Pub Date : 2021-06-03DOI: 10.31901/24566322.2021/33.1-3.1183
Hanan Abdalnabi Al Saied Ahmed
ABSTRACT Handcrafts contribute significantly to sustainable socioeconomic development and poverty alleviation in local communities, by creating substantial employment and income opportunities for people. The aim was to investigate the effect of kindergarten teacher coaching on handicraft skills to improve implemented technical products. Participants were 20 unemployed female kindergarten teachers. They aged from 22-29 years old (M= 25 years, SD= 3.52). This study utilised a Quasi-Experimental (Pre-Test and Post-Test), one group design. Data were collected from children during the academic year 2019-2020. Data were analysed using t-test, ANOVA test, and Eta Squared. The group participated in 10 workshops, in which they were trained in doing textile design printing, forming ceramic pastes and synthesis with environmental materials. The results show there is a significant difference between the group’s performance before and after the program. This confirms that the handicrafts could positively impact kindergarten teachers’ textile design printing, forming ceramic pastes and synthesis with environmental materials. At the end of the study, recommendations were provided.
{"title":"The Effect of Kindergarten Teacher Coaching on Handicraft Skills to Improve Implemented Technical Products: An Approach to Tackle Unemployment","authors":"Hanan Abdalnabi Al Saied Ahmed","doi":"10.31901/24566322.2021/33.1-3.1183","DOIUrl":"https://doi.org/10.31901/24566322.2021/33.1-3.1183","url":null,"abstract":"ABSTRACT Handcrafts contribute significantly to sustainable socioeconomic development and poverty alleviation in local communities, by creating substantial employment and income opportunities for people. The aim was to investigate the effect of kindergarten teacher coaching on handicraft skills to improve implemented technical products. Participants were 20 unemployed female kindergarten teachers. They aged from 22-29 years old (M= 25 years, SD= 3.52). This study utilised a Quasi-Experimental (Pre-Test and Post-Test), one group design. Data were collected from children during the academic year 2019-2020. Data were analysed using t-test, ANOVA test, and Eta Squared. The group participated in 10 workshops, in which they were trained in doing textile design printing, forming ceramic pastes and synthesis with environmental materials. The results show there is a significant difference between the group’s performance before and after the program. This confirms that the handicrafts could positively impact kindergarten teachers’ textile design printing, forming ceramic pastes and synthesis with environmental materials. At the end of the study, recommendations were provided.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83086322","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 : 2021-05-15DOI: 10.31901/24566322.2021/35.1-3.1192
Imdad Ali
ABSTRACT The study is done to investigate the proficiency level of students’ basic skills (BS) and attitude towards algebra (ATA) and their relation with algebraic problem-solving skills (PSS). Basic Skills Test (BST) and Problem Solving Test (PST) are done to know proficiency level of BS and PSS, and the Algebraic Attitude Scale (AAS) is designed to know the ATA. The reliability analysis of the questionnaire is 0.842 measured by Cronbach alpha. The proficiency level of students’ BS and level of attitude is determined by using frequency, percentage distribution, mean and weighted mean. To determine the relationship between PSS and the factors (ATA and BS), Chi-Square test is used. The result shows that students’ PSS are significantly related to their level of ATA and BS.
{"title":"Factors Affecting Algebraic Problem-solving Skills of Secondary School Students","authors":"Imdad Ali","doi":"10.31901/24566322.2021/35.1-3.1192","DOIUrl":"https://doi.org/10.31901/24566322.2021/35.1-3.1192","url":null,"abstract":"ABSTRACT The study is done to investigate the proficiency level of students’ basic skills (BS) and attitude towards algebra (ATA) and their relation with algebraic problem-solving skills (PSS). Basic Skills Test (BST) and Problem Solving Test (PST) are done to know proficiency level of BS and PSS, and the Algebraic Attitude Scale (AAS) is designed to know the ATA. The reliability analysis of the questionnaire is 0.842 measured by Cronbach alpha. The proficiency level of students’ BS and level of attitude is determined by using frequency, percentage distribution, mean and weighted mean. To determine the relationship between PSS and the factors (ATA and BS), Chi-Square test is used. The result shows that students’ PSS are significantly related to their level of ATA and BS.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"30 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87136158","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 : 2021-05-08DOI: 10.31901/24566322.2021/33.1-3.1184
Norah Saad Al-Qahtani
ABSTRACT The study aims to identify the most important transferable competencies that academic programmes develop among students at King Saud University (KSU) and determine the most prominent methods of their development from their perspectives. It also intends to reveal differences that could be attributed to the variables of gender and academic discipline. A descriptive and analytical approach was used. 387 students from the scientific and humanitarian disciplines were chosen using the stratified random method. Results show that the most important transferable competencies that the academic programmes at KSU develop among their students are professionalism/ work ethics, teamwork/collaboration and digital technology. The most prominent methods of their development are project-based and problem-solving learning, immersion in the professional environment and active learning. No statistically significant differences are observed in the average responses of the participants attributed to the gender variable while there are significant differences ascribed to the academic discipline variable for scientific disciplines.
{"title":"Development of Transferable Competencies in Academic Programs at King Saud University","authors":"Norah Saad Al-Qahtani","doi":"10.31901/24566322.2021/33.1-3.1184","DOIUrl":"https://doi.org/10.31901/24566322.2021/33.1-3.1184","url":null,"abstract":"ABSTRACT The study aims to identify the most important transferable competencies that academic programmes develop among students at King Saud University (KSU) and determine the most prominent methods of their development from their perspectives. It also intends to reveal differences that could be attributed to the variables of gender and academic discipline. A descriptive and analytical approach was used. 387 students from the scientific and humanitarian disciplines were chosen using the stratified random method. Results show that the most important transferable competencies that the academic programmes at KSU develop among their students are professionalism/ work ethics, teamwork/collaboration and digital technology. The most prominent methods of their development are project-based and problem-solving learning, immersion in the professional environment and active learning. No statistically significant differences are observed in the average responses of the participants attributed to the gender variable while there are significant differences ascribed to the academic discipline variable for scientific disciplines.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90399940","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 : 2021-03-20DOI: 10.31901/24566322.2021/32.1-3.1173
Manish Rohatgi
History of Indian education dates back to over 5,000 years. Education in the Vedic and Muslim periods was found to be based on religion while the Buddhist period gave world-class universities. In the British period, education oscillated between being a central subject and a provincial subject. The Constitution of India placed education as a state subject, which was later transferred to the Concurrent List in 1976. But due to lack of coordination between the centre and state governments, the higher education system is found to be in a critical state. Further, there is significant disparity in funds allocation to central and state universities by the central regulator, UGC, which further worsens the situation. The current system can work, if the centre makes the law with a broader view and leaves the states with enough power to customise it. There is need to establish State Education Councils in every state to better assess the need of state universities and recommend/allocate the funds accordingly.
{"title":"Critical Analysis of Development and Management of Higher Education in India","authors":"Manish Rohatgi","doi":"10.31901/24566322.2021/32.1-3.1173","DOIUrl":"https://doi.org/10.31901/24566322.2021/32.1-3.1173","url":null,"abstract":"History of Indian education dates back to over 5,000 years. Education in the Vedic and Muslim periods was found to be based on religion while the Buddhist period gave world-class universities. In the British period, education oscillated between being a central subject and a provincial subject. The Constitution of India placed education as a state subject, which was later transferred to the Concurrent List in 1976. But due to lack of coordination between the centre and state governments, the higher education system is found to be in a critical state. Further, there is significant disparity in funds allocation to central and state universities by the central regulator, UGC, which further worsens the situation. The current system can work, if the centre makes the law with a broader view and leaves the states with enough power to customise it. There is need to establish State Education Councils in every state to better assess the need of state universities and recommend/allocate the funds accordingly.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89213124","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 : 2021-03-10DOI: 10.31901/24566322.2021/32.1-3.1178
J. Garay
Several reasons have been linked to the high percentage of failure when it comes to Sciences Technolo-gy, Engineering and Mathematics (STEM) subjects for college freshmen. The Higher Learning Commission during its annual conference in 2013 did find out that the leading factor, motivation, seems to play a significant role to inspire students to get involved in the course work. Much research, both in academic journals and mainstream magazines, has been published on how traditional methods of lecturing are neither engaging nor robust enough for STEM learners. In this paper, the author explores the Game-Based Learning method (GBL) as a promising platform to assistance students in their transition from high school to college level STEM courses. Additionally it also looks into the fundamental reasons why biologically, culturally and philosophically, playing has become an essential tool in engaging the real world without having to assume the risk of unwanted consequences.
{"title":"Cultural and Philosophical Understanding of Game-based Learning in STEM Subjects","authors":"J. Garay","doi":"10.31901/24566322.2021/32.1-3.1178","DOIUrl":"https://doi.org/10.31901/24566322.2021/32.1-3.1178","url":null,"abstract":"Several reasons have been linked to the high percentage of failure when it comes to Sciences Technolo-gy, Engineering and Mathematics (STEM) subjects for college freshmen. The Higher Learning Commission during its annual conference in 2013 did find out that the leading factor, motivation, seems to play a significant role to inspire students to get involved in the course work. Much research, both in academic journals and mainstream magazines, has been published on how traditional methods of lecturing are neither engaging nor robust enough for STEM learners. In this paper, the author explores the Game-Based Learning method (GBL) as a promising platform to assistance students in their transition from high school to college level STEM courses. Additionally it also looks into the fundamental reasons why biologically, culturally and philosophically, playing has become an essential tool in engaging the real world without having to assume the risk of unwanted consequences.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86348546","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 : 2021-01-15DOI: 10.31901/24566322.2021/32.1-3.1164
N. Tiwari
ABSTRACT Education has been considered as one of the primary goals of the ‘Millennium Development Goals’. In India, one is provided free and compulsory primary education, which helps in making it a literate nation. Primary schooling is the key to success for each developing country and covers the age category of 6-14 years. In India, this education is made free and mandatory to reach one hundred percent literacy. In Delhi, the capital of India, slums are usually located close to the railway paths and market locations. The children living in such regions suffer from several issues hampering their education as well as other comparative activities. Delhi being a metropolitan city is a huge source of attraction for people. Children of slums face many problems affecting their studies. The current study aims to find out the challenges faced by slum children in attaining education with the main focus on primary education.
{"title":"Problems of Education in Slums of Delhi","authors":"N. Tiwari","doi":"10.31901/24566322.2021/32.1-3.1164","DOIUrl":"https://doi.org/10.31901/24566322.2021/32.1-3.1164","url":null,"abstract":"ABSTRACT Education has been considered as one of the primary goals of the ‘Millennium Development Goals’. In India, one is provided free and compulsory primary education, which helps in making it a literate nation. Primary schooling is the key to success for each developing country and covers the age category of 6-14 years. In India, this education is made free and mandatory to reach one hundred percent literacy. In Delhi, the capital of India, slums are usually located close to the railway paths and market locations. The children living in such regions suffer from several issues hampering their education as well as other comparative activities. Delhi being a metropolitan city is a huge source of attraction for people. Children of slums face many problems affecting their studies. The current study aims to find out the challenges faced by slum children in attaining education with the main focus on primary education.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"11 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84738013","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 : 2020-12-17DOI: 10.31901/24566322.2020/31.1-3.1165
Ian P. Benitez
ABSTRACT This study focused on the development of a workbook to overcome students’ learning difficulties and to strengthen their competency in a computer networking course in the implementation of competency-based training at Camarines Sur Polytechnic College. The difficult networking skills were identified, a workbook was created using Backward Design, and an assessment of the effectiveness of the workbook in the learning process was carried out. A paired sample t-test on the findings of the pre-test and post-test showed a substantial increase in student performance. Post-test results showed that students had a high degree of competence with a passing rate of 98.6 percent. In addition, with a wide weighted average of 4.51, the workbook was found to be acceptable in terms of content, working example, and assessment. These results showed that the developed workbook was able to enhance students’ competency in computer networking fundamentals.
{"title":"Development of Workbook to Enhance Students’ Competency in Computer Networking Fundamentals","authors":"Ian P. Benitez","doi":"10.31901/24566322.2020/31.1-3.1165","DOIUrl":"https://doi.org/10.31901/24566322.2020/31.1-3.1165","url":null,"abstract":"ABSTRACT This study focused on the development of a workbook to overcome students’ learning difficulties and to strengthen their competency in a computer networking course in the implementation of competency-based training at Camarines Sur Polytechnic College. The difficult networking skills were identified, a workbook was created using Backward Design, and an assessment of the effectiveness of the workbook in the learning process was carried out. A paired sample t-test on the findings of the pre-test and post-test showed a substantial increase in student performance. Post-test results showed that students had a high degree of competence with a passing rate of 98.6 percent. In addition, with a wide weighted average of 4.51, the workbook was found to be acceptable in terms of content, working example, and assessment. These results showed that the developed workbook was able to enhance students’ competency in computer networking fundamentals.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"62 8","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72445382","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 : 2020-12-17DOI: 10.31901/24566322.2020/31.1-3.1162
F. Hassona
ABSTRACT This study aimed to assess the laboratory class engagement level among nursing students in a four dimensions (that is, engagement activities, cognitive skills, other educational practices, and class atmosphere) and its difference with the demographic profile of the students. This research employed a comparative-cross sectional study design. The research was conducted in the College of Nursing, University of Hail in the Kingdom of Saudi Arabia during the academic year 2018-2019. There were 136 nursing students that participated in this study because of the convenience sampling. This study was conducted from January to February 2019. The participants have a high level of engagement activities (2.65), cognitive skills (3.07), other educational practices (2.92), and classroom atmosphere (2.72). There is no significant relation between laboratory class engagements with age (p>0.054), academic year (p>0.382), previous education (p>0.895), gender (p>0.297), and reason for enrolment (p>0.313). Nursing students who enrolled in the fundamental of nursing practical course were highly engaged. The age, academic year, previous education, gender and reason for enrolment were not significant to the students’ engagement. The nursing educator played a major role for the students to reach their highest achievement in the attainment of their goal to meet the expectation of every nursing school towards mission vision.
{"title":"Laboratory Class Engagement among Nursing Students: A Comparative Cross Sectional Study","authors":"F. Hassona","doi":"10.31901/24566322.2020/31.1-3.1162","DOIUrl":"https://doi.org/10.31901/24566322.2020/31.1-3.1162","url":null,"abstract":"ABSTRACT This study aimed to assess the laboratory class engagement level among nursing students in a four dimensions (that is, engagement activities, cognitive skills, other educational practices, and class atmosphere) and its difference with the demographic profile of the students. This research employed a comparative-cross sectional study design. The research was conducted in the College of Nursing, University of Hail in the Kingdom of Saudi Arabia during the academic year 2018-2019. There were 136 nursing students that participated in this study because of the convenience sampling. This study was conducted from January to February 2019. The participants have a high level of engagement activities (2.65), cognitive skills (3.07), other educational practices (2.92), and classroom atmosphere (2.72). There is no significant relation between laboratory class engagements with age (p>0.054), academic year (p>0.382), previous education (p>0.895), gender (p>0.297), and reason for enrolment (p>0.313). Nursing students who enrolled in the fundamental of nursing practical course were highly engaged. The age, academic year, previous education, gender and reason for enrolment were not significant to the students’ engagement. The nursing educator played a major role for the students to reach their highest achievement in the attainment of their goal to meet the expectation of every nursing school towards mission vision.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"29 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82696093","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 : 2020-11-15DOI: 10.31901/24566322.2020/31.1-3.1085
J. Garay
ABSTRACT Student Evaluation of Faculty (SEF) is an important component of the US educational system and an indispensable tool to keep track of the faculty’s role to make the institution’s academic practice more engaging, objective and effective. SEF also allows institutions to assess faculty performance, future career stability, advancement and promotion. Unfortunately, SEFs generally exempt students from any responsibility in their own academic outcome. The article presents an analysis of a study based on a modified version of the current SEF form utilised by the Bronx Community College. This modified form includes questions about a student’s responsibilities, to measure their accountability making the evaluation more objective using a descriptive research design method. Results confirmed that students must play an active part in the process by assuming their own responsibilities of regularly and timely attending class, increasing study time, utilising the resources of tutoring, faculty office hours, and extended recitation to improve their own outcome and produce a valid faculty evaluation.
{"title":"Student Accountability for Objective Evaluations of Faculty","authors":"J. Garay","doi":"10.31901/24566322.2020/31.1-3.1085","DOIUrl":"https://doi.org/10.31901/24566322.2020/31.1-3.1085","url":null,"abstract":"ABSTRACT Student Evaluation of Faculty (SEF) is an important component of the US educational system and an indispensable tool to keep track of the faculty’s role to make the institution’s academic practice more engaging, objective and effective. SEF also allows institutions to assess faculty performance, future career stability, advancement and promotion. Unfortunately, SEFs generally exempt students from any responsibility in their own academic outcome. The article presents an analysis of a study based on a modified version of the current SEF form utilised by the Bronx Community College. This modified form includes questions about a student’s responsibilities, to measure their accountability making the evaluation more objective using a descriptive research design method. Results confirmed that students must play an active part in the process by assuming their own responsibilities of regularly and timely attending class, increasing study time, utilising the resources of tutoring, faculty office hours, and extended recitation to improve their own outcome and produce a valid faculty evaluation.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"43 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81294813","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 : 2020-08-05DOI: 10.31901/24566322.2020/30.1-3.1128
Q. Nguyen
{"title":"Aligning Stakeholder Participation in Effective Implementation of Values Education Curriculum in Schools of Vietnam","authors":"Q. Nguyen","doi":"10.31901/24566322.2020/30.1-3.1128","DOIUrl":"https://doi.org/10.31901/24566322.2020/30.1-3.1128","url":null,"abstract":"","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":"38 3","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72582577","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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