative environment. In the case of WebQuests, searching for information on the internet ceases to be an arduous process, since it is guided. In addition, it enhances and promotes reflection, critical thinking, creativity, discovery and presentation of new information, delving into real-life issues and situations which are key elements of critical literacy.","PeriodicalId":43122,"journal":{"name":"IJERI-International Journal of Educational Research and Innovation","volume":"83 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86572372","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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