Pub Date : 2023-12-01DOI: 10.57125/fed.2023.12.25.15
Prospective teachers’ thinking styles might impact their attitudes and behaviors in the teaching profession. However, there is limited knowledge regarding the influence of the learning environments in teacher training programs on the thinking styles of prospective teachers. This research aimed to investigate the correlation between these two factors, using a constructivist learning environment theory and a threefold model of thinking styles as the theoretical framework. Questionnaires were administered among 1,062 year 4 prospective teachers (aged 22.74 ± .65) from a teacher training program in Chinese mainland. Demographics including gender and subject taught were controlled for. Stepwise multiple linear regressions were run and findings indicated that peer morale and constructive learning in learning environment significantly contributed to these prospective teachers’ creativity-favoring (Type I) thinking styles, whereas assignment and assessment positively predicted their norm-favoring (Type II) thinking styles. Implications for key stakeholders of teacher educations were discussed and suggestions for future studies were provided.
{"title":"The Role of Learning Environments in Shaping Prospective Teachers’ Thinking Styles","authors":"","doi":"10.57125/fed.2023.12.25.15","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.15","url":null,"abstract":"Prospective teachers’ thinking styles might impact their attitudes and behaviors in the teaching profession. However, there is limited knowledge regarding the influence of the learning environments in teacher training programs on the thinking styles of prospective teachers. This research aimed to investigate the correlation between these two factors, using a constructivist learning environment theory and a threefold model of thinking styles as the theoretical framework. Questionnaires were administered among 1,062 year 4 prospective teachers (aged 22.74 ± .65) from a teacher training program in Chinese mainland. Demographics including gender and subject taught were controlled for. Stepwise multiple linear regressions were run and findings indicated that peer morale and constructive learning in learning environment significantly contributed to these prospective teachers’ creativity-favoring (Type I) thinking styles, whereas assignment and assessment positively predicted their norm-favoring (Type II) thinking styles. Implications for key stakeholders of teacher educations were discussed and suggestions for future studies were provided.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"29 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138622953","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 : 2023-11-15DOI: 10.57125/fed.2023.12.25.12
The poor performance is even a major problem in rural areas, hindering a country’s economic competitiveness and development of human capital. In the school classroom, mathematics students lack the needed culture to read, understand, perform and apply tasks associated with the tasks. The aim of this study was to explore the various attitudes that measured students’ performance and find relationships among the factors. Exploring the pragmatic paradigm, the researchers used the descriptive design involving structured questionnaire of four-point Likert scale. This scale suitably combined both purposive and simple random sampling procedures to select 315 participants. The instrument was structured as Strongly Agree, Agree, Disagree and Strongly Disagree to simplify responses and yield faster and higher retrieve rate. Immediately after the data collection, the responses were coded in closed form to ease data analysis. Having perused many tools of data analysis, the researchers came to the conclusion that a combination of Pearson Product Moment Correlation Coefficient, T-test, means, standard deviation and percentages were the most appropriate. While means, standard deviations and percentages were mostly used to determine the attitudes, Pearson Product Correlation Coefficient explored the relationships among the various variables. Consequently, the results revealed that the positive attitudes of parents, teachers and schools influenced students’ performance in mathematics. In fact, nearly 94% of the respondents’ attribute mathematics attitudes to parents and closed to 95% attributed mathematics success to teachers. There were also positive relationships among parents, teachers and school environment in determining students’ performance in mathematics. This means students with positive attitudes towards mathematics outperformed those with negative attitudes. It is recommended that parents, teachers and school heads thrive towards minimizing negative attitudes and rather maximising positive attitudes into school mathematics. We suggested that any replication of a future study should include private schools.
{"title":"Attitudes Coded as Measures of Determining Students’ Performance in Mathematics","authors":"","doi":"10.57125/fed.2023.12.25.12","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.12","url":null,"abstract":"The poor performance is even a major problem in rural areas, hindering a country’s economic competitiveness and development of human capital. In the school classroom, mathematics students lack the needed culture to read, understand, perform and apply tasks associated with the tasks. The aim of this study was to explore the various attitudes that measured students’ performance and find relationships among the factors. Exploring the pragmatic paradigm, the researchers used the descriptive design involving structured questionnaire of four-point Likert scale. This scale suitably combined both purposive and simple random sampling procedures to select 315 participants. The instrument was structured as Strongly Agree, Agree, Disagree and Strongly Disagree to simplify responses and yield faster and higher retrieve rate. Immediately after the data collection, the responses were coded in closed form to ease data analysis. Having perused many tools of data analysis, the researchers came to the conclusion that a combination of Pearson Product Moment Correlation Coefficient, T-test, means, standard deviation and percentages were the most appropriate. While means, standard deviations and percentages were mostly used to determine the attitudes, Pearson Product Correlation Coefficient explored the relationships among the various variables. Consequently, the results revealed that the positive attitudes of parents, teachers and schools influenced students’ performance in mathematics. In fact, nearly 94% of the respondents’ attribute mathematics attitudes to parents and closed to 95% attributed mathematics success to teachers. There were also positive relationships among parents, teachers and school environment in determining students’ performance in mathematics. This means students with positive attitudes towards mathematics outperformed those with negative attitudes. It is recommended that parents, teachers and school heads thrive towards minimizing negative attitudes and rather maximising positive attitudes into school mathematics. We suggested that any replication of a future study should include private schools.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136228885","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 : 2023-11-15DOI: 10.57125/fed.2023.12.25.11
The beliefs and practices of selected preschools in the Dodoma Region regarding the role of play in pre-class learning were examined in this study. The main goal was to understand how teachers and parents view play as a significant role in child development and how they incorporate it into their teaching and learning activities. The study's guiding questions concerned the status of play in the curriculum guidelines in Tanzania, how teachers and parents perceive the play for pre-primary school children and the challenges pre-primary teachers face in using play as a curricular tool. A qualitative research design approach was used with face-to-face interviews and documentary analysis to gather information from 17 participants, including heads of teachers, pre-class teachers, and parents. The study participants were expertly purposive and cluster sampled. Data were collected from four selected preschools located in the urban and rural Dodoma region. The study found that the play was almost unreal in all visited preschools and that pre-classrooms were dominated by academic instructions, despite teachers' awareness of the significant contribution of play in the cognitive and academic development of a child. The study also revealed that factors such as limited play materials, academic pressures on teachers, playground safety, and unqualified teachers to teach in pre-classes could negatively impact children's cognitive and socio-emotional growth. Based on the study's findings, recommendations included curriculum adjustments and enhanced pre-primary teacher education programs.
{"title":"“Play is Play” and “Learning is Learning”: Beliefs and Practices Linked to Pre-Primary Children’s Play and Learning in Tanzania","authors":"","doi":"10.57125/fed.2023.12.25.11","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.11","url":null,"abstract":"The beliefs and practices of selected preschools in the Dodoma Region regarding the role of play in pre-class learning were examined in this study. The main goal was to understand how teachers and parents view play as a significant role in child development and how they incorporate it into their teaching and learning activities. The study's guiding questions concerned the status of play in the curriculum guidelines in Tanzania, how teachers and parents perceive the play for pre-primary school children and the challenges pre-primary teachers face in using play as a curricular tool. A qualitative research design approach was used with face-to-face interviews and documentary analysis to gather information from 17 participants, including heads of teachers, pre-class teachers, and parents. The study participants were expertly purposive and cluster sampled. Data were collected from four selected preschools located in the urban and rural Dodoma region. The study found that the play was almost unreal in all visited preschools and that pre-classrooms were dominated by academic instructions, despite teachers' awareness of the significant contribution of play in the cognitive and academic development of a child. The study also revealed that factors such as limited play materials, academic pressures on teachers, playground safety, and unqualified teachers to teach in pre-classes could negatively impact children's cognitive and socio-emotional growth. Based on the study's findings, recommendations included curriculum adjustments and enhanced pre-primary teacher education programs.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"6 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136228661","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 : 2023-11-13DOI: 10.57125/fed.2023.12.25.10
The development of German language teaching for special purposes has seen several advancements in recent years, with the incorporation of innovative teaching practices to enhance the learning experience for students. Here are a few exemplary teaching practices in this field. The aim of the paper was to present basic aspects of teaching German language for special purposes. The methodology of the paper was a case-study in undergraduate courses for German, technical terminology at the University of Ioannina, (Greece), as well as in National and Kapodistrian University of Athens (Greece) that resulted in that though the empirical approach of teaching German, the understanding of technical terminology in academic undergraduate courses arose. The findings could suggest that a better understanding of technical terminology can improve students' language proficiency and communication skills, making them more competitive in their academic and professional pursuits. This can lead to improved academic performance, better job opportunities, and increased success in their chosen fields. The necessity to enrich and redesign the curriculum to meet new professional and academic requirements indicates that the current curriculum is lacking in terms of addressing the needs of students in the modern world. This point could be expanded upon by discussing specific ways in which the curriculum can be updated, such as the inclusion of more technology-related content, project-based assignments, and collaboration with industry professionals. Changes in the curriculum and teaching practices can impact the future of education by better preparing students for the evolving demands of their respective fields. By integrating innovative teaching practices, educators can create more engaging and dynamic learning environments, which can foster creativity, critical thinking, and problem-solving skills in students. This can ultimately lead to a more skilled and adaptable workforce that is better equipped to succeed in a rapidly changing world.
{"title":"Development Perspectives of German Language Teaching for Special Purposes: Exemplary Teaching Practices in Academic Lessons in Greece","authors":"","doi":"10.57125/fed.2023.12.25.10","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.10","url":null,"abstract":"The development of German language teaching for special purposes has seen several advancements in recent years, with the incorporation of innovative teaching practices to enhance the learning experience for students. Here are a few exemplary teaching practices in this field. The aim of the paper was to present basic aspects of teaching German language for special purposes. The methodology of the paper was a case-study in undergraduate courses for German, technical terminology at the University of Ioannina, (Greece), as well as in National and Kapodistrian University of Athens (Greece) that resulted in that though the empirical approach of teaching German, the understanding of technical terminology in academic undergraduate courses arose. The findings could suggest that a better understanding of technical terminology can improve students' language proficiency and communication skills, making them more competitive in their academic and professional pursuits. This can lead to improved academic performance, better job opportunities, and increased success in their chosen fields. The necessity to enrich and redesign the curriculum to meet new professional and academic requirements indicates that the current curriculum is lacking in terms of addressing the needs of students in the modern world. This point could be expanded upon by discussing specific ways in which the curriculum can be updated, such as the inclusion of more technology-related content, project-based assignments, and collaboration with industry professionals. Changes in the curriculum and teaching practices can impact the future of education by better preparing students for the evolving demands of their respective fields. By integrating innovative teaching practices, educators can create more engaging and dynamic learning environments, which can foster creativity, critical thinking, and problem-solving skills in students. This can ultimately lead to a more skilled and adaptable workforce that is better equipped to succeed in a rapidly changing world.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"138 30","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351532","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 : 2023-11-10DOI: 10.57125/fed.2023.12.25.09
The literature has indicated that nursing students are among the healthcare students that experience higher level of stress; which makes it imperative to provide them with relevant skills they can employ to overcome stressful life conditions. This study thus adopted mindfulness skills intervention to alleviate stress manifestations among nursing students in Ilorin metropolis, Kwara State, Nigeria. The objectives of the study were to examine the effect of mindfulness skills training on physical, behavioural and psychological manifestations of stress among the participants. Using a quasi-experimental study of the pre-test, post-test design, three null hypotheses guided the conduct of this study. The population of the study consisted of 234 University of Ilorin Teaching Hospital nursing school students. A purposive sampling technique was used to select 15 participants in the treatment group. An adapted “Stress Questionnaire” (with a Reliability Index of .88) from Sinha et al. (2016) was used for data collection. The data collected were analysed using percentage and paired t-test was used to test the null hypotheses formulated at .05 level of significance. The findings revealed that mindfulness skills intervention reduced the physical (t = 19.17, p < .05); behavioural (t = 11.25, p < .05); and psychological (t = 11.51, p < .05) manifestations of stress among the study participants. Based on these findings, it was concluded that mindfulness skills intervention is not only applicable in clinical setting but can also be applied in an educational environment; hence, a comprehensive knowledge of the process and steps involved in these training becomes imperative for school counsellors to avail themselves with for imparting positive change in clients who are going through stressful situations. Therefore, it was recommended, among others, that professional counsellors should equip nursing students with such skills in order to help them overcome the physical, behavioural and psychological manifestations of stress.
文献表明，护理专业学生是医疗保健专业学生中压力水平较高的学生;这使得向他们提供相关技能成为必要，他们可以利用这些技能来克服紧张的生活条件。因此，本研究采用正念技能干预来缓解尼日利亚科瓦拉州伊洛林大都市区护生的压力表现。这项研究的目的是检验正念技能训练对参与者的身体、行为和心理压力表现的影响。采用准实验研究的前测、后测设计，三个零假设指导本研究的进行。研究对象为伊洛林大学教学医院护理学校的234名学生。采用有目的抽样方法，选取治疗组15例。采用Sinha等人(2016)改编的“压力问卷”(信度指数为0.88)进行数据收集。收集的数据使用百分比进行分析，配对t检验用于检验在0.05显著性水平下制定的零假设。结果显示，正念技能干预降低了身体素质(t = 19.17, p <. 05);行为(t = 11.25, p <. 05);心理(t = 11.51, p <(0.05)研究参与者的压力表现。研究结果表明，正念技能干预不仅适用于临床环境，也适用于教育环境;因此，对这些培训过程和步骤的全面了解对学校辅导员来说是必不可少的，因为他们可以利用这些知识向正在经历压力的客户传授积极的变化。因此，除其他外，建议专业辅导员应使护理学生掌握这些技能，以帮助他们克服压力的身体、行为和心理表现。
{"title":"Mindfulness Skills Intervention for Alleviating Stress Manifestations Among Nursing Students in Ilorin Metropolis, Nigeria","authors":"","doi":"10.57125/fed.2023.12.25.09","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.09","url":null,"abstract":"The literature has indicated that nursing students are among the healthcare students that experience higher level of stress; which makes it imperative to provide them with relevant skills they can employ to overcome stressful life conditions. This study thus adopted mindfulness skills intervention to alleviate stress manifestations among nursing students in Ilorin metropolis, Kwara State, Nigeria. The objectives of the study were to examine the effect of mindfulness skills training on physical, behavioural and psychological manifestations of stress among the participants. Using a quasi-experimental study of the pre-test, post-test design, three null hypotheses guided the conduct of this study. The population of the study consisted of 234 University of Ilorin Teaching Hospital nursing school students. A purposive sampling technique was used to select 15 participants in the treatment group. An adapted “Stress Questionnaire” (with a Reliability Index of .88) from Sinha et al. (2016) was used for data collection. The data collected were analysed using percentage and paired t-test was used to test the null hypotheses formulated at .05 level of significance. The findings revealed that mindfulness skills intervention reduced the physical (t = 19.17, p < .05); behavioural (t = 11.25, p < .05); and psychological (t = 11.51, p < .05) manifestations of stress among the study participants. Based on these findings, it was concluded that mindfulness skills intervention is not only applicable in clinical setting but can also be applied in an educational environment; hence, a comprehensive knowledge of the process and steps involved in these training becomes imperative for school counsellors to avail themselves with for imparting positive change in clients who are going through stressful situations. Therefore, it was recommended, among others, that professional counsellors should equip nursing students with such skills in order to help them overcome the physical, behavioural and psychological manifestations of stress.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"116 27","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136488","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 : 2023-11-09DOI: 10.57125/fed.2023.12.25.08
This study presents the research results of the implementation of two location-based educational games in the field of history and cultural heritage, created on Taleblazer to be played by high-school students on smartphones. The games were designed to take place in the city of Rhodes island and were titled: “The Siege of Rhodes by Muhammad the Conqueror (1480 p.C.)”, briefly hereafter, The Siege and “Let’s Discover the Secrets of Foro Italico”, briefly hereafter, Foro. By applying to each of them a different design strategy (gamification versus narrative-driven plot), the prime aim was to understand which features were preferred by different age groups, but also which other, external parameters influenced the reception of the games. The overarching pedagogical basis under which this research was placed brought together a series of theoretical approaches that cross-fertilised each other: The game-based learning, Cognitive Theory of Multimedia Learning, Situated learning in combination with approaches that highlight the importance of augmented reality and location–based (digital) games to improve the learning outcome. The research sample was 58 students, aged 12-18, who participated in both games, and the methodological tool was a questionnaire, distributed to the participants after the completion of both games. The processing and analysis of the data was done in the program SPSS. The games were created in the context of previous research, with the aim of verifying or differentiating from already recorded results. This research largely confirmed previous research results but also enriched the existing conclusions with new ones, regarding the importance of the age group and previous experience of the participants, as most of the experiments so far did not provide sufficient statistics of quantitative data. Although the learning performance was not we verified, the additional findings could prove useful in the future for a more tailored design of similar educational games, in order to optimise the learning process, taking into account factors that influence game reception. However, the need for a larger sample size and for further investigation of how games function as learning resources is undeniable.
{"title":"Delving into the impact of location-based games on high school students: Foro Italico vs. The Siege","authors":"","doi":"10.57125/fed.2023.12.25.08","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.08","url":null,"abstract":"This study presents the research results of the implementation of two location-based educational games in the field of history and cultural heritage, created on Taleblazer to be played by high-school students on smartphones. The games were designed to take place in the city of Rhodes island and were titled: “The Siege of Rhodes by Muhammad the Conqueror (1480 p.C.)”, briefly hereafter, The Siege and “Let’s Discover the Secrets of Foro Italico”, briefly hereafter, Foro. By applying to each of them a different design strategy (gamification versus narrative-driven plot), the prime aim was to understand which features were preferred by different age groups, but also which other, external parameters influenced the reception of the games. The overarching pedagogical basis under which this research was placed brought together a series of theoretical approaches that cross-fertilised each other: The game-based learning, Cognitive Theory of Multimedia Learning, Situated learning in combination with approaches that highlight the importance of augmented reality and location–based (digital) games to improve the learning outcome. The research sample was 58 students, aged 12-18, who participated in both games, and the methodological tool was a questionnaire, distributed to the participants after the completion of both games. The processing and analysis of the data was done in the program SPSS. The games were created in the context of previous research, with the aim of verifying or differentiating from already recorded results. This research largely confirmed previous research results but also enriched the existing conclusions with new ones, regarding the importance of the age group and previous experience of the participants, as most of the experiments so far did not provide sufficient statistics of quantitative data. Although the learning performance was not we verified, the additional findings could prove useful in the future for a more tailored design of similar educational games, in order to optimise the learning process, taking into account factors that influence game reception. However, the need for a larger sample size and for further investigation of how games function as learning resources is undeniable.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":" 71","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241730","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 : 2023-11-08DOI: 10.57125/fed.2023.12.25.07
This study aimed to demonstrate the relationship between social spousal abuse and emotional homeostatic disequilibrium (EHD) among married secondary school teachers in Rivers State of Nigeria. The goals of the study were to enlighten the reader about the EHD phenomenon, to find out the relationship between social spousal abuse and EHD as well as to seek for ways to curb it in marriages. The investigation adopted the ex post facto correlation design and also considered the possible moderating influence of gender on the relationship between social spousal abuse and EHD among the subjects of the study. The population comprised all married teachers in secondary schools across Rivers State of Nigeria, about 8,499 out of which 766 (11%) were selected through stratified random sampling technique for the study. Two instruments namely, the Social Spousal Abuse Scale (SSAS) with five items and Emotional Homeostatic Disequilibrium Scale (EHDS) with 15 items were developed by the researcher for collection of data on social spousal abuse behaviours and EHD indicators. Reliability coefficients of α =.68 and α =.99 for SSAS and EHDS respectively were achieved through Cronbach Alpha. The study was guided by two each of research questions and null hypotheses. The research questions were answered using mean and standard deviation while the null hypotheses were tested with correlation and regression statistics at 0.05 significance level. The statistical package for Social Sciences (SPSS) version 23 was used for data analysis. The results showed that social spousal abuse was significantly related to EHD and that gender was not found to significantly moderate the relationship of social spousal abuse with EHD among subjects of the study. Implications of the study were highlighted among which is that persons in the helping professions should work jointly in order to eliminate EHD in marriages among married secondary school teachers in Rivers State of Nigeria. Suggestions for further studies were equally made. One of them was that this particular study should be replicated on the same population or another with a larger sample size for greater generalisation.
{"title":"Social Spousal Abuse and Emotional Homeostatic Disequilibrium (EHD) Amid Married Secondary Schools Teachers in Rivers State of Nigeria","authors":"","doi":"10.57125/fed.2023.12.25.07","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.07","url":null,"abstract":"This study aimed to demonstrate the relationship between social spousal abuse and emotional homeostatic disequilibrium (EHD) among married secondary school teachers in Rivers State of Nigeria. The goals of the study were to enlighten the reader about the EHD phenomenon, to find out the relationship between social spousal abuse and EHD as well as to seek for ways to curb it in marriages. The investigation adopted the ex post facto correlation design and also considered the possible moderating influence of gender on the relationship between social spousal abuse and EHD among the subjects of the study. The population comprised all married teachers in secondary schools across Rivers State of Nigeria, about 8,499 out of which 766 (11%) were selected through stratified random sampling technique for the study. Two instruments namely, the Social Spousal Abuse Scale (SSAS) with five items and Emotional Homeostatic Disequilibrium Scale (EHDS) with 15 items were developed by the researcher for collection of data on social spousal abuse behaviours and EHD indicators. Reliability coefficients of α =.68 and α =.99 for SSAS and EHDS respectively were achieved through Cronbach Alpha. The study was guided by two each of research questions and null hypotheses. The research questions were answered using mean and standard deviation while the null hypotheses were tested with correlation and regression statistics at 0.05 significance level. The statistical package for Social Sciences (SPSS) version 23 was used for data analysis. The results showed that social spousal abuse was significantly related to EHD and that gender was not found to significantly moderate the relationship of social spousal abuse with EHD among subjects of the study. Implications of the study were highlighted among which is that persons in the helping professions should work jointly in order to eliminate EHD in marriages among married secondary school teachers in Rivers State of Nigeria. Suggestions for further studies were equally made. One of them was that this particular study should be replicated on the same population or another with a larger sample size for greater generalisation.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342919","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 : 2023-11-05DOI: 10.57125/fed.2023.12.25.06
Modern education and science are at the stage of active practical implementation of digital technologies aimed at improving the efficiency of the educational process. The fourth wave of industrial development offers digital and technological solutions that enhance the practical learning experience through the use of immersive technologies such as augmented and virtual reality. The purpose of this study is to assess the possibilities of using currently available Virtual Reality / Augmented Reality (VR/AR) technologies and to develop specific recommendations for improving the quality of the educational process, as well as to explore promising areas for the development of immersive education. The study used methods of criterion-based selection of the optimal tool for creating educational virtual content. This selection was made among the research nomenclature of currently available relevant digital platforms based on the calculation of specialised metrics for assessing the focal technical and technological capabilities of the studied cloud resources. Based on the results of this study, the optimal and currently available means of creating educational content has been identified, which provides users with the opportunity to use VR/AR technologies without acquiring special skills and abilities. Pedagogical scenarios that have already been immersed and can be adapted to different sectors of education are proposed. Probable vectors for the further development of educational VR/AR technologies are considered, and a hypothesis is formed about the need to use real experience in implementing immersive and virtualised educational processes to adjust and moderate the future development of global education in the context of the and Education 4.0 paradigms. The results of this study indicate the dynamic development of the field of immersive and virtualised educational space, formulate practical recommendations for using currently available tools for creating virtual educational content, and also point to the problem of low scientific support for the development of the studied field, which requires a systematic approach and a generally accepted strategy in the transformational processes of civilisational evolution. According to the results of the study, it is recommended to actively introduce available cloud-based platforms for creating virtual educational content into educational processes, as well as to use a nomenclature of pedagogical scenarios that have already been adapted and transformed to the use of VR/AR technologies in educational processes. It is necessary to constantly monitor and moderate the processes of involving immersive and virtualisation tools in the educational space.
{"title":"Virtual Pedagogy: Scenarios for Future Learning with VR and AR Technologies","authors":"","doi":"10.57125/fed.2023.12.25.06","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.06","url":null,"abstract":"Modern education and science are at the stage of active practical implementation of digital technologies aimed at improving the efficiency of the educational process. The fourth wave of industrial development offers digital and technological solutions that enhance the practical learning experience through the use of immersive technologies such as augmented and virtual reality. The purpose of this study is to assess the possibilities of using currently available Virtual Reality / Augmented Reality (VR/AR) technologies and to develop specific recommendations for improving the quality of the educational process, as well as to explore promising areas for the development of immersive education. The study used methods of criterion-based selection of the optimal tool for creating educational virtual content. This selection was made among the research nomenclature of currently available relevant digital platforms based on the calculation of specialised metrics for assessing the focal technical and technological capabilities of the studied cloud resources. Based on the results of this study, the optimal and currently available means of creating educational content has been identified, which provides users with the opportunity to use VR/AR technologies without acquiring special skills and abilities. Pedagogical scenarios that have already been immersed and can be adapted to different sectors of education are proposed. Probable vectors for the further development of educational VR/AR technologies are considered, and a hypothesis is formed about the need to use real experience in implementing immersive and virtualised educational processes to adjust and moderate the future development of global education in the context of the and Education 4.0 paradigms. The results of this study indicate the dynamic development of the field of immersive and virtualised educational space, formulate practical recommendations for using currently available tools for creating virtual educational content, and also point to the problem of low scientific support for the development of the studied field, which requires a systematic approach and a generally accepted strategy in the transformational processes of civilisational evolution. According to the results of the study, it is recommended to actively introduce available cloud-based platforms for creating virtual educational content into educational processes, as well as to use a nomenclature of pedagogical scenarios that have already been adapted and transformed to the use of VR/AR technologies in educational processes. It is necessary to constantly monitor and moderate the processes of involving immersive and virtualisation tools in the educational space.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"3 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725142","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.10
Teachers’ commitment to entrepreneurial education determines the effect of an intervention program. The objectives of the study, which was conducted in 2019, were both to explore seventy-five (75) teachers’ perceptions on entrepreneurial education and ways of implementing it and record the differences through a questionnaire which was completed before and after the pilot program. According to the results, the teachers revealed higher mean values in the post-test, compared to the pre-test values, in all items of the questionnaire, except from the one that concerned their preparation during the university studies. More specifically, the pilot program seems to have broadened teachers’ knowledge on entrepreneurial education and skills. They also recognized its value in learning engagement and commitment and selected teachers in elementary education and mathematicians in secondary education as the most appropriate professionals to teach entrepreneurship in school as part of all subjects through activities and Information and Communication Technologies (ICT). Finally, according to the findings, networking and cooperation with the headmaster, teachers’ association members, entrepreneurs and parents’ and guardians’ association can have a positive impact on entrepreneurial education. This study highlights the necessity not only to enhance teachers’ knowledge on entrepreneurial education by including it in their undergraduate studies, their in-service training, and the school curricula but also to foster entrepreneurial education at primary and secondary school level.
{"title":"Perception of Teachers on Entrepreneurial Education Before and After the Implementation of a Pilot Program","authors":"","doi":"10.57125/fed.2023.09.25.10","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.10","url":null,"abstract":"Teachers’ commitment to entrepreneurial education determines the effect of an intervention program. The objectives of the study, which was conducted in 2019, were both to explore seventy-five (75) teachers’ perceptions on entrepreneurial education and ways of implementing it and record the differences through a questionnaire which was completed before and after the pilot program. According to the results, the teachers revealed higher mean values in the post-test, compared to the pre-test values, in all items of the questionnaire, except from the one that concerned their preparation during the university studies. More specifically, the pilot program seems to have broadened teachers’ knowledge on entrepreneurial education and skills. They also recognized its value in learning engagement and commitment and selected teachers in elementary education and mathematicians in secondary education as the most appropriate professionals to teach entrepreneurship in school as part of all subjects through activities and Information and Communication Technologies (ICT). Finally, according to the findings, networking and cooperation with the headmaster, teachers’ association members, entrepreneurs and parents’ and guardians’ association can have a positive impact on entrepreneurial education. This study highlights the necessity not only to enhance teachers’ knowledge on entrepreneurial education by including it in their undergraduate studies, their in-service training, and the school curricula but also to foster entrepreneurial education at primary and secondary school level.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135865229","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 : 2023-09-25DOI: 10.57125/fed.2023.09.25.08
Misconceptions in the field of computer science can lead to confusion and loss of confidence for students. These misconceptions are based on students' concepts that are not scientifically accurate interpretations. One of the major reasons why students find certain computing and scientific concepts so tough to acquire is because they suffer an inequality or gap between their early classification of a concept and the new learning framework. Resolving misconception challenges in the teaching and learning of sciences is not new because according to the past studies, it is believed to manifest throughout the life of individuals where students are greatly involved when it comes to teaching and learning sciences. The study aims to resolve and correct students’ misconceptions using a practical approach and its impact on students’ gender differences. To address these misconceptions, an experimental design study was conducted in order to examine the effects of practical approach correcting misconceptions among students in computing. The study compared students' scores on Pre-Test and Post-Test, comparing their perceptions of computing and the effectiveness of practical methods to address them. The population of the study consisted of all undergraduate students in higher education institutions in Lagos State. Through the use of random sampling method, 75 undergraduate students from Lagos State University of Education were selected. The instrument was subjected to reliability index after it was validated by experts in computing. An index of .887 results showed significant highly reliable instrument. The results of findings established significant differences between the pre-and post-test scores, but only a slight difference between male and female scores observed. The study recommends that students should be given the opportunity to investigate and test their own findings of computer science components and software functions in order to build a deeper understanding without preconceptions from their prior experiences.
{"title":"Resolving Misconception Challenges in the Teaching and Learning of Computer Science Amongst First-Year Undergraduate Students","authors":"","doi":"10.57125/fed.2023.09.25.08","DOIUrl":"https://doi.org/10.57125/fed.2023.09.25.08","url":null,"abstract":"Misconceptions in the field of computer science can lead to confusion and loss of confidence for students. These misconceptions are based on students' concepts that are not scientifically accurate interpretations. One of the major reasons why students find certain computing and scientific concepts so tough to acquire is because they suffer an inequality or gap between their early classification of a concept and the new learning framework. Resolving misconception challenges in the teaching and learning of sciences is not new because according to the past studies, it is believed to manifest throughout the life of individuals where students are greatly involved when it comes to teaching and learning sciences. The study aims to resolve and correct students’ misconceptions using a practical approach and its impact on students’ gender differences. To address these misconceptions, an experimental design study was conducted in order to examine the effects of practical approach correcting misconceptions among students in computing. The study compared students' scores on Pre-Test and Post-Test, comparing their perceptions of computing and the effectiveness of practical methods to address them. The population of the study consisted of all undergraduate students in higher education institutions in Lagos State. Through the use of random sampling method, 75 undergraduate students from Lagos State University of Education were selected. The instrument was subjected to reliability index after it was validated by experts in computing. An index of .887 results showed significant highly reliable instrument. The results of findings established significant differences between the pre-and post-test scores, but only a slight difference between male and female scores observed. The study recommends that students should be given the opportunity to investigate and test their own findings of computer science components and software functions in order to build a deeper understanding without preconceptions from their prior experiences.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864707","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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