India is committed to the SDG 4 to ensure inclusive and equitable quality education for all. Equity and inclusion serve as the critical parameters to ensure education for all. This systematic study aims to understand challenges related to inclusive education considering educational provisions, accessibility, academic intervention and psycho-social behaviour in context of India. Studies published between 2011 and 2020 were searched through databases such as SAGE publications, Taylor and Francis, Scopus, J Store, Springer and Google Scholar. Systematic review of 29 relevant articles was done out of 103 articles. The included articles were all empirical studies conducted in India. The results of the study reveal that though India has taken an interest in the education of children with disabilities, numerous challenges ultimately affect their learning and development. Lack of infrastructural facilities, narrow curriculum and irrelevant pedagogy, dearth of specially-trained teachers, defective evaluation procedures, stereotype thoughts, and attitudinal differences of parents, teachers, and peers are the critical factors. This study recommends appointment of specially-trained and competent teachers, adoption of universal design for learning, implementation of effective instructional strategies, methods, and materials, introduction of constructivist evaluation procedures, parent counseling, awareness campaign, financial support for students and families, and encouragement of inclusion research in education as the applicable measures for the successful implementation of inclusive education in India.
印度致力于实现可持续发展目标 4，确保为所有人提供全纳和公平的优质教育。公平和全纳是确保全民教育的关键参数。本系统性研究旨在了解与全纳教育相关的挑战，包括印度的教育供给、可及性、学术干预和社会心理行为。通过 SAGE publications、Taylor and Francis、Scopus、J Store、Springer 和 Google Scholar 等数据库搜索了 2011 年至 2020 年间发表的研究。在 103 篇文章中，对 29 篇相关文章进行了系统综述。收录的文章都是在印度进行的实证研究。研究结果表明，尽管印度对残疾儿童的教育很感兴趣，但众多挑战最终影响了他们的学习和发展。缺乏基础设施、狭窄的课程和不相关的教学法、缺乏受过专门培训的教师、有缺陷的评估程序、定型观念以及家长、教师和同伴的态度差异都是关键因素。本研究建议任命经过专门培训的称职教师，采用通用学习设计，实施有效的教学策略、方法和材料，引入建构主义评价程序，为家长提供咨询，开展宣传活动，为学生和家庭提供经济支持，以及鼓励在教育领域开展全纳研究，这些都是在印度成功实施全纳教育的适用措施。
{"title":"A Systematic Review on Inclusive Education Research: Identifying Concerns over Children with Disabilities","authors":"Manisha Kumari, Shankar Lal Bika, Harihara Bhesera","doi":"10.9734/ajess/2024/v50i71458","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71458","url":null,"abstract":"India is committed to the SDG 4 to ensure inclusive and equitable quality education for all. Equity and inclusion serve as the critical parameters to ensure education for all. This systematic study aims to understand challenges related to inclusive education considering educational provisions, accessibility, academic intervention and psycho-social behaviour in context of India. Studies published between 2011 and 2020 were searched through databases such as SAGE publications, Taylor and Francis, Scopus, J Store, Springer and Google Scholar. Systematic review of 29 relevant articles was done out of 103 articles. The included articles were all empirical studies conducted in India. The results of the study reveal that though India has taken an interest in the education of children with disabilities, numerous challenges ultimately affect their learning and development. Lack of infrastructural facilities, narrow curriculum and irrelevant pedagogy, dearth of specially-trained teachers, defective evaluation procedures, stereotype thoughts, and attitudinal differences of parents, teachers, and peers are the critical factors. This study recommends appointment of specially-trained and competent teachers, adoption of universal design for learning, implementation of effective instructional strategies, methods, and materials, introduction of constructivist evaluation procedures, parent counseling, awareness campaign, financial support for students and families, and encouragement of inclusion research in education as the applicable measures for the successful implementation of inclusive education in India.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141336027","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 : 2024-06-14DOI: 10.9734/ajess/2024/v50i71457
Mohammad Rakib Hossain, Pradip Kumar Panday
Father of the Nation, Bangabandhu Sheikh Mujibur Rahman, the dreamer of Bengali independence, has left Bangladesh at a unique height on the World stage. His contributions to the development of international relations in Bangladesh after independence are undeniable. Bangabandhu has prepared the map of Bangladesh's foreign policy and international outline. The main objective of this study is to analyze how Bangabandhu's roles, steps and activities in the development of international relations after independence have been reflected in the newspapers. The study was carried out through purposive sampling of newspaper stories using systematic sampling methods. In the four years from 1972 to 1975, the number of sample newspapers in the Daily Ittefaq stood at 188, while the total number of news was 17,484. Among the sampled newspapers, international news related to Bangladesh was 330 (1.89%), of which the highest was 228 (69.09%) on the front page, the lowest was 4 (1.21%) on the sixth page, the highest was 113 (34.24%) in 1974 and the lowest was 68 (20.61%) in 1975. In terms of news type, simple news was the most printed at 249 (75.45%) and the lowest investigative and feature news at 3 (0.91%) and 3 (0.91%) respectively. The highest number of news sources was government and non-government organizations with 117 (35.45%) and the lowest was 8 (2.42%) press conferences. The study focused on five types of news issues (recognition, international conferences, international organizations, the United Nations, and diplomatic meetings). By presenting the logical results of the research work, it is proved that the strong position of Bangladesh in the international arena is a far-reaching result of Bangabandhu's farsighted policy and leadership in the development of international relations after independence. The results of this research will play an important role in understanding Bangladesh's international relations and Bangabandhu's contributions. In a very short period after independence, Bangabandhu and his government have created a golden history by achieving international recognition, getting membership in different organizations, and improving relations with different countries and organizations. The study recommends more in-depth analysis and documentation of Bangabandhu Sheikh Mujibur Rahman's diplomatic strategies and their long-term impacts on Bangladesh's international relations to serve as a guiding framework for future research and foreign policy development.
{"title":"Role of Bangabandhu in the Development of Post-independence International Relations: A Study on Selected Dhaka Dailies","authors":"Mohammad Rakib Hossain, Pradip Kumar Panday","doi":"10.9734/ajess/2024/v50i71457","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71457","url":null,"abstract":"Father of the Nation, Bangabandhu Sheikh Mujibur Rahman, the dreamer of Bengali independence, has left Bangladesh at a unique height on the World stage. His contributions to the development of international relations in Bangladesh after independence are undeniable. Bangabandhu has prepared the map of Bangladesh's foreign policy and international outline. The main objective of this study is to analyze how Bangabandhu's roles, steps and activities in the development of international relations after independence have been reflected in the newspapers. The study was carried out through purposive sampling of newspaper stories using systematic sampling methods. In the four years from 1972 to 1975, the number of sample newspapers in the Daily Ittefaq stood at 188, while the total number of news was 17,484. Among the sampled newspapers, international news related to Bangladesh was 330 (1.89%), of which the highest was 228 (69.09%) on the front page, the lowest was 4 (1.21%) on the sixth page, the highest was 113 (34.24%) in 1974 and the lowest was 68 (20.61%) in 1975. In terms of news type, simple news was the most printed at 249 (75.45%) and the lowest investigative and feature news at 3 (0.91%) and 3 (0.91%) respectively. The highest number of news sources was government and non-government organizations with 117 (35.45%) and the lowest was 8 (2.42%) press conferences. The study focused on five types of news issues (recognition, international conferences, international organizations, the United Nations, and diplomatic meetings). By presenting the logical results of the research work, it is proved that the strong position of Bangladesh in the international arena is a far-reaching result of Bangabandhu's farsighted policy and leadership in the development of international relations after independence. The results of this research will play an important role in understanding Bangladesh's international relations and Bangabandhu's contributions. In a very short period after independence, Bangabandhu and his government have created a golden history by achieving international recognition, getting membership in different organizations, and improving relations with different countries and organizations. The study recommends more in-depth analysis and documentation of Bangabandhu Sheikh Mujibur Rahman's diplomatic strategies and their long-term impacts on Bangladesh's international relations to serve as a guiding framework for future research and foreign policy development.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"19 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141341584","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 : 2024-06-13DOI: 10.9734/ajess/2024/v50i71454
Hassan Kune Mire, Peter Butali Sabwami, J. Ayora
The primary objective of this research was to determine the impact of training and development on employee performance, using Garissa County Referral Hospital in Kenya as a case study. The researcher employed a cross-sectional descriptive survey design. The target population for the study consists of all staffs in Garissa County Referral Hospital. The target population was 445 health officers of Garissa County Referral Hospital in Kenya from where a sample population of 10% was obtained to have a sample size of 45 respondents. Data was collected using semi-structured questionnaires and gathered through a drop-and-pick approach. Qualitative data used thematic analysis while quantitative data was analyzed to produce descriptive and regression analysis produced inferential statistics. The study concludes that at 5^% significance level; skills acquisition has a significant positive effect employee performance in Garissa County Referral Hospital, Kenya (β= 0.522 p=0.002).training attendance has a significant positive effect employee performance in Garissa County Referral Hospital, Kenya (β= 0.459, p=0.003) and employee turnover rates have negative significant influence on employee performance in Garissa County Referral Hospital (β= -0.376; p=0.012) The study revealed that 58.34% of change in employee performance in Garissa County Referral Hospital is explained by skills acquisition, training attendance, and employee turnover rates; where employee performance in Garissa County Referral Hospital was significantly and positively explained by skills acquisition as well as training attendance and significantly and negatively explained by employee turnover rates. The study recommends for Garissa County Referral Hospital to; strength its skills acquisition policies and program to increase the way new skills are acquired by identifying new training programs relevant to their job responsibilities; ensure employee training attendance where employee should consistently attend these training sessions, and have policies for addressing employee turnover rates so as to reduce frequent resignation, high turnover and frequent departures and provision for mitigating high termination rates and impact of hiring of new employees.
{"title":"Training and Development on Employee Performance, A Case of Garissa County Referral Hospital, Kenya","authors":"Hassan Kune Mire, Peter Butali Sabwami, J. Ayora","doi":"10.9734/ajess/2024/v50i71454","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71454","url":null,"abstract":"The primary objective of this research was to determine the impact of training and development on employee performance, using Garissa County Referral Hospital in Kenya as a case study. The researcher employed a cross-sectional descriptive survey design. The target population for the study consists of all staffs in Garissa County Referral Hospital. The target population was 445 health officers of Garissa County Referral Hospital in Kenya from where a sample population of 10% was obtained to have a sample size of 45 respondents. Data was collected using semi-structured questionnaires and gathered through a drop-and-pick approach. Qualitative data used thematic analysis while quantitative data was analyzed to produce descriptive and regression analysis produced inferential statistics. The study concludes that at 5^% significance level; skills acquisition has a significant positive effect employee performance in Garissa County Referral Hospital, Kenya (β= 0.522 p=0.002).training attendance has a significant positive effect employee performance in Garissa County Referral Hospital, Kenya (β= 0.459, p=0.003) and employee turnover rates have negative significant influence on employee performance in Garissa County Referral Hospital (β= -0.376; p=0.012) The study revealed that 58.34% of change in employee performance in Garissa County Referral Hospital is explained by skills acquisition, training attendance, and employee turnover rates; where employee performance in Garissa County Referral Hospital was significantly and positively explained by skills acquisition as well as training attendance and significantly and negatively explained by employee turnover rates. The study recommends for Garissa County Referral Hospital to; strength its skills acquisition policies and program to increase the way new skills are acquired by identifying new training programs relevant to their job responsibilities; ensure employee training attendance where employee should consistently attend these training sessions, and have policies for addressing employee turnover rates so as to reduce frequent resignation, high turnover and frequent departures and provision for mitigating high termination rates and impact of hiring of new employees.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"54 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345641","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 : 2024-06-13DOI: 10.9734/ajess/2024/v50i71455
Loveness Ngulube, Chanda Chansa Thelma, Mwila Mwenda Gilbert, Chisebe Sylvester, Daniel L. Mpolomoka, Daniel Monta Mulenga
Overview: Gender equality and economic growth in Zambia are deeply interconnected, with advancements in one area positively influencing the other. In recent years, Zambia has made strides toward gender equality by implementing policies aimed at increasing women's participation in the workforce and ensuring equal access to education. These measures have not only empowered women but have also contributed to the country's economic growth. The study was conducted in Lusaka district, the capital city of Zambia from which the participants were selected for the study. Body of Knowledge: Gender equality and economic growth are closely intertwined in Zambia, where strides toward reducing gender disparities have shown positive impacts on the nation's economic development. Enhanced access to education for girls, improved maternal health services, and increased participation of women in the workforce contribute significantly to economic productivity. When women are empowered and given equal opportunities, they are more likely to engage in entrepreneurial activities and secure better-paying jobs, thereby boosting household incomes and reducing poverty. Methods: The total target population was 1200. The sample size involved a total of 120 respondents; both men and women, which was 10% of the target population. A mixed method approach was used in this study in combination with the descriptive survey design. Interviews and surveys were used to collect data. Graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was analyzed using statistical methods and manually in some cases with a combination of software MS Access, MS Excel, and SPSS. Results: The study findings indicated that while Zambia has made strides in improving gender equality, significant disparities remain, particularly in areas such as education, employment, and political participation. Women in Zambia continue to face barriers to accessing quality education and formal employment, which in turn hampers their economic empowerment and contribution to economic growth. Additionally, cultural norms and legal constraints often limit women's opportunities and reinforce gender inequities. Recommendation: Policy interventions aimed at closing the gender gap, such as promoting female education, improving access to financial services for women, and enforcing laws against gender-based discrimination, are critical for harnessing the potential of women to drive sustainable economic growth in Zambia.
{"title":"Gender Equality and Economic Growth: A Case of Lusaka District, Zambia","authors":"Loveness Ngulube, Chanda Chansa Thelma, Mwila Mwenda Gilbert, Chisebe Sylvester, Daniel L. Mpolomoka, Daniel Monta Mulenga","doi":"10.9734/ajess/2024/v50i71455","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71455","url":null,"abstract":"Overview: Gender equality and economic growth in Zambia are deeply interconnected, with advancements in one area positively influencing the other. In recent years, Zambia has made strides toward gender equality by implementing policies aimed at increasing women's participation in the workforce and ensuring equal access to education. These measures have not only empowered women but have also contributed to the country's economic growth. The study was conducted in Lusaka district, the capital city of Zambia from which the participants were selected for the study. \u0000Body of Knowledge: Gender equality and economic growth are closely intertwined in Zambia, where strides toward reducing gender disparities have shown positive impacts on the nation's economic development. Enhanced access to education for girls, improved maternal health services, and increased participation of women in the workforce contribute significantly to economic productivity. When women are empowered and given equal opportunities, they are more likely to engage in entrepreneurial activities and secure better-paying jobs, thereby boosting household incomes and reducing poverty. \u0000Methods: The total target population was 1200. The sample size involved a total of 120 respondents; both men and women, which was 10% of the target population. A mixed method approach was used in this study in combination with the descriptive survey design. Interviews and surveys were used to collect data. Graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was analyzed using statistical methods and manually in some cases with a combination of software MS Access, MS Excel, and SPSS. \u0000Results: The study findings indicated that while Zambia has made strides in improving gender equality, significant disparities remain, particularly in areas such as education, employment, and political participation. Women in Zambia continue to face barriers to accessing quality education and formal employment, which in turn hampers their economic empowerment and contribution to economic growth. Additionally, cultural norms and legal constraints often limit women's opportunities and reinforce gender inequities. \u0000Recommendation: Policy interventions aimed at closing the gender gap, such as promoting female education, improving access to financial services for women, and enforcing laws against gender-based discrimination, are critical for harnessing the potential of women to drive sustainable economic growth in Zambia.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"44 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349889","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 : 2024-06-13DOI: 10.9734/ajess/2024/v50i71456
Khagendra Baraily
It is a common practice around the world to teach disabled students in regular classes using transformative pedagogy. One of Nepal's inclusive education strategies for implementing the Basic and Primary Education Master Plan (1997) is to teach visually impaired students in regular courses using an integrated approach. Students with a range of needs, interests, and learning capacities make up the general class. Students with different needs attain learning at different rates. The teachers in integrated school use traditional methods to teach, which results in low achievement among the visually impaired children. This study aimed to explore the lived experience of a general teacher while teaching in an integrated classroom and the challenges faced by teacher in serving students with visual impairment in the mainstream classroom. The research design employed for this study is qualitative with interpretative phenomenology which depicts the perception and challenges experienced by teachers while teaching in the general classroom. Four general teachers who teach Nepali and mathematics were purposively selected from the integrated school located in the Bhaktapur district with voluntary participation. The participants were interviewed to share experiences via semi-structured guidelines. The interviews were transcribed verbatim and analyzed by the thematic process. The transcription was read and reread more times and categorized to generate a basic theme. The themes are further reorganized by searching commonalities to extract a global theme which was described by linking with theoretical insight. The challenges explored from the perception were problems of class control, content modification, excessive workload, inclusion problems, problems of classroom discourse, assignment and assessment, lack of professional development opportunities, difficulty to engage learners, inflexibility in time and resource lack of knowledge for instructional planning. The finding contributes to adopting instructional strategies and creating an inclusive environment in classroom instruction. This also becomes a milestone for implementing diversity management for addressing the diverse needs of learners.
{"title":"Unveiling the Prospects of General Teacher While Teaching Students with Visual Impairment","authors":"Khagendra Baraily","doi":"10.9734/ajess/2024/v50i71456","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71456","url":null,"abstract":"It is a common practice around the world to teach disabled students in regular classes using transformative pedagogy. One of Nepal's inclusive education strategies for implementing the Basic and Primary Education Master Plan (1997) is to teach visually impaired students in regular courses using an integrated approach. Students with a range of needs, interests, and learning capacities make up the general class. Students with different needs attain learning at different rates. The teachers in integrated school use traditional methods to teach, which results in low achievement among the visually impaired children. This study aimed to explore the lived experience of a general teacher while teaching in an integrated classroom and the challenges faced by teacher in serving students with visual impairment in the mainstream classroom. The research design employed for this study is qualitative with interpretative phenomenology which depicts the perception and challenges experienced by teachers while teaching in the general classroom. Four general teachers who teach Nepali and mathematics were purposively selected from the integrated school located in the Bhaktapur district with voluntary participation. The participants were interviewed to share experiences via semi-structured guidelines. The interviews were transcribed verbatim and analyzed by the thematic process. The transcription was read and reread more times and categorized to generate a basic theme. The themes are further reorganized by searching commonalities to extract a global theme which was described by linking with theoretical insight. The challenges explored from the perception were problems of class control, content modification, excessive workload, inclusion problems, problems of classroom discourse, assignment and assessment, lack of professional development opportunities, difficulty to engage learners, inflexibility in time and resource lack of knowledge for instructional planning. The finding contributes to adopting instructional strategies and creating an inclusive environment in classroom instruction. This also becomes a milestone for implementing diversity management for addressing the diverse needs of learners.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"6 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346374","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 : 2024-06-12DOI: 10.9734/ajess/2024/v50i71453
Anita Nanda
The COVID-19 pandemic has drastically altered the educational landscape globally, with a particularly profound impact on children with intellectual disabilities (ID). In India, where educational infrastructure and support systems for children with ID are already strained, the pandemic exacerbated existing challenges. In India, the sudden shift to remote learning has placed a significant burden on parents, who have had to take on new roles as educators. Parents have had to step into roles traditionally held by educators, therapists, and support staff, making their involvement crucial. This research article explores the multifaceted role parents played in the education of children with intellectual disabilities during the COVID-19 pandemic in India, highlighting both the obstacles faced and the resilience demonstrated by families. This article also emphasized the role of parents in educating children with intellectual disabilities during the pandemic, through case studies and community efforts, highlighting both challenges and innovative solutions.
{"title":"Parental Involvement in Educating Children with Intellectual Disabilities in India During the COVID-19 Pandemic: A Comprehensive Review","authors":"Anita Nanda","doi":"10.9734/ajess/2024/v50i71453","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71453","url":null,"abstract":"The COVID-19 pandemic has drastically altered the educational landscape globally, with a particularly profound impact on children with intellectual disabilities (ID). In India, where educational infrastructure and support systems for children with ID are already strained, the pandemic exacerbated existing challenges. In India, the sudden shift to remote learning has placed a significant burden on parents, who have had to take on new roles as educators. Parents have had to step into roles traditionally held by educators, therapists, and support staff, making their involvement crucial. This research article explores the multifaceted role parents played in the education of children with intellectual disabilities during the COVID-19 pandemic in India, highlighting both the obstacles faced and the resilience demonstrated by families. This article also emphasized the role of parents in educating children with intellectual disabilities during the pandemic, through case studies and community efforts, highlighting both challenges and innovative solutions.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"16 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141354923","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 : 2024-06-11DOI: 10.9734/ajess/2024/v50i71452
Hairini, Kamid, Evita Anggereini
This research was motivated by the low mathematical problem-solving abilities of students at Batanghari 15 State Junior High School, Jambi. This research aims to determine the effect of the Learning Cycle 7e learning model on students' mathematical problem abilities at Batanghari 15 State Junior High School. This research uses the quasi-experimental method, using a post-test-only control design. There are two groups, each of which is chosen randomly. The population of this research is all students in class VIII of Batanghari 15 State Junior High School for the 2023/2024 academic year, totalling 90 students and divided into four classes. In this research, the sample used was 50 students divided into two classes (experimental and control classes). The sample was determined using the Random Sampling technique. The data collection techniques used in this research were observation and mathematical problem-solving tests. This research indicates that the Learning Cycle 7e learning model is more effective in influencing problem-solving abilities than the direct learning model.
本研究的动机是，占碑省巴丹哈里 15 州立初级中学的学生数学问题解决能力较低。本研究旨在确定学习周期 7e 学习模式对 Batanghari 15 州立初中学生数学问题能力的影响。本研究采用的是准实验法，即只进行后测对照的设计。研究分为两组，每组都是随机选择的。本研究的研究对象是巴丹吉林 15 州初级中学 2023/2024 学年八年级的所有学生，共 90 人，分为四个班级。本研究使用的样本为 50 名学生，分为两个班级（实验班和对照班）。样本采用随机抽样技术确定。本研究采用的数据收集技术是观察和数学问题解决测试。本研究表明，学习循环 7e 学习模式比直接学习模式更能有效地影响学生解决问题的能力。
{"title":"The Effect of Implementing Learning Models Cycle 7e on Mathematical Problems-Solving Ability","authors":"Hairini, Kamid, Evita Anggereini","doi":"10.9734/ajess/2024/v50i71452","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71452","url":null,"abstract":"This research was motivated by the low mathematical problem-solving abilities of students at Batanghari 15 State Junior High School, Jambi. This research aims to determine the effect of the Learning Cycle 7e learning model on students' mathematical problem abilities at Batanghari 15 State Junior High School. This research uses the quasi-experimental method, using a post-test-only control design. There are two groups, each of which is chosen randomly. The population of this research is all students in class VIII of Batanghari 15 State Junior High School for the 2023/2024 academic year, totalling 90 students and divided into four classes. In this research, the sample used was 50 students divided into two classes (experimental and control classes). The sample was determined using the Random Sampling technique. The data collection techniques used in this research were observation and mathematical problem-solving tests. This research indicates that the Learning Cycle 7e learning model is more effective in influencing problem-solving abilities than the direct learning model.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141360581","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 : 2024-06-11DOI: 10.9734/ajess/2024/v50i71451
Juiching Chiang
The relationship between spiritual learning and self-determination ability is the research objective in this study, and this study develops a conceptional model of spirituality and self-determination ability through a systemic literature review. From the previous studies, self-determination ability is launched when human needs are supported by the social context, focusing on the satisfaction of the three basic needs of human beings, seeking happiness that needs are satisfied. A short peak experience is a spiritual pursuit, and each peak experience is heart-shaking and has a lasting effect on life. It is accompanied by epiphanies and is a successful learning experience. Thus, spirituality learns how to effectively provide the peak experience of humans "making warrior-like decisions" rather than impulsive heroic sacrifices. The results show that spiritual learning is associated with effective self-determination ability, and that epiphany is an important moment to reach the level of self-determination ability is the act of learning. The conclusion is that epiphany manifesting in three states: concentration, sharing, and aesthetic experience as a conceptional model of self-determination ability and spiritual learning is the vital moment whenever one wants to be self-determined.
{"title":"Examining University Students’ Self-Determination through the Lens of Spiritual Learning","authors":"Juiching Chiang","doi":"10.9734/ajess/2024/v50i71451","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71451","url":null,"abstract":"The relationship between spiritual learning and self-determination ability is the research objective in this study, and this study develops a conceptional model of spirituality and self-determination ability through a systemic literature review. From the previous studies, self-determination ability is launched when human needs are supported by the social context, focusing on the satisfaction of the three basic needs of human beings, seeking happiness that needs are satisfied. A short peak experience is a spiritual pursuit, and each peak experience is heart-shaking and has a lasting effect on life. It is accompanied by epiphanies and is a successful learning experience. Thus, spirituality learns how to effectively provide the peak experience of humans \"making warrior-like decisions\" rather than impulsive heroic sacrifices. The results show that spiritual learning is associated with effective self-determination ability, and that epiphany is an important moment to reach the level of self-determination ability is the act of learning. The conclusion is that epiphany manifesting in three states: concentration, sharing, and aesthetic experience as a conceptional model of self-determination ability and spiritual learning is the vital moment whenever one wants to be self-determined.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"64 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358171","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 : 2024-06-10DOI: 10.9734/ajess/2024/v50i71449
N. Cln
School libraries have become vital resources of information that assist pupils, students, and staff in primary, secondary, and other non-tertiary institutions to appropriately respond to their varied information needs. They can be seen as indispensable facilities established with the objective of providing learning resources to enrich curriculum, supplement textbooks and classroom instruction and give users unlimited opportunities for learning. For any school library to remain relevant in this digital age and current climate, it has to be innovative. It has to the concern of parent institutions, “owners” to adopt cutting-age strategies to instill innovation into the management of school libraries. It is obvious that when school libraries receive proper attention from parent institutions, the school library resources, services, facilities, and physical environment, etc will be adequately innovated for desired patronage. This paper presents the conceptual description of school library and its imperatives. Innovation elements and roles of parent institutions in the school library management are highlighted. Implications, tools, and skills for innovation in school library management are extensively examined. The paper reveals factors affecting parent institutions and innovations in school library management. In conclusion, the paper establishes that for school libraries take their pride of place as learning hub, innovation must be embrace with all seriousness and sincerity by all stakeholders, especially the parent institutions. This study recommends among others, adequate funding of public school libraries in Nigeria and retooling of school librarians for effective implementation of innovative strategies.
{"title":"Parent Institutions and Innovations in School Library Management in Nigeria: A Conceptual Review","authors":"N. Cln","doi":"10.9734/ajess/2024/v50i71449","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71449","url":null,"abstract":"School libraries have become vital resources of information that assist pupils, students, and staff in primary, secondary, and other non-tertiary institutions to appropriately respond to their varied information needs. They can be seen as indispensable facilities established with the objective of providing learning resources to enrich curriculum, supplement textbooks and classroom instruction and give users unlimited opportunities for learning. For any school library to remain relevant in this digital age and current climate, it has to be innovative. It has to the concern of parent institutions, “owners” to adopt cutting-age strategies to instill innovation into the management of school libraries. It is obvious that when school libraries receive proper attention from parent institutions, the school library resources, services, facilities, and physical environment, etc will be adequately innovated for desired patronage. This paper presents the conceptual description of school library and its imperatives. Innovation elements and roles of parent institutions in the school library management are highlighted. Implications, tools, and skills for innovation in school library management are extensively examined. The paper reveals factors affecting parent institutions and innovations in school library management. In conclusion, the paper establishes that for school libraries take their pride of place as learning hub, innovation must be embrace with all seriousness and sincerity by all stakeholders, especially the parent institutions. This study recommends among others, adequate funding of public school libraries in Nigeria and retooling of school librarians for effective implementation of innovative strategies.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141363569","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 : 2024-06-10DOI: 10.9734/ajess/2024/v50i71448
Anoop Kumar, Wakeel Ahmed
Introduction: Domestic abuse is a significant contributor to the nation's misdemeanor index, with destructive behavior in personal relationships where one person attempts to exert control and influence over another. This can occur in dating, marriage, or conjugal relationships and can lead to physical, psychological, or sexual harm. This work aims to explain the underlying reasons for domestic violence, which include various factors such as individual, relational, community, legal, and governmental elements. These components contribute to domestic abuse and its effects on the victim's emotional and physical well-being in daily life. The report also discusses the different forms of domestic violence, including physical, emotional, mental, sexual, economic, and teasing abuse. Objective: To assess domestic violence and its relation to human rights. Methods: The study was conducted in selected areas of Noida, Uttar Pradesh by two data collectors. A total of 60 women were selected using a convenience sampling technique. The questionnaires were checked for completeness, cleaned manually, and entered into SPSS version 25.0 for further analysis. Descriptive statistics were carried out, and associations between dependent and independent variables were checked. Results: The majority of the women (34 or 56.6%) experienced moderate domestic violence, 16 (26.6%) experienced severe domestic violence, and 10 (16.7%) experienced mild domestic violence. The education status of the women was found to be significantly associated with the level of domestic violence, with a p-value of less than 0.05. Conclusion: Urgent action is required to strengthen efforts to reduce violence and improve the availability of information on domestic abuse cases. These statistics are crucial for effectively combating domestic violence against women in India.
{"title":"Behind Closed Doors: The Persistence of Domestic Violence in Contemporary Indian Society","authors":"Anoop Kumar, Wakeel Ahmed","doi":"10.9734/ajess/2024/v50i71448","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i71448","url":null,"abstract":"Introduction: Domestic abuse is a significant contributor to the nation's misdemeanor index, with destructive behavior in personal relationships where one person attempts to exert control and influence over another. This can occur in dating, marriage, or conjugal relationships and can lead to physical, psychological, or sexual harm. This work aims to explain the underlying reasons for domestic violence, which include various factors such as individual, relational, community, legal, and governmental elements. These components contribute to domestic abuse and its effects on the victim's emotional and physical well-being in daily life. The report also discusses the different forms of domestic violence, including physical, emotional, mental, sexual, economic, and teasing abuse. \u0000Objective: To assess domestic violence and its relation to human rights. \u0000Methods: The study was conducted in selected areas of Noida, Uttar Pradesh by two data collectors. A total of 60 women were selected using a convenience sampling technique. The questionnaires were checked for completeness, cleaned manually, and entered into SPSS version 25.0 for further analysis. Descriptive statistics were carried out, and associations between dependent and independent variables were checked. \u0000Results: The majority of the women (34 or 56.6%) experienced moderate domestic violence, 16 (26.6%) experienced severe domestic violence, and 10 (16.7%) experienced mild domestic violence. The education status of the women was found to be significantly associated with the level of domestic violence, with a p-value of less than 0.05. \u0000Conclusion: Urgent action is required to strengthen efforts to reduce violence and improve the availability of information on domestic abuse cases. These statistics are crucial for effectively combating domestic violence against women in India.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141365241","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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