Pub Date : 2024-03-14DOI: 10.9734/ajess/2024/v50i41330
D. Nugraha
This study entailed an investigation into the unproductive morphological forms in the Indonesian language. This study analyzed these forms’ nature, patterns, and potential linguistic implications to uncover the reasons behind their existence and persistence. The study employed descriptive approached and data-based methodologies, utilizing the SEAlang Library Indonesian Corpus (SLIC) as the primary data source. The results revealed unique features of unproductive morphological forms in Indonesian, characterized by specific affixational patterns, including the morphologically marked infixes {-em-}, {-er-}, {-el-}, and {-in-}. These forms also exhibited semantic limitations limited to particular word classes or semantic domains. Additionally, a confluence of cognitive and linguistic influences contributed to the phenomenon of unproductive word forms. The study also identified boundaries and constraints within morphological productivity, exploring unproductive morphological forms to provide insights into the micro-change of the language. This study’s findings could advance broader aspects of morphological theory and language description.
{"title":"Investigating the Unproductive Morphological Forms in Indonesian Language","authors":"D. Nugraha","doi":"10.9734/ajess/2024/v50i41330","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41330","url":null,"abstract":"This study entailed an investigation into the unproductive morphological forms in the Indonesian language. This study analyzed these forms’ nature, patterns, and potential linguistic implications to uncover the reasons behind their existence and persistence. The study employed descriptive approached and data-based methodologies, utilizing the SEAlang Library Indonesian Corpus (SLIC) as the primary data source. The results revealed unique features of unproductive morphological forms in Indonesian, characterized by specific affixational patterns, including the morphologically marked infixes {-em-}, {-er-}, {-el-}, and {-in-}. These forms also exhibited semantic limitations limited to particular word classes or semantic domains. Additionally, a confluence of cognitive and linguistic influences contributed to the phenomenon of unproductive word forms. The study also identified boundaries and constraints within morphological productivity, exploring unproductive morphological forms to provide insights into the micro-change of the language. This study’s findings could advance broader aspects of morphological theory and language description.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"12 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244520","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 : 2024-03-12DOI: 10.9734/ajess/2024/v50i41328
Sismanto, Yaqub Cikusin, Junaidi Mistar
Effective educational technology adoption and implementation have become crucial for educational institutions in the digital transformation era. However, this study aims to identify the challenges faced by educational leaders in adopting and implementing Google Workspace for Education in educational institutions, as well as strategies to address these challenges. A qualitative approach was employed, utilizing in-depth interviews and specially designed spreadsheets to gather perspectives and data from 70 educational foundation leaders and school principals in Indonesia. Thematic analysis was used to analyze the collected data. The findings revealed challenges such as mindset change, technological barriers, collaboration issues, and resource constraints in adopting Google Workspace for Education. The study identified six strategies to overcome these challenges, including supervising teachers' work, enhancing participation in training, fostering collaboration among teachers, monitoring and evaluating usage, preparing supportive infrastructure, and gaining support from school leaders. This research provides insights into the perceptions and strategies of educational leaders in adopting and implementing Google Workspace for Education, contributing to a deeper understanding of the digital transformation in educational institutions and its implications for educational technology development in Indonesia.
{"title":"Challenges and Strategies in Adopting Google Workspace for Education: Perspectives from Educational Leaders in Indonesia","authors":"Sismanto, Yaqub Cikusin, Junaidi Mistar","doi":"10.9734/ajess/2024/v50i41328","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41328","url":null,"abstract":"Effective educational technology adoption and implementation have become crucial for educational institutions in the digital transformation era. However, this study aims to identify the challenges faced by educational leaders in adopting and implementing Google Workspace for Education in educational institutions, as well as strategies to address these challenges. A qualitative approach was employed, utilizing in-depth interviews and specially designed spreadsheets to gather perspectives and data from 70 educational foundation leaders and school principals in Indonesia. Thematic analysis was used to analyze the collected data. The findings revealed challenges such as mindset change, technological barriers, collaboration issues, and resource constraints in adopting Google Workspace for Education. The study identified six strategies to overcome these challenges, including supervising teachers' work, enhancing participation in training, fostering collaboration among teachers, monitoring and evaluating usage, preparing supportive infrastructure, and gaining support from school leaders. This research provides insights into the perceptions and strategies of educational leaders in adopting and implementing Google Workspace for Education, contributing to a deeper understanding of the digital transformation in educational institutions and its implications for educational technology development in Indonesia.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250812","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 : 2024-03-11DOI: 10.9734/ajess/2024/v50i41327
Wdpd Weerasinghe, Mihiri Wickramasinghe
Aims: This paper aims to analyze the impact of working from home on teachers' teaching and learning processes in a chosen Province in Sri Lanka From teachers’ perspective. Study Design: This study follows the exploratory type and a questionnaire survey will be used to collect data. Methodology: The data were analyzed using descriptive statistics to understand the teaching and learning process of teachers in the chosen province in Sri Lanka and Regression analysis to understand the impact of an independent variable on the study’s dependent variable. Results: The positive effect of Infrastructure Facilities, Family Interference, and Technology Literacy on teachers' online teaching and learning process were statistically significant at 0.05 level. But, the significant value of Social Distractions was 0.764 which is above the standard level. Hence the impact of Social Distractions on online teaching and learning process was statistically insignificant at 0.05 level. Furthermore, infrastructure facilities were a highly influential factor in the online teaching and learning process. Conclusion: The research was limited to one province in Sri Lanka, and thus, it may not be possible to conclude the results of an entire country. In this modern world schools in developing countries should be adapted to these new technological changes. Teachers, administration, and Government may utilize the findings of this study in their decision-making. The study shows useful perceptions of how work from home impacts teachers' teaching and learning processes.
{"title":"Impact of Work from Home on Sri Lankan Teachers’ Teaching and Learning Process","authors":"Wdpd Weerasinghe, Mihiri Wickramasinghe","doi":"10.9734/ajess/2024/v50i41327","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41327","url":null,"abstract":"Aims: This paper aims to analyze the impact of working from home on teachers' teaching and learning processes in a chosen Province in Sri Lanka From teachers’ perspective. \u0000Study Design: This study follows the exploratory type and a questionnaire survey will be used to collect data. \u0000Methodology: The data were analyzed using descriptive statistics to understand the teaching and learning process of teachers in the chosen province in Sri Lanka and Regression analysis to understand the impact of an independent variable on the study’s dependent variable. \u0000Results: The positive effect of Infrastructure Facilities, Family Interference, and Technology Literacy on teachers' online teaching and learning process were statistically significant at 0.05 level. But, the significant value of Social Distractions was 0.764 which is above the standard level. Hence the impact of Social Distractions on online teaching and learning process was statistically insignificant at 0.05 level. Furthermore, infrastructure facilities were a highly influential factor in the online teaching and learning process. \u0000Conclusion: The research was limited to one province in Sri Lanka, and thus, it may not be possible to conclude the results of an entire country. In this modern world schools in developing countries should be adapted to these new technological changes. Teachers, administration, and Government may utilize the findings of this study in their decision-making. The study shows useful perceptions of how work from home impacts teachers' teaching and learning processes.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"133 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251392","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 : 2024-03-11DOI: 10.9734/ajess/2024/v50i41326
Peni Suharti, Asy’ari, W. Wikanta
Cognitive skill was a needed effort for students in nowadays modern era that occurs continuously. The use of fire mitigation game application trough project-based learning was an effort to support the stage of cognitive skills. The main purpose of the research was analysed the model of project-based learning assisted by fire mitigation game in order to improve the student’s cognitive skills. The method that applied in this research was quantitative research that conducted towards 55 SD Muhammadiyah 9 Surabaya students. The participant selection was purposive sampling based on the inclusion criteria that conducted by the researchers and the data collection was conducted by learning implementation observation and student’s critical thinking level test. The data that collected in the research was statistically analysed trough correlational approach (correlational research) and linear regression. Based on the research it was showed that correlation coefficient gained significances values about 0,000 < 0,05 it was confirmed that H0 was rejected and H1 was accepted. Therefore, based on the analysis of the research data it was appropriate with normality test by histogram graphic with bell form without leaning right or left, so that the histogram graphic was recognized as normal. It was also recognized as normal because of normality pretest based on Q-Q plot that the plots was showed the fit line, so that the distribution recognized as normal, because the data above was following the normal line. Responding the result of the analysis that conduct by significances values (sig.) in the F-Test was 0,000. Because sig. 0,000 < (alpha) = 0,05 it could be summed up that there are influence of Project-based learning model assisted by fire mitigation game towards the student’s cognitive skills in elementary school.
{"title":"Fire Mitigation Game Assisted Project Based Learning Model Towards Elementary School Student’s Cognitive Skill","authors":"Peni Suharti, Asy’ari, W. Wikanta","doi":"10.9734/ajess/2024/v50i41326","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41326","url":null,"abstract":"Cognitive skill was a needed effort for students in nowadays modern era that occurs continuously. The use of fire mitigation game application trough project-based learning was an effort to support the stage of cognitive skills. The main purpose of the research was analysed the model of project-based learning assisted by fire mitigation game in order to improve the student’s cognitive skills. The method that applied in this research was quantitative research that conducted towards 55 SD Muhammadiyah 9 Surabaya students. The participant selection was purposive sampling based on the inclusion criteria that conducted by the researchers and the data collection was conducted by learning implementation observation and student’s critical thinking level test. The data that collected in the research was statistically analysed trough correlational approach (correlational research) and linear regression. Based on the research it was showed that correlation coefficient gained significances values about 0,000 < 0,05 it was confirmed that H0 was rejected and H1 was accepted. Therefore, based on the analysis of the research data it was appropriate with normality test by histogram graphic with bell form without leaning right or left, so that the histogram graphic was recognized as normal. It was also recognized as normal because of normality pretest based on Q-Q plot that the plots was showed the fit line, so that the distribution recognized as normal, because the data above was following the normal line. Responding the result of the analysis that conduct by significances values (sig.) in the F-Test was 0,000. Because sig. 0,000 < (alpha) = 0,05 it could be summed up that there are influence of Project-based learning model assisted by fire mitigation game towards the student’s cognitive skills in elementary school.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253775","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 : 2024-03-09DOI: 10.9734/ajess/2024/v50i41324
Edina Msonge, Chrispina S. Lekule
This study aimed to investigate the role of school heads in fostering teamwork among secondary school teachers in Nyamagana district, Mwanza region, Tanzania. The study was guided by three specific objectives: exploring the significance of teamwork among community secondary school teachers, examining the strategies employed by school heads to promote teacher teamwork, and identifying the challenges they face in this endeavor. Utilizing a qualitative research approach and a case study design, the study employed non-probability sampling, selecting 25 teachers for group discussions, and interviewing 5 heads of schools. The findings revealed the importance of teamwork for both student performance and overall school success. Despite the efforts of school heads, the promotion of teamwork was found to be insufficient due to a lack of proper knowledge and techniques in establishing and conducting it. Various challenges were identified, including the inadequate technical and interpersonal skills among school heads, attributed to inadequate training. The study recommends that government leaders provide training to school heads on managerial techniques for promoting teamwork and offer motivation to teachers to enhance their morale and work motivation. In conclusion, the study advocates for recognizing teacher teamwork as a fundamental element in motivating teachers, improving efficiency, and fostering the development of innovative ideas for overall school effectiveness.
{"title":"Fostering Teacher Teamwork: Strategies and Challenges for School Heads a Study of Community Secondary Schools in Nyamagana-Mwanza, Tanzania","authors":"Edina Msonge, Chrispina S. Lekule","doi":"10.9734/ajess/2024/v50i41324","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41324","url":null,"abstract":"This study aimed to investigate the role of school heads in fostering teamwork among secondary school teachers in Nyamagana district, Mwanza region, Tanzania. The study was guided by three specific objectives: exploring the significance of teamwork among community secondary school teachers, examining the strategies employed by school heads to promote teacher teamwork, and identifying the challenges they face in this endeavor. Utilizing a qualitative research approach and a case study design, the study employed non-probability sampling, selecting 25 teachers for group discussions, and interviewing 5 heads of schools. The findings revealed the importance of teamwork for both student performance and overall school success. Despite the efforts of school heads, the promotion of teamwork was found to be insufficient due to a lack of proper knowledge and techniques in establishing and conducting it. Various challenges were identified, including the inadequate technical and interpersonal skills among school heads, attributed to inadequate training. The study recommends that government leaders provide training to school heads on managerial techniques for promoting teamwork and offer motivation to teachers to enhance their morale and work motivation. In conclusion, the study advocates for recognizing teacher teamwork as a fundamental element in motivating teachers, improving efficiency, and fostering the development of innovative ideas for overall school effectiveness.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"203 1‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256331","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 : 2024-03-09DOI: 10.9734/ajess/2024/v50i41325
Anisa Kurniawati, M. Sobry
Aims: This study aims to: 1) analyze the implementation of reward and punishment in forming the independent character of elementary school students? 2) mapping the forms of reward and punishment used in forming the independent character of elementary school students. Study Design: The study adopted a qualitative approach with a phenomenological design. Place and Duration of Study: The research was conducted in Primary School State 1 Terong Tawah, West Lombok, Indonesia, between January 2023 and August 2023. Methodology: The author conducted in-depth interviews with two people, namely the school principal and class teacher. Apart from that, the author also made observations. The analysis procedure follows the interactive analysis recommended by Miles, Huberman, and Saldana, encompassing data collection, data condensation, data presentation, and conclusion drawing. To ensure data validity, the study employs data triangulation, including source triangulation and technique triangulation. Additionally, member checks contribute to data validation. Results: The findings reveal: 1) The implementation of reward and punishment in shaping the independence character of primary school students involves two processes: (1) Planning or Preparation of Reward and Punishment; (2) Implementation of Reward and Punishment during Learning. 2) Various forms of rewards are applied, such as giving stars, expressing commendatory phrases, and providing additional grades. Meanwhile, the forms of punishment administered to primary school students vary according to the nature of the mistakes, including reprimands, advice, additional assignments, and motivational strategies that aid in character formation. Conclusion: The reward and punishment methods used can be considered as methods that accommodate humanist values. Teachers do not provide punishment in the form of violence that has physical and psychological impacts.
{"title":"To Implement Reward and Punishment Methods for Cultivating Independent Character in Primary School Students: A Qualitative Phenomenological Study","authors":"Anisa Kurniawati, M. Sobry","doi":"10.9734/ajess/2024/v50i41325","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41325","url":null,"abstract":"Aims: This study aims to: 1) analyze the implementation of reward and punishment in forming the independent character of elementary school students? 2) mapping the forms of reward and punishment used in forming the independent character of elementary school students.\u0000Study Design: The study adopted a qualitative approach with a phenomenological design.\u0000Place and Duration of Study: The research was conducted in Primary School State 1 Terong Tawah, West Lombok, Indonesia, between January 2023 and August 2023.\u0000Methodology: The author conducted in-depth interviews with two people, namely the school principal and class teacher. Apart from that, the author also made observations. The analysis procedure follows the interactive analysis recommended by Miles, Huberman, and Saldana, encompassing data collection, data condensation, data presentation, and conclusion drawing. To ensure data validity, the study employs data triangulation, including source triangulation and technique triangulation. Additionally, member checks contribute to data validation.\u0000Results: The findings reveal: 1) The implementation of reward and punishment in shaping the independence character of primary school students involves two processes: (1) Planning or Preparation of Reward and Punishment; (2) Implementation of Reward and Punishment during Learning. 2) Various forms of rewards are applied, such as giving stars, expressing commendatory phrases, and providing additional grades. Meanwhile, the forms of punishment administered to primary school students vary according to the nature of the mistakes, including reprimands, advice, additional assignments, and motivational strategies that aid in character formation.\u0000Conclusion: The reward and punishment methods used can be considered as methods that accommodate humanist values. Teachers do not provide punishment in the form of violence that has physical and psychological impacts.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"278 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140255690","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 : 2024-03-08DOI: 10.9734/ajess/2024/v50i41323
Santanu Patra, Arnab Kumar Dutta, Papiya Upadhyay
Aims: The advancement and integration of technology in education made a dramatic change in the landscape of the teaching-learning process. Massive Open Online Courses (MOOCs) as one of the emerging trends in education removed the barriers of time, space, and pace throughout the world. Diverse lifelong learners irrespective of social, cultural, economic, age and gender identity are participating in the melting pot of MOOC. This study aimed to explore the present landscape of the participation and completion rate in MOOCs by learners from formal educational institutions in the eastern part of India specifically in West Bengal. The research also aimed to identify the underlying causes of the present landscape. Place and Duration of Study: The study was conducted among the learners who enrolled in different programs in different Higher Education Institutions (HEIs) during the end of 2023. Methodology: A self-administered questionnaire in Google Forms was used to collect data from the learners. A total 298 samples have been collected. Collected data have been analyzed by descriptive statistics, independent samples ‘t’ test, ANOVA using SPSS and MS Excel. Results: The study depicted poor enrolment as well as completion rates in MOOCs among the learners. Lack of awareness and huge pressure on the present curriculum were the main factors behind non-enrolment. SWAYAM was the most popular MOOC platform among the students of West Bengal. Attaining knowledge, enhancing skills, and earning certificates were the main intentions of the students who enrolled in MOOCs. Lack of time, affordability, in-person proctored examination, non-cooperation of facilitators, length of courses, and uninteresting discussion forum were the major constraints to completing the MOOCs for the enrolled learners. Conclusion: Organizing awareness-building programs, institutional policy framing, and incorporating a credit transfer system into enrolled courses may be emphasized as immediate initiatives for re-thinking the present opportunities and challenges in higher education.
{"title":"MOOCs: Determinants of Enrolment and Completion Rate among Learners of Higher Education Institutions in India","authors":"Santanu Patra, Arnab Kumar Dutta, Papiya Upadhyay","doi":"10.9734/ajess/2024/v50i41323","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41323","url":null,"abstract":"Aims: The advancement and integration of technology in education made a dramatic change in the landscape of the teaching-learning process. Massive Open Online Courses (MOOCs) as one of the emerging trends in education removed the barriers of time, space, and pace throughout the world. Diverse lifelong learners irrespective of social, cultural, economic, age and gender identity are participating in the melting pot of MOOC. This study aimed to explore the present landscape of the participation and completion rate in MOOCs by learners from formal educational institutions in the eastern part of India specifically in West Bengal. The research also aimed to identify the underlying causes of the present landscape. \u0000Place and Duration of Study: The study was conducted among the learners who enrolled in different programs in different Higher Education Institutions (HEIs) during the end of 2023. \u0000Methodology: A self-administered questionnaire in Google Forms was used to collect data from the learners. A total 298 samples have been collected. Collected data have been analyzed by descriptive statistics, independent samples ‘t’ test, ANOVA using SPSS and MS Excel. \u0000Results: The study depicted poor enrolment as well as completion rates in MOOCs among the learners. Lack of awareness and huge pressure on the present curriculum were the main factors behind non-enrolment. SWAYAM was the most popular MOOC platform among the students of West Bengal. Attaining knowledge, enhancing skills, and earning certificates were the main intentions of the students who enrolled in MOOCs. Lack of time, affordability, in-person proctored examination, non-cooperation of facilitators, length of courses, and uninteresting discussion forum were the major constraints to completing the MOOCs for the enrolled learners. \u0000Conclusion: Organizing awareness-building programs, institutional policy framing, and incorporating a credit transfer system into enrolled courses may be emphasized as immediate initiatives for re-thinking the present opportunities and challenges in higher education.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"125 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256908","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 : 2024-03-07DOI: 10.9734/ajess/2024/v50i41322
An-Jean N. Moneba, A. H. D. Lovitos
This study is aimed at investigating the significant relationship between reading attitude, motivation, and reading comprehension in Bunawan District, Davao City public elementary school learners. It employed descriptive-correlational research design which describes the relationship between two or more variables. Primary information was obtained by using adapted survey questionnaires among 250 Grade 6 learners enrolled in S.Y. 2023-2024. Three research instruments were used: the Adults Survey Reading Attitudes Questionnaire (ASRA) adapted by Anugrah, Gardner’s Attitude / Motivation Test Battery (AMI), and the Reading comprehension questionnaire adapted from the Philippine Informal Reading Inventory (Phil-Iri). This study utilized Mean, Standard Deviation, and correlation analysis through Pearson product-moment correlation. Results revealed that there is a high level of reading attitude (x=4.08, SD=.612) and motivation (x=4.06, SD=.451) but there is a very low reading comprehension (x=3.11, SD=1.006) among the respondents. Furthermore, the findings revealed no significant relationship between reading attitude and reading comprehension (r=0.032, p=0.620) and only learning motivation is a predictor of reading comprehension (r=0.200, p=0.002). This implies that the respondents have a positive attitude toward reading but it does not affect their reading comprehension. This further implies that students who are motivated to read can improve their reading comprehension. Hence, the respondents with high interest in their reading activity comprehend more than those without interest.
{"title":"Reading Attitude and Learning Motivation as Predictors of Reading Comprehension","authors":"An-Jean N. Moneba, A. H. D. Lovitos","doi":"10.9734/ajess/2024/v50i41322","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41322","url":null,"abstract":"This study is aimed at investigating the significant relationship between reading attitude, motivation, and reading comprehension in Bunawan District, Davao City public elementary school learners. It employed descriptive-correlational research design which describes the relationship between two or more variables. Primary information was obtained by using adapted survey questionnaires among 250 Grade 6 learners enrolled in S.Y. 2023-2024. Three research instruments were used: the Adults Survey Reading Attitudes Questionnaire (ASRA) adapted by Anugrah, Gardner’s Attitude / Motivation Test Battery (AMI), and the Reading comprehension questionnaire adapted from the Philippine Informal Reading Inventory (Phil-Iri). This study utilized Mean, Standard Deviation, and correlation analysis through Pearson product-moment correlation. Results revealed that there is a high level of reading attitude (x=4.08, SD=.612) and motivation (x=4.06, SD=.451) but there is a very low reading comprehension (x=3.11, SD=1.006) among the respondents. Furthermore, the findings revealed no significant relationship between reading attitude and reading comprehension (r=0.032, p=0.620) and only learning motivation is a predictor of reading comprehension (r=0.200, p=0.002). This implies that the respondents have a positive attitude toward reading but it does not affect their reading comprehension. This further implies that students who are motivated to read can improve their reading comprehension. Hence, the respondents with high interest in their reading activity comprehend more than those without interest.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"27 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140259572","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 : 2024-03-06DOI: 10.9734/ajess/2024/v50i41321
J. D. Pregoner, Josephine B. Baguio
This study aimed to determine the learning strategies and readiness towards blended learning in English subjects and their relationship with the satisfaction of senior high school learners during the COVID-19 pandemic. Using a descriptive-correlational research design, a total of 174 senior high school students of a secondary education institution in Davao City, Philippines, were surveyed using standardized questionnaires. In retrospect to the mandate of the IATF on the classification of Davao City, whereby physical and/or face-to-face survey conduct is not feasible, the researcher conducted an online survey. The data was analyzed using the mean, standard deviation (SD), Pearson product-moment correlation, and simple and multiple linear regression. The findings revealed that the level of learning strategies, readiness towards blended learning, and satisfaction of learners was high. Both learning strategies and blended learning readiness were significantly (p=0.000) positively correlated with student satisfaction. Students who had better learning strategies and are more prepared for blended learning tend to be more satisfied with it. Both factors also individually have a significant (p=0.000) positive influence on satisfaction. This suggested that each factor on its own contributes to higher satisfaction. Even when considered together, both factors still significantly (p=0.000) influence satisfaction. This indicated that they both play independent roles in determining student satisfaction.
{"title":"Learning Strategies and Readiness towards Blended learning in English Subjects as Predictors of Students’ Satisfaction during the COVID-19 Pandemic","authors":"J. D. Pregoner, Josephine B. Baguio","doi":"10.9734/ajess/2024/v50i41321","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i41321","url":null,"abstract":"This study aimed to determine the learning strategies and readiness towards blended learning in English subjects and their relationship with the satisfaction of senior high school learners during the COVID-19 pandemic. Using a descriptive-correlational research design, a total of 174 senior high school students of a secondary education institution in Davao City, Philippines, were surveyed using standardized questionnaires. In retrospect to the mandate of the IATF on the classification of Davao City, whereby physical and/or face-to-face survey conduct is not feasible, the researcher conducted an online survey. The data was analyzed using the mean, standard deviation (SD), Pearson product-moment correlation, and simple and multiple linear regression. The findings revealed that the level of learning strategies, readiness towards blended learning, and satisfaction of learners was high. Both learning strategies and blended learning readiness were significantly (p=0.000) positively correlated with student satisfaction. Students who had better learning strategies and are more prepared for blended learning tend to be more satisfied with it. Both factors also individually have a significant (p=0.000) positive influence on satisfaction. This suggested that each factor on its own contributes to higher satisfaction. Even when considered together, both factors still significantly (p=0.000) influence satisfaction. This indicated that they both play independent roles in determining student satisfaction.","PeriodicalId":502349,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"28 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140261730","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 : 2024-03-05DOI: 10.9734/ajess/2024/v50i41320
Rewindinar
Patriarchal culture continues to grow in modernity. Women’s struggles have been applied in various aspects and the digital space has now become a social space to break down the male hegemony. Bourdieu's habitus perspective was applied in this study aiming to see how social media becomes a practice environment for the reaffirmation of women as a class that wants to dispose of the social structures. In this case, virtual ethnographic method was applied from January 2022 to December 2022 to analyze the content of female Instagram users as wives and mothers. Social media has become a field in the habitus process. Field is a social space to produce and distribute meaning from the modern women who have individual, family, and social activities. In habitus process, the production and distribution of meaning is the cultural capital of the social media users. There has been patriarchal regression in social media.
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