Pub Date : 2023-12-29DOI: 10.9734/ajess/2023/v49i41218
J. Careemdeen
Aims: The primary objective of this study is to investigate the intricate connection between parental educational levels and the development of hard skills among secondary school children in Sri Lanka. Specifically, the study aims to explore the disparities in hard skills based on both fathers' and mothers' highest educational levels, considering the nuanced interplay between these factors Study Design: The research employs a Two-Way Multivariate Analysis of Variance (MANOVA) to examine the relationships between parental educational levels and hard skills development in secondary school children. The study utilizes a sample of 1350 participants, selected through stratified random sampling to ensure a diverse socioeconomic representation. The research design incorporates a structured questionnaire, validated for reliability, to assess students' perceptions of the enhancement of hard skills and socioeconomic status. The study is conducted in secondary schools across Sri Lanka. The duration of data collection spans a specified period to ensure comprehensive insights into the nuanced relationship between parental education and hard skills development among students. Methodology: The research methodology involves administering a structured questionnaire to the selected sample, probing into students' perceptions of hard skills development and their socioeconomic backgrounds. Two-Way Multivariate Analysis of Variance (MANOVA) is employed to analyze the data, allowing for a detailed examination of disparities in hard skills based on both fathers' and mothers' highest educational levels. Results: The findings reveal significant differences in students' hard skills based on the educational level of fathers, with those having tertiary-educated fathers exhibiting the highest mean scores. Surprisingly, the mother's highest education level does not yield significant differences in hard skills. Importantly, a significant interaction is observed between fathers' and mothers' educational levels, emphasizing their joint influence on students' educational well-being and the enhancement of hard skills. Conclusion: This study underscores the crucial role of both parents' educational backgrounds in shaping the development of hard skills among secondary school children in Sri Lanka.
{"title":"Influence of Parental Educational Levels on Children’s Hard Skills Development","authors":"J. Careemdeen","doi":"10.9734/ajess/2023/v49i41218","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41218","url":null,"abstract":"Aims: The primary objective of this study is to investigate the intricate connection between parental educational levels and the development of hard skills among secondary school children in Sri Lanka. Specifically, the study aims to explore the disparities in hard skills based on both fathers' and mothers' highest educational levels, considering the nuanced interplay between these factors Study Design: The research employs a Two-Way Multivariate Analysis of Variance (MANOVA) to examine the relationships between parental educational levels and hard skills development in secondary school children. The study utilizes a sample of 1350 participants, selected through stratified random sampling to ensure a diverse socioeconomic representation. The research design incorporates a structured questionnaire, validated for reliability, to assess students' perceptions of the enhancement of hard skills and socioeconomic status. The study is conducted in secondary schools across Sri Lanka. The duration of data collection spans a specified period to ensure comprehensive insights into the nuanced relationship between parental education and hard skills development among students. Methodology: The research methodology involves administering a structured questionnaire to the selected sample, probing into students' perceptions of hard skills development and their socioeconomic backgrounds. Two-Way Multivariate Analysis of Variance (MANOVA) is employed to analyze the data, allowing for a detailed examination of disparities in hard skills based on both fathers' and mothers' highest educational levels. Results: The findings reveal significant differences in students' hard skills based on the educational level of fathers, with those having tertiary-educated fathers exhibiting the highest mean scores. Surprisingly, the mother's highest education level does not yield significant differences in hard skills. Importantly, a significant interaction is observed between fathers' and mothers' educational levels, emphasizing their joint influence on students' educational well-being and the enhancement of hard skills. Conclusion: This study underscores the crucial role of both parents' educational backgrounds in shaping the development of hard skills among secondary school children in Sri Lanka.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146177","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 : 2023-12-29DOI: 10.9734/ajess/2023/v49i41215
Jianing Tao, Zezhong Yang
Virtual Reality (VR) is of great relevance in improving the teaching quality of mathematics and students' interest in learning mathematics. In recent years, some scholars have conducted research on mathematics teaching based on VR in China, but there has not yet been any literature that summarizes and sorts out them. To establish the aspects included in the current resources on VR-based mathematics teaching and find out the shortcomings and gaps in the current research. This paper adopts the method of literature analysis to read, summarize, and organize the previous related studies, and draws the following conclusions: (1) Previous research mainly focuses on five aspects, namely, the advantages and significance of VR in mathematics teaching, suggestions for mathematics teaching based on VR, strategies for VR-based mathematics classes, shortcomings and challenges of VR-based teaching, as well as practical explorations of VR-based teaching. (2) The methods of research are relatively single, mainly qualitative research and less quantitative research. (3) There are some blank spots in the research. First, Most of the research on VR-based classes is based on the content of the curriculum compulsory education, with less research based on senior high school, middle colleges and university. Second, the research focuses mainly on the teaching of the Geometry section, with less coverage of other curriculum sections. Third, although some scholars have put forward specific teaching ideas for the use of VR in math classes, most of them have not yet been implemented in practice. So it is necessary for future research to conduct deeper research on VR-based mathematics teaching with more diverse research methods on the basis of existing research, to make suggestions on the effective use of VR in mathematics teaching.
{"title":"Study on Mathematics Teaching Based on Virtual Reality in China","authors":"Jianing Tao, Zezhong Yang","doi":"10.9734/ajess/2023/v49i41215","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41215","url":null,"abstract":"Virtual Reality (VR) is of great relevance in improving the teaching quality of mathematics and students' interest in learning mathematics. In recent years, some scholars have conducted research on mathematics teaching based on VR in China, but there has not yet been any literature that summarizes and sorts out them. To establish the aspects included in the current resources on VR-based mathematics teaching and find out the shortcomings and gaps in the current research. This paper adopts the method of literature analysis to read, summarize, and organize the previous related studies, and draws the following conclusions: (1) Previous research mainly focuses on five aspects, namely, the advantages and significance of VR in mathematics teaching, suggestions for mathematics teaching based on VR, strategies for VR-based mathematics classes, shortcomings and challenges of VR-based teaching, as well as practical explorations of VR-based teaching. (2) The methods of research are relatively single, mainly qualitative research and less quantitative research. (3) There are some blank spots in the research. First, Most of the research on VR-based classes is based on the content of the curriculum compulsory education, with less research based on senior high school, middle colleges and university. Second, the research focuses mainly on the teaching of the Geometry section, with less coverage of other curriculum sections. Third, although some scholars have put forward specific teaching ideas for the use of VR in math classes, most of them have not yet been implemented in practice. So it is necessary for future research to conduct deeper research on VR-based mathematics teaching with more diverse research methods on the basis of existing research, to make suggestions on the effective use of VR in mathematics teaching.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146460","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 : 2023-12-29DOI: 10.9734/ajess/2023/v49i41219
A. Bordoh
Assessment has become the foundation of all levels of education. This study aimed to examine the efficacy of formative assessment practices in Social Studies instructions at Holy Child College of Education in the Western Region of Ghana. A qualitative approach and a case study research design were adopted for this study. The case study focused on the teacher-trainee's views and roles of formative assessment in the teaching and learning process in Social Studies lessons. The population for this study included all seventy-five (75) final-year teacher-trainees offering a general programme for a Bachelor of Education in Social Studies in the Holy Child College of Education in the Western Region of Ghana. Purposive and convenience sampling techniques were used to select the College of Education and participants for the study. A purposive sampling technique was used to sample the college and municipality in the Western Region. Twenty (20) teacher trainees on teaching practice were conveniently sampled for the study. A semi-structured interview guide was the main tool used in data collection. The data was analysed using the interpretative technique based on the themes arrived at during the data collection. It was revealed that assessment for learning is a gradual engagement that takes place endlessly throughout ongoing classroom learning activities to offer immediate feedback for assessors and assesses to close the gap identified in the ongoing learning situation. Therefore, mentoring institutions like the University of Education, Winneba, University of Cape Coast and others should collaborate with the Ghana Teacher Education Commission to organise continuous professional development for colleges of education teachers on efficacy and implementation of formative assessment.
评估已成为各级教育的基础。本研究旨在考察形成性评估在加纳西部地区圣婴教育学院社会学教学中的有效性。本研究采用了定性方法和案例研究设计。案例研究的重点是受训教师对形成性评价在社会学课程教学过程中的看法和作用。研究对象包括加纳西部地区圣婴教育学院（Holy Child College of Education）所有七十五（75）名社会学教育学学士学位课程的毕业班师范生。本研究采用了目的性抽样和便利性抽样技术来选择教育学院和参与者。采用目的性抽样技术对西部地区的学院和市镇进行抽样。本研究方便地抽取了 20 名正在进行教学实践的师范生。半结构式访谈指南是收集数据的主要工具。根据数据收集过程中得出的主题，采用解释技术对数据进行了分析。研究结果表明，学习评估是一种渐进的参与方式，它贯穿于课堂学习活动的始终，为评估者和被评估者提供即时反馈，以弥补在学习过程中发现的差距。因此，温尼巴教育大学、海岸角大学等指导机构应与加纳教师教育委员会合作，为教育学院的教师组织关于形成性评价的功效和实施的持续专业发展。
{"title":"Efficacy of Formative Assessment Practices in Social Studies Instructions: A Case Study of Holy Child College of Education in Ghana","authors":"A. Bordoh","doi":"10.9734/ajess/2023/v49i41219","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41219","url":null,"abstract":"Assessment has become the foundation of all levels of education. This study aimed to examine the efficacy of formative assessment practices in Social Studies instructions at Holy Child College of Education in the Western Region of Ghana. A qualitative approach and a case study research design were adopted for this study. The case study focused on the teacher-trainee's views and roles of formative assessment in the teaching and learning process in Social Studies lessons. The population for this study included all seventy-five (75) final-year teacher-trainees offering a general programme for a Bachelor of Education in Social Studies in the Holy Child College of Education in the Western Region of Ghana. Purposive and convenience sampling techniques were used to select the College of Education and participants for the study. A purposive sampling technique was used to sample the college and municipality in the Western Region. Twenty (20) teacher trainees on teaching practice were conveniently sampled for the study. A semi-structured interview guide was the main tool used in data collection. The data was analysed using the interpretative technique based on the themes arrived at during the data collection. It was revealed that assessment for learning is a gradual engagement that takes place endlessly throughout ongoing classroom learning activities to offer immediate feedback for assessors and assesses to close the gap identified in the ongoing learning situation. Therefore, mentoring institutions like the University of Education, Winneba, University of Cape Coast and others should collaborate with the Ghana Teacher Education Commission to organise continuous professional development for colleges of education teachers on efficacy and implementation of formative assessment.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146252","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 : 2023-12-29DOI: 10.9734/ajess/2023/v49i41216
Yu Chen
This article provides a comprehensive review of the current status and future trends of music education in junior middle schools in China. The primary objective is to provide an insightful overview of the landscape by examining various aspects of music education. The research methodology involves a thorough examination of current practices, with an emphasis on synthesizing information from recent studies and research papers. The central theme emphasizes life-long learning as a core strategy in contemporary music education. Another important aspect explored is the emphasis on a music education strategy based on core skills. The article delves into the cultivation of students' aesthetic perception and overall quality, with the goal of providing a deeper musical experience and comprehensive development in music learning. In addition, the article discusses the application of interdisciplinary integration and interactive teaching strategies in music education. These strategies are presented with the goal of enhancing teaching effectiveness and promoting greater student engagement in the learning process, and the article emphasizes the importance of fostering students' sense of music and ability to appreciate music as integral components of improving core musical literacy. By citing relevant research, this review provides both theoretical guidance and practical references for junior middle school music education in China. In conclusion, the trajectory of junior middle school music education in China is depicted as evolving toward a more life-oriented, comprehensive, and interactive approach, with an emphasis on cultivating students' musical literacy and aesthetic ability.
{"title":"A Review of 20 Research for Music Teaching in Contemporary Junior High Schools in China","authors":"Yu Chen","doi":"10.9734/ajess/2023/v49i41216","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41216","url":null,"abstract":"This article provides a comprehensive review of the current status and future trends of music education in junior middle schools in China. The primary objective is to provide an insightful overview of the landscape by examining various aspects of music education. The research methodology involves a thorough examination of current practices, with an emphasis on synthesizing information from recent studies and research papers. The central theme emphasizes life-long learning as a core strategy in contemporary music education. Another important aspect explored is the emphasis on a music education strategy based on core skills. The article delves into the cultivation of students' aesthetic perception and overall quality, with the goal of providing a deeper musical experience and comprehensive development in music learning. In addition, the article discusses the application of interdisciplinary integration and interactive teaching strategies in music education. These strategies are presented with the goal of enhancing teaching effectiveness and promoting greater student engagement in the learning process, and the article emphasizes the importance of fostering students' sense of music and ability to appreciate music as integral components of improving core musical literacy. By citing relevant research, this review provides both theoretical guidance and practical references for junior middle school music education in China. In conclusion, the trajectory of junior middle school music education in China is depicted as evolving toward a more life-oriented, comprehensive, and interactive approach, with an emphasis on cultivating students' musical literacy and aesthetic ability.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"89 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146400","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 : 2023-12-28DOI: 10.9734/ajess/2023/v49i41213
Juhi Gupta, Ritu Bakshi
Social media, as a new form of digital communication, has changed the way people think about education, health, banking, the environment, and other topics. The social media act as a catalyst in enlightening the masses on issues related to the environment like climate change, global warming, the green peace movement, depletion of the ozone layer, greenhouse gases effect, acid rain, and so on. It has been playing a very important role in spreading the Swachh Bharat Mission to the nook and corner of the country and changing the behavior of the public towards cleanliness. This study explores the significant role of social media in promoting awareness and driving engagement for social initiatives, focusing on the Swachh Bharat Abhiyaan in India. The Swachh Bharat Abhiyaan (Clean India Mission) is a government-led initiative aimed at achieving a clean and open-defecation-free India. Social media platforms have emerged as powerful tools for communication and information dissemination, making them valuable for promoting social causes. In the present study, the investigator conducts a meta-analysis of a research paper related to Swachh Bharat Abhiyan, mass media, and social media and seeks to explore mass media and social media contribution to Swachh Bharat Abhiyan. Findings of the study revealed that social media is a beneficial instrument for the Clean India Campaign and Television is viewed as an efficient medium of communication among the masses. In addition to it, the media has the power to propagate and build public understanding about cleanliness and its benefits, and to provide the proper conditions for behaviour changes.
{"title":"Social Media as a Potent Factor in Promoting Awareness about Swachh Bharat Abhiyaan: A Critical Analysis","authors":"Juhi Gupta, Ritu Bakshi","doi":"10.9734/ajess/2023/v49i41213","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41213","url":null,"abstract":"Social media, as a new form of digital communication, has changed the way people think about education, health, banking, the environment, and other topics. The social media act as a catalyst in enlightening the masses on issues related to the environment like climate change, global warming, the green peace movement, depletion of the ozone layer, greenhouse gases effect, acid rain, and so on. It has been playing a very important role in spreading the Swachh Bharat Mission to the nook and corner of the country and changing the behavior of the public towards cleanliness. This study explores the significant role of social media in promoting awareness and driving engagement for social initiatives, focusing on the Swachh Bharat Abhiyaan in India. The Swachh Bharat Abhiyaan (Clean India Mission) is a government-led initiative aimed at achieving a clean and open-defecation-free India. Social media platforms have emerged as powerful tools for communication and information dissemination, making them valuable for promoting social causes. In the present study, the investigator conducts a meta-analysis of a research paper related to Swachh Bharat Abhiyan, mass media, and social media and seeks to explore mass media and social media contribution to Swachh Bharat Abhiyan. Findings of the study revealed that social media is a beneficial instrument for the Clean India Campaign and Television is viewed as an efficient medium of communication among the masses. In addition to it, the media has the power to propagate and build public understanding about cleanliness and its benefits, and to provide the proper conditions for behaviour changes.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"23 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150134","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 : 2023-12-26DOI: 10.9734/ajess/2023/v49i41211
A. M. Syafar, H. Gani, Muhammad Agung
According to the skills and interests of the students, an effective learning process should be dynamic, enjoyable, demanding, motivating, and provide them more room to develop their creativity and independence. Theory is not as important in vocational high school as practice is. The following factors should be taken into account while choosing media: learning objectives, effectiveness, accessibility, students, usage, cost, and quality. One of the advancements in educational media that is still in use today, the new one uses augmented reality to learn media. Vuforia and Unity 3D are tools that can be used to create augmented reality. An interactive learning tool with augmented reality is the end product. The created learning media's validity was analyzed, and the average result fell into the "Valid" category at 3.21. In the "very practical" category, augmented reality learning materials have an average practicality of 88.9%. The conclusion of the research is digital technology that can be used by teachers in improving the quality of the learning process including augmented reality technology. Utilization of digital technology in the process learning can increase interest and motivation student learning, the quality of the learning process, and results learning.
根据学生的技能和兴趣，有效的学习过程应该是动态的、愉快的、有要求的、激励性的，并为他们提供更多的空间来发展自己的创造力和独立性。在职业高中，理论不如实践重要。在选择媒体时应考虑以下因素：学习目标、有效性、可及性、学生、使用情况、成本和质量。教育媒体的进步之一是使用增强现实技术来学习媒体，这种新技术至今仍在使用。Vuforia 和 Unity 3D 是可以用来创建增强现实的工具。最终产品是一个具有增强现实功能的互动学习工具。在 "非常实用 "类别中，增强现实学习材料的平均实用率为 88.9%。研究的结论是，教师可以利用包括增强现实技术在内的数字技术来提高学习过程的质量。在学习过程中利用数字技术可以提高学生的学习兴趣和动力，提高学习过程的质量和学习效果。
{"title":"The Utilization and Practicality of Learning Media Based Augmented Reality","authors":"A. M. Syafar, H. Gani, Muhammad Agung","doi":"10.9734/ajess/2023/v49i41211","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41211","url":null,"abstract":"According to the skills and interests of the students, an effective learning process should be dynamic, enjoyable, demanding, motivating, and provide them more room to develop their creativity and independence. Theory is not as important in vocational high school as practice is. The following factors should be taken into account while choosing media: learning objectives, effectiveness, accessibility, students, usage, cost, and quality. One of the advancements in educational media that is still in use today, the new one uses augmented reality to learn media. Vuforia and Unity 3D are tools that can be used to create augmented reality. An interactive learning tool with augmented reality is the end product. The created learning media's validity was analyzed, and the average result fell into the \"Valid\" category at 3.21. In the \"very practical\" category, augmented reality learning materials have an average practicality of 88.9%. The conclusion of the research is digital technology that can be used by teachers in improving the quality of the learning process including augmented reality technology. Utilization of digital technology in the process learning can increase interest and motivation student learning, the quality of the learning process, and results learning.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"11 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156724","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 : 2023-12-23DOI: 10.9734/ajess/2023/v49i41210
Fita Septiana Arya, H. Harjono, Kamarudin
This research aims to describe the implementation of the project-based learning (PjBL) learning model in learning to write "observation report" texts for junior high school students. This research was conducted by applying a qualitative approach with case study techniques. Research data was obtained through interviews, observation, and documentation techniques. The subjects of this research were students in class VII B of SMP N 6 Jambi City, with 30 students. The instruments used in this research were a list of interview questions, a checklist of student activities, and a rubric for assessing project results. Based on the study and analysis, the project-based learning model can improve the quality of students' writing. The application of the project-based learning model uses six phases: observing a phenomenon, asking basic questions, designing a project plan to be implemented, compiling a detailed project schedule, supervising students and their projects, and testing and evaluating the project results. Of the six syntaxes, everything went well; the students' writing test results obtained excellent, sound, and quite good results from 4 groups. It can be seen based on the results of students' writing, which meets the criteria for observation report texts based on phenomena, structure, and language rules. Several stages prepared by the teacher in the form of teaching modules are also by the implementation process, especially in controlling and guiding students, from finding ideas, creating titles, and student writing to the assignment presentation stage. The research has implications for implementing the project-based learning (PjBL) model to improve students' writing skills, especially in writing observation reports.
本研究旨在描述基于项目的学习（PjBL）模式在初中生学习撰写 "观察报告 "文本中的实施情况。本研究采用个案研究技术的定性方法进行。研究数据通过访谈、观察和记录技术获得。研究对象为占碑市 SMP N 6 七 B 班的 30 名学生。本研究使用的工具包括访谈问题清单、学生活动清单和项目成果评估表。根据研究和分析，基于项目的学习模式可以提高学生的写作质量。项目式学习模式的应用分为六个阶段：观察现象、提出基本问题、设计项目实施计划、编制详细的项目进度表、监督学生及其项目、检验和评估项目成果。在六种语法中，一切都很顺利；学生的写作测试结果获得了优秀、良好和相当好的 4 组结果。从学生的写作结果可以看出，学生的写作符合基于现象、结构和语言规则的观察报告文本的标准。在实施过程中，教师以教学模块的形式准备的几个阶段也是由学生来完成的，特别是在控制和引导学生方面，从寻找思路、制作题目、学生写作到作业展示阶段。该研究对实施基于项目的学习（PjBL）模式，提高学生的写作能力，尤其是撰写观察报告的能力具有借鉴意义。
{"title":"Description of Implementation of the Project-Based Learning Model in the Practical Activity of Writing Text of “Observation Result Reports\" For Class VII Junior High School Students","authors":"Fita Septiana Arya, H. Harjono, Kamarudin","doi":"10.9734/ajess/2023/v49i41210","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41210","url":null,"abstract":"This research aims to describe the implementation of the project-based learning (PjBL) learning model in learning to write \"observation report\" texts for junior high school students. This research was conducted by applying a qualitative approach with case study techniques. Research data was obtained through interviews, observation, and documentation techniques. The subjects of this research were students in class VII B of SMP N 6 Jambi City, with 30 students. The instruments used in this research were a list of interview questions, a checklist of student activities, and a rubric for assessing project results. Based on the study and analysis, the project-based learning model can improve the quality of students' writing. The application of the project-based learning model uses six phases: observing a phenomenon, asking basic questions, designing a project plan to be implemented, compiling a detailed project schedule, supervising students and their projects, and testing and evaluating the project results. Of the six syntaxes, everything went well; the students' writing test results obtained excellent, sound, and quite good results from 4 groups. It can be seen based on the results of students' writing, which meets the criteria for observation report texts based on phenomena, structure, and language rules. Several stages prepared by the teacher in the form of teaching modules are also by the implementation process, especially in controlling and guiding students, from finding ideas, creating titles, and student writing to the assignment presentation stage. The research has implications for implementing the project-based learning (PjBL) model to improve students' writing skills, especially in writing observation reports.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161544","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 : 2023-12-18DOI: 10.9734/ajess/2023/v49i41206
Agnes J. Lyimo
Literacy skills are essential in children’s future learning and development. Studies indicate that literacy skills among early grade learners in Tanzania are below the required standards. This study explored the contribution of home factors that hinder acquisition of reading and writing skills among early grades learners in Tanzania. The study was informed by a qualitative methodology which involved a total of 92 participants, including 80 parents and 12 standard one and two teachers from four primary schools in two districts of Morogoro region. The study employed purposive sampling technique to select teachers and convenience sampling technique to obtain parents who were involved in interview and focus group discussion. Data was collected using semi-structured interview, focused group discussion and documentary review. The data were analysed thematically based on themes and sub-themes emerged in the study. The findings revealed that most factors that hinder early grade learners from acquiring reading and writing skills included (poor parents follow up, engaging children in many home activities, low parents’ education and parent’s income) It was suggested that there should be cooperation between parents and teachers to assist the children in developing their reading and writing skills. The study concludes that parents and teachers should work collaboratively to develop reading and writing in children. Lastly, it is recommended that parents should buy materials like books, and assist their children to practice reading and writing skills at home.
{"title":"Understanding How Home Conditions Shape Early Grade Learners Literacy Acquisition Skills: A Tanzanian Perspective","authors":"Agnes J. Lyimo","doi":"10.9734/ajess/2023/v49i41206","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41206","url":null,"abstract":"Literacy skills are essential in children’s future learning and development. Studies indicate that literacy skills among early grade learners in Tanzania are below the required standards. This study explored the contribution of home factors that hinder acquisition of reading and writing skills among early grades learners in Tanzania. The study was informed by a qualitative methodology which involved a total of 92 participants, including 80 parents and 12 standard one and two teachers from four primary schools in two districts of Morogoro region. The study employed purposive sampling technique to select teachers and convenience sampling technique to obtain parents who were involved in interview and focus group discussion. Data was collected using semi-structured interview, focused group discussion and documentary review. The data were analysed thematically based on themes and sub-themes emerged in the study. The findings revealed that most factors that hinder early grade learners from acquiring reading and writing skills included (poor parents follow up, engaging children in many home activities, low parents’ education and parent’s income) It was suggested that there should be cooperation between parents and teachers to assist the children in developing their reading and writing skills. The study concludes that parents and teachers should work collaboratively to develop reading and writing in children. Lastly, it is recommended that parents should buy materials like books, and assist their children to practice reading and writing skills at home.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"212 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174231","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 : 2023-11-30DOI: 10.9734/ajess/2023/v49i41185
Kelzang, Ngajay Tshering, Tsheten Tshering, D. Tshering
Researchers have identified the reading problem in the rural schools in Bhutan, and students hardly read English text. Therefore, researchers have resolved to conduct action research study to investigates the effectiveness of Readers Theatre as an intervention strategy to enhance reading fluency and motivation among fifth-grade students in the school. The researchers identified a decline in reading habits and fluency among students, particularly in English, despite recognizing the importance of reading for academic success and personal development. A mixed-method design was employed, combining quantitative data collection through pre- and post-tests with qualitative insights from structured interviews from 24 participants. To enhance the reading fluency, Readers Theatre approach was integrated into exploring its potential impact on motivation and fluency. The results indicate significant improvements in reading fluency among participants after the intervention, with many exceeding expectations. Qualitative data revealed that Readers Theatre not only improved reading skills but also engendered enthusiasm and confidence in reading. This study highlights the critical role of motivation in successful reading interventions, emphasising that motivated readers are more likely to become proficient ones. The findings underscore the importance of innovative and engaging reading strategies in fostering reading fluency and motivation. This research offers valuable insights for educators and policymakers, advocating for the adoption of such strategies to empower students with essential reading skills and cultivate a lifelong love for learning.
{"title":"Effectiveness of Readers Theatre to Enhance English Reading Fluency in Fifth Grade: Action Research in Thrimshing Higher Secondary School","authors":"Kelzang, Ngajay Tshering, Tsheten Tshering, D. Tshering","doi":"10.9734/ajess/2023/v49i41185","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41185","url":null,"abstract":"Researchers have identified the reading problem in the rural schools in Bhutan, and students hardly read English text. Therefore, researchers have resolved to conduct action research study to investigates the effectiveness of Readers Theatre as an intervention strategy to enhance reading fluency and motivation among fifth-grade students in the school. The researchers identified a decline in reading habits and fluency among students, particularly in English, despite recognizing the importance of reading for academic success and personal development. A mixed-method design was employed, combining quantitative data collection through pre- and post-tests with qualitative insights from structured interviews from 24 participants. To enhance the reading fluency, Readers Theatre approach was integrated into exploring its potential impact on motivation and fluency. The results indicate significant improvements in reading fluency among participants after the intervention, with many exceeding expectations. Qualitative data revealed that Readers Theatre not only improved reading skills but also engendered enthusiasm and confidence in reading. This study highlights the critical role of motivation in successful reading interventions, emphasising that motivated readers are more likely to become proficient ones. The findings underscore the importance of innovative and engaging reading strategies in fostering reading fluency and motivation. This research offers valuable insights for educators and policymakers, advocating for the adoption of such strategies to empower students with essential reading skills and cultivate a lifelong love for learning.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"54 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205822","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 : 2023-11-29DOI: 10.9734/ajess/2023/v49i41183
Dan Lu, Zezhong Yang
The "Compulsory Education Mathematics Curriculum Standards (2022 Edition)" revised in 2022 clearly points out that the cultivation of mathematical operation ability is of great significance and value to the development of students' core literacy. Starting from the analysis of the connotation and requirements of mathematical operation ability literacy in the new curriculum standard, this paper analyzes the current situation of implementing mathematical operation ability literacy in the current junior middle school mathematics classroom teaching. Therefore, specific suggestions are put forward for the implementation of operation ability literacy: 1. Teachers should pay attention to the introduction in class and students' mastery of algorithms and calculation laws; 2. Teachers should standard their own problem-solving process to play an exemplary role; 3. Teachers should emphasize the principle of operation so as to encourage the students to make simple calculations; 4. In the teaching process, teachers should pay attention to guiding and questioning students, so as to promote the development of students' mathematical reasoning ability. These strategies can provide a reference for junior middle school mathematics teachers to cultivate students' mathematical operation abilities.
{"title":"Analysis of Operation Ability Literacy in Junior Middle School Mathematics Classroom Teaching","authors":"Dan Lu, Zezhong Yang","doi":"10.9734/ajess/2023/v49i41183","DOIUrl":"https://doi.org/10.9734/ajess/2023/v49i41183","url":null,"abstract":"The \"Compulsory Education Mathematics Curriculum Standards (2022 Edition)\" revised in 2022 clearly points out that the cultivation of mathematical operation ability is of great significance and value to the development of students' core literacy. Starting from the analysis of the connotation and requirements of mathematical operation ability literacy in the new curriculum standard, this paper analyzes the current situation of implementing mathematical operation ability literacy in the current junior middle school mathematics classroom teaching. Therefore, specific suggestions are put forward for the implementation of operation ability literacy: 1. Teachers should pay attention to the introduction in class and students' mastery of algorithms and calculation laws; 2. Teachers should standard their own problem-solving process to play an exemplary role; 3. Teachers should emphasize the principle of operation so as to encourage the students to make simple calculations; 4. In the teaching process, teachers should pay attention to guiding and questioning students, so as to promote the development of students' mathematical reasoning ability. These strategies can provide a reference for junior middle school mathematics teachers to cultivate students' mathematical operation abilities.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139213059","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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