Pub Date : 2023-08-15DOI: 10.37745/bje.2013/vol11n118292
Farhat Husain
The pursuit of overall well-being has become increasingly vital in our fast- paced and demanding world. Understanding the complex interplay between the mind and body is essential for realizing our full potential and living a healthy and satisfying life. Physical activity is one effective way to foster this relationship. Regular exercise has a plethora of benefits that extend beyond physical health, immediately benefiting our mental and emotional well-being. Students will feel competent in their performance if they have the freedom to engage in activities based on their sense of autonomy, competence, and relatedness. This article looks at the synergy effect of self-determination and Maslow's theory in creating a link between physical activity and student academic achievement. Students can develop strong social connections with their peers and professors through effective discipline and incentive, leading to more engagement in learning and better study habits.
{"title":"The Impact of Physical Training on Academic Progress: A Perspective through Self-Determination Theory and Maslow’s Hierarchy of Needs","authors":"Farhat Husain","doi":"10.37745/bje.2013/vol11n118292","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n118292","url":null,"abstract":"The pursuit of overall well-being has become increasingly vital in our fast- paced and demanding world. Understanding the complex interplay between the mind and body is essential for realizing our full potential and living a healthy and satisfying life. Physical activity is one effective way to foster this relationship. Regular exercise has a plethora of benefits that extend beyond physical health, immediately benefiting our mental and emotional well-being. Students will feel competent in their performance if they have the freedom to engage in activities based on their sense of autonomy, competence, and relatedness. This article looks at the synergy effect of self-determination and Maslow's theory in creating a link between physical activity and student academic achievement. Students can develop strong social connections with their peers and professors through effective discipline and incentive, leading to more engagement in learning and better study habits.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135164817","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 : 2023-08-15DOI: 10.37745/bje.2013/vol11n10113
U. E. Ekiugbo
The study examined the influence of School Environment on academic achievement of secondary school students in Social Studies: its implication for pedagogy and Quality Assurance in Social Studies classroom in Ekiti State Nigeria. The study was a descriptive research design, comprised of all the secondary school students in Ekiti State as the population. The sample of 200 students was drawn from 10 schools in 2 local government Areas of Ado and Irepodun/Ifelodun, using the simple random sampling technique. The instrument used for the study was a self-designed questionnaire, validated by experts, with reliability coefficient of 0-90. Data collected were analyzed using percentage, mean and chi square for two research questions and two hypotheses. The findings revealed that the quality of the physical school environment with regard to school building and school facilities have significant effect on academic achievement of students in Social Studies classroom. Based on the findings of the study, the implication of good and rich school environment was discussed in line with Pedagogy and Quality Assurance. Recommendations were made to schools, and government at all levels.
{"title":"School Environment: Implication for Pedagogy and Quality Assurance in Social Studies Classroom in Nigeria","authors":"U. E. Ekiugbo","doi":"10.37745/bje.2013/vol11n10113","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n10113","url":null,"abstract":"The study examined the influence of School Environment on academic achievement of secondary school students in Social Studies: its implication for pedagogy and Quality Assurance in Social Studies classroom in Ekiti State Nigeria. The study was a descriptive research design, comprised of all the secondary school students in Ekiti State as the population. The sample of 200 students was drawn from 10 schools in 2 local government Areas of Ado and Irepodun/Ifelodun, using the simple random sampling technique. The instrument used for the study was a self-designed questionnaire, validated by experts, with reliability coefficient of 0-90. Data collected were analyzed using percentage, mean and chi square for two research questions and two hypotheses. The findings revealed that the quality of the physical school environment with regard to school building and school facilities have significant effect on academic achievement of students in Social Studies classroom. Based on the findings of the study, the implication of good and rich school environment was discussed in line with Pedagogy and Quality Assurance. Recommendations were made to schools, and government at all levels.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"46 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85690690","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 : 2023-08-15DOI: 10.37745/bje.2013/vol11n114081
Sumaila Musah, Mariama Mohammed
Non-governmental organisations (NGOs) will find Ghana to be one of the most appropriate countries in the world (Arhin, Kumi & Adam, 2018). For addressing poverty, gender equity, rural development, disaster management, environmental conservation, human rights, and other social issues, non-governmental organisations (NGOs) have evolved as an important element of the institutional framework. The general objective of the study is to examine the antecedents of the level of commitment among volunteers. The explanatory study technique was utilized to get detailed knowledge of variables and establish links between dependent and independent variables to analyze the antecedents of dedication among volunteers in African Youth for Education and Empowerment Foundations(AYEEF). The study's population or target populations were volunteers of the African Youth for Education and Empowerment Foundation. The simple random sampling method was employed to choose respondents for this study. A self-developed questionnaire was the major tool for data collection for the study. Among all the nine challenges ranked, rising cost of food and fuel in the country, ability to travel around the community, lower household incomes were ranked as the three most severe challenges of volunteers in AYEEF. The study concludes that the volunteers did not really feel the need to stay with their organization despite the fact that they were emotionally attached to the organization and believed that they ought to stay committed to the service they offered as volunteers. The study recommended that wide range of volunteer assistance should be provided, from recruitment and on-boarding to ongoing evaluation and feedback after a volunteer has completed their work.
非政府组织(ngo)会发现加纳是世界上最合适的国家之一(Arhin, Kumi &亚当,2018)。为了解决贫困、性别平等、农村发展、灾害管理、环境保护、人权和其他社会问题，非政府组织(ngo)已经发展成为体制框架的一个重要组成部分。本研究的总体目的是考察志愿者承诺水平的前因。利用解释性研究技术详细了解变量，建立因变量和自变量之间的联系，分析非洲青年教育和赋权基金会(AYEEF)志愿人员奉献的前因。该研究的人群或目标人群是非洲青年教育和赋权基金会的志愿者。本研究采用简单随机抽样的方法选择调查对象。自行开发的问卷是本研究数据收集的主要工具。在列出的所有9项挑战中，该国食品和燃料价格上涨、在社区旅行的能力、家庭收入下降被列为AYEEF志愿者面临的三个最严峻的挑战。研究得出的结论是，志愿者并不真的觉得有必要留在他们的组织，尽管他们在情感上与组织有联系，并认为他们应该继续致力于他们作为志愿者提供的服务。该研究建议，应提供范围广泛的志愿者援助，从招募和入职到志愿者完成工作后的持续评估和反馈。
{"title":"Antecedents of Level of Commitment of Volunteers in NGOs: A Case Study of African Youth for Education and Empowerment Foundation (AYEEF)","authors":"Sumaila Musah, Mariama Mohammed","doi":"10.37745/bje.2013/vol11n114081","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n114081","url":null,"abstract":"Non-governmental organisations (NGOs) will find Ghana to be one of the most appropriate countries in the world (Arhin, Kumi & Adam, 2018). For addressing poverty, gender equity, rural development, disaster management, environmental conservation, human rights, and other social issues, non-governmental organisations (NGOs) have evolved as an important element of the institutional framework. The general objective of the study is to examine the antecedents of the level of commitment among volunteers. The explanatory study technique was utilized to get detailed knowledge of variables and establish links between dependent and independent variables to analyze the antecedents of dedication among volunteers in African Youth for Education and Empowerment Foundations(AYEEF). The study's population or target populations were volunteers of the African Youth for Education and Empowerment Foundation. The simple random sampling method was employed to choose respondents for this study. A self-developed questionnaire was the major tool for data collection for the study. Among all the nine challenges ranked, rising cost of food and fuel in the country, ability to travel around the community, lower household incomes were ranked as the three most severe challenges of volunteers in AYEEF. The study concludes that the volunteers did not really feel the need to stay with their organization despite the fact that they were emotionally attached to the organization and believed that they ought to stay committed to the service they offered as volunteers. The study recommended that wide range of volunteer assistance should be provided, from recruitment and on-boarding to ongoing evaluation and feedback after a volunteer has completed their work.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135164818","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 : 2023-08-15DOI: 10.37745/bje.2013/vol11n101432
Simon Kaswahili Nyanda, C. Muteti, Timothy Mandila
This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.
{"title":"Levels of Involvement of Educational Stakeholders in Preparation of Strategic Plans in Enhancing Selected Aspects of Organizational Performance in Public Secondary Schools in Arusha Region","authors":"Simon Kaswahili Nyanda, C. Muteti, Timothy Mandila","doi":"10.37745/bje.2013/vol11n101432","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n101432","url":null,"abstract":"This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"6 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79784634","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 : 2023-08-15DOI: 10.37745/bje.2013/vol11n103345
Gaetan Mavanza Mlolele, C. Muteti, Timothy Mandila
This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.
{"title":"Teachers Training Towards Implementation of Inclusive Education in Public Primary Schools in Dodoma Region-Tanzania","authors":"Gaetan Mavanza Mlolele, C. Muteti, Timothy Mandila","doi":"10.37745/bje.2013/vol11n103345","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n103345","url":null,"abstract":"This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"59 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83993387","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 : 2023-08-15DOI: 10.37745/bje.2013/vol11n11114
Modupe Aduke Aina, Mary Ayodeji Gbenga-Epebinu, Rebecca Oluwafunke Olofinbiyi, Oluwakemi Christie Ogidan, Tosin O. Ayedun
This study explores the perceptions and acceptance of medical chatbots among undergraduate students at Ekiti State University, Ado-Ekiti, Nigeria. A medical chatbot is an artificially intelligent conversational agent that simulates human-like communication, catering to user inquiries and generating logical responses. These chatbots leverage natural language processing and machine learning to engage in dynamic interactions, retrieve relevant information, and adapt to new data. This research investigates two primary aspects: the perception of undergraduate students towards the use of medical chatbots and the level of acceptance of these chatbots among the same demographic. The study employs a descriptive cross-sectional survey design, involving a sample size of 300 undergraduate students, determined using Taro Yamane's method. The data collection process includes a semi-structured questionnaire, validated by experts in Tests and Measurement and Public Health. The collected data are analyzed using SPSS version 28. The findings reveal an equitable gender distribution among participants, with a slightly higher representation of females. Additionally, a substantial proportion of respondents fall within the 18-25 age bracket, with a significant presence of undergraduates below 18 years old. The study indicates positive perceptions of medical chatbots among undergraduate students, suggesting a favorable view towards their adoption. While the majority of participants exhibit acceptance of medical chatbots, there is skepticism about the precision and reliability of healthcare suggestions provided by these platforms. In conclusion, this study sheds light on the positive perceptions and acceptance of medical chatbots among undergraduate students in Ekiti State University. The findings suggest a potential for integrating this technology into healthcare, education, and research endeavors, while acknowledging the need for further investigation into the underlying factors influencing these perceptions. As the healthcare landscape evolves, chatbots can potentially offer valuable contributions to enhancing health services, especially in scenarios where in-person visits are unnecessary. However, continuous research is essential to ensure their accuracy, trustworthiness, and effectiveness across diverse demographic groups
{"title":"Perception and Acceptance of Medical Chatbot Among Undergraduates in Ekiti State University, Nigeria","authors":"Modupe Aduke Aina, Mary Ayodeji Gbenga-Epebinu, Rebecca Oluwafunke Olofinbiyi, Oluwakemi Christie Ogidan, Tosin O. Ayedun","doi":"10.37745/bje.2013/vol11n11114","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n11114","url":null,"abstract":"This study explores the perceptions and acceptance of medical chatbots among undergraduate students at Ekiti State University, Ado-Ekiti, Nigeria. A medical chatbot is an artificially intelligent conversational agent that simulates human-like communication, catering to user inquiries and generating logical responses. These chatbots leverage natural language processing and machine learning to engage in dynamic interactions, retrieve relevant information, and adapt to new data. This research investigates two primary aspects: the perception of undergraduate students towards the use of medical chatbots and the level of acceptance of these chatbots among the same demographic. The study employs a descriptive cross-sectional survey design, involving a sample size of 300 undergraduate students, determined using Taro Yamane's method. The data collection process includes a semi-structured questionnaire, validated by experts in Tests and Measurement and Public Health. The collected data are analyzed using SPSS version 28. The findings reveal an equitable gender distribution among participants, with a slightly higher representation of females. Additionally, a substantial proportion of respondents fall within the 18-25 age bracket, with a significant presence of undergraduates below 18 years old. The study indicates positive perceptions of medical chatbots among undergraduate students, suggesting a favorable view towards their adoption. While the majority of participants exhibit acceptance of medical chatbots, there is skepticism about the precision and reliability of healthcare suggestions provided by these platforms. In conclusion, this study sheds light on the positive perceptions and acceptance of medical chatbots among undergraduate students in Ekiti State University. The findings suggest a potential for integrating this technology into healthcare, education, and research endeavors, while acknowledging the need for further investigation into the underlying factors influencing these perceptions. As the healthcare landscape evolves, chatbots can potentially offer valuable contributions to enhancing health services, especially in scenarios where in-person visits are unnecessary. However, continuous research is essential to ensure their accuracy, trustworthiness, and effectiveness across diverse demographic groups","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135164823","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 : 2023-08-15DOI: 10.37745/bje.2013/vol11n108198
Mavis Adwoa Donkor, Robert Andrews Ghanney, Daniel Asomani Wiafe, Emmanuel Dwamena
The study sought to examine how knowledge and skill in ICT of Social Studies teachers influence their teaching of the subject to students who are deaf in schools in Ghana. The study was hinged on the Social Cognitive Theory and Human Capital Theory and used convergent parallel design with the mixed methods approach. The population for the study comprised all JHS Social Studies teachers and headteachers numbering 42 in the 14 public schools for the deaf in Ghana. Census sampling was used to select all the 28 respondents (teachers) for the quantitative phase while convenience sampling technique was also used to sample 14 participants for the qualitative aspects of the study. Data was gathered through questionnaire for the quantitative data and analysed using descriptive measures (frequencies and percentages, means and standard deviations) while the qualitative data was accessed through semi-structured interviews and textually analyzed. The findings showed that the majority of Social Studies teachers handling deaf students possessed requisite knowledge and skills in ICT and showed interest in teaching the subject, nevertheless, only few of them employed ICT in teaching Social Studies. It is recommended that Social Studies teachers to students who are deaf be provided with computers and taken through regular in-service training to help them meet their special needs and other ICT tools.
{"title":"Social Studies Teachers’ ICT Proficiency for Teaching in Schools for the Deaf in Ghana","authors":"Mavis Adwoa Donkor, Robert Andrews Ghanney, Daniel Asomani Wiafe, Emmanuel Dwamena","doi":"10.37745/bje.2013/vol11n108198","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n108198","url":null,"abstract":"The study sought to examine how knowledge and skill in ICT of Social Studies teachers influence their teaching of the subject to students who are deaf in schools in Ghana. The study was hinged on the Social Cognitive Theory and Human Capital Theory and used convergent parallel design with the mixed methods approach. The population for the study comprised all JHS Social Studies teachers and headteachers numbering 42 in the 14 public schools for the deaf in Ghana. Census sampling was used to select all the 28 respondents (teachers) for the quantitative phase while convenience sampling technique was also used to sample 14 participants for the qualitative aspects of the study. Data was gathered through questionnaire for the quantitative data and analysed using descriptive measures (frequencies and percentages, means and standard deviations) while the qualitative data was accessed through semi-structured interviews and textually analyzed. The findings showed that the majority of Social Studies teachers handling deaf students possessed requisite knowledge and skills in ICT and showed interest in teaching the subject, nevertheless, only few of them employed ICT in teaching Social Studies. It is recommended that Social Studies teachers to students who are deaf be provided with computers and taken through regular in-service training to help them meet their special needs and other ICT tools.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75967329","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 : 2023-08-15DOI: 10.37745/bje.2013/vol11n111527
Fatimah Saguni
This study discusses the role of teachers in improving students' cognitive competency in Islamic education lessons through the recitation method. This study uses qualitative methods, and the data was gathered through field observation, in-depth interviews, and written document analysis. Direct observation was conducted during the teaching and learning process, while in-depth interviews were carried out with teachers and students. Document analysis was conducted to see teaching material preparation and student learning performance scores. The results of this study show that the teacher's role in improving students' cognitive abilities in Islamic religious education subjects through the recitation method has been well implemented in every meeting. The teacher's role includes the use of the recitation method in every meeting of Islamic religious lessons. The impact of using the recitation method can improve students' cognitive abilities in mastering Islamic religious subject matter. Besides that, students' motivation and interest in studying Islam are also improving because the recitation method gives them the freedom to master Islamic religious education material. In conclusion, the recitation method is very suitable for learning Islamic religion because it is related to mastering the verses of the Koran and hadith. For this reason, teachers and Islamic education institutions need to think about applying the recitation method in Islamic religious learning when the material is mostly related to the Al-Quran and hadith.
{"title":"The Role of Teachers in Improving Students’ Cognitive Competency in Islamic Education Subjects Through Recitation Method","authors":"Fatimah Saguni","doi":"10.37745/bje.2013/vol11n111527","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n111527","url":null,"abstract":"This study discusses the role of teachers in improving students' cognitive competency in Islamic education lessons through the recitation method. This study uses qualitative methods, and the data was gathered through field observation, in-depth interviews, and written document analysis. Direct observation was conducted during the teaching and learning process, while in-depth interviews were carried out with teachers and students. Document analysis was conducted to see teaching material preparation and student learning performance scores. The results of this study show that the teacher's role in improving students' cognitive abilities in Islamic religious education subjects through the recitation method has been well implemented in every meeting. The teacher's role includes the use of the recitation method in every meeting of Islamic religious lessons. The impact of using the recitation method can improve students' cognitive abilities in mastering Islamic religious subject matter. Besides that, students' motivation and interest in studying Islam are also improving because the recitation method gives them the freedom to master Islamic religious education material. In conclusion, the recitation method is very suitable for learning Islamic religion because it is related to mastering the verses of the Koran and hadith. For this reason, teachers and Islamic education institutions need to think about applying the recitation method in Islamic religious learning when the material is mostly related to the Al-Quran and hadith.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135164816","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 : 2023-08-15DOI: 10.37745/bje.2013/vol11n112839
Iornenge Shamo Isaiah
This study investigated the relationship among teachers’ occupational interests, job satisfaction and performance in government secondary schools in North-Central Nigeria. The study adopted descriptive survey design using teachers in government secondary schools in the North-Central Geopolitical zone of Nigeria. A sample size of 384 teachers comprising 153 males and 231 females participated in the study through stratified random sampling procedure. Three instruments were used for the study – Vocational Interests Inventory (VII) Job Satisfaction Inventory for Teachers (JOSIT) and Teachers Job Performance Inventory (TEJOPI). The reliability of the instruments was determined through test re-test method using Pearson Product Moment Correlation Coefficient which yielded reliability indices of 0.92, 0.84 and 0.81 for VII, JOSIT and TEJOPI respectively. One research question and three hypotheses guided the conduct of the study. Data generated was analyzed using mean scores and standard deviation for the research question. Analysis of variance (ANOVA) was used for hypotheses one and two while Pearson Product Moment Correlation Coefficient was used to test hypothesis three. The findings revealed that teachers in government secondary schools in North-Central Nigeria were dissatisfied with their jobs as reflected in the sectional mean of 2.712. The findings further revealed that a significant relationship existed between occupational interests and job satisfaction but not with job performance. The findings further indicated that there was no significant relationship between jobs satisfaction and Job performance. The researcher recommended among other measures, that government as the major employer of labour should ensure periodic improvements in the working conditions of teachers to enhance their job satisfaction and boost productivity.
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Pub Date : 2023-08-15DOI: 10.37745/bje.2013/vol11n104662
I. J. Chikezie, Amaka Charity Okoye
This paper investigates the shift from conventional assessment methods to authentic assessment methods in tertiary institutions particularly, in the 21st century classrooms. The paper will focus on exploring students’ preference for conventional and authentic assessment methods, the benefits and challenges of transitioning to authentic assessment methods which emphasizes real-world problem-solving and application of knowledge and skills. Descriptive survey research design was deployed in the study, guided by four research questions and four hypotheses. The population will comprise students from tertiary institutions in South-East geo-political zones in Nigeria. A sample of 1838 students was drawn from five tertiary institutions using simple random sampling and accidental sampling techniques. The instrument for data collection was the “Conventional versus Authentic Assessment Methods in 21st Century Classroom Questionnaire” (CAAM21CCQ). The instrument was adapted from Saher et al. (2022) and Fatmawati (2018) respectively. The estimated reliability coefficient of the instrument using Cronbach Alpha was 0.813. the instrument was administered using Google forms. The research questions were answered with using descriptive statistics. Whereas, the hypotheses were tested at 0.05 alpha levels using paired t-test, independent t-test and one-way analysis of variance (ANOVA) as appropriate. Findings indicated that students prefer both assessment methods and authentic assessment foster development of the 21st century skills. Further, no statistically significant difference was found on students’ perception on challenges of authentic assessment methods and the implementation strategies based on gender and programme. It was recommended among others, that educators should combine conventional and authentic assessment methods when necessary.
{"title":"Transition from Conventional Assessment to Authentic Assessment Methods in Tertiary Education 21st Century Classroom in South-East Geo-Political Zone","authors":"I. J. Chikezie, Amaka Charity Okoye","doi":"10.37745/bje.2013/vol11n104662","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n104662","url":null,"abstract":"This paper investigates the shift from conventional assessment methods to authentic assessment methods in tertiary institutions particularly, in the 21st century classrooms. The paper will focus on exploring students’ preference for conventional and authentic assessment methods, the benefits and challenges of transitioning to authentic assessment methods which emphasizes real-world problem-solving and application of knowledge and skills. Descriptive survey research design was deployed in the study, guided by four research questions and four hypotheses. The population will comprise students from tertiary institutions in South-East geo-political zones in Nigeria. A sample of 1838 students was drawn from five tertiary institutions using simple random sampling and accidental sampling techniques. The instrument for data collection was the “Conventional versus Authentic Assessment Methods in 21st Century Classroom Questionnaire” (CAAM21CCQ). The instrument was adapted from Saher et al. (2022) and Fatmawati (2018) respectively. The estimated reliability coefficient of the instrument using Cronbach Alpha was 0.813. the instrument was administered using Google forms. The research questions were answered with using descriptive statistics. Whereas, the hypotheses were tested at 0.05 alpha levels using paired t-test, independent t-test and one-way analysis of variance (ANOVA) as appropriate. Findings indicated that students prefer both assessment methods and authentic assessment foster development of the 21st century skills. Further, no statistically significant difference was found on students’ perception on challenges of authentic assessment methods and the implementation strategies based on gender and programme. It was recommended among others, that educators should combine conventional and authentic assessment methods when necessary.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85263472","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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