Pub Date : 2024-02-03DOI: 10.9734/jesbs/2024/v37i11296
Chrispin Minga, Saraswati Ghosh
Information and Communication Technology (ICT) has led to a debate between teacher-centred and student-centred approaches to teaching and learning in academia. While some teachers view ICT positively and think it makes teaching and learning exercises easier, others view it negatively and think it replaces the traditional teacher-centred approach, making teaching and learning exercises more challenging as respect for the teachers are eroding because students are using current technology to solve issues rather than depending only on teachers. The present study aims to understand teachers’ perceptions of ICT use in promoting teaching-learning processes and its outcomes at the senior secondary level in the Mbeya region, Tanzania as a conveniently designed study area for the researcher. The study is based on related reviewed materials/information which was gathered from different secondary sources between July and December 2023. Information was analysed and presented in a descriptive form for easy perception and understanding. It showed that the majority of teachers at’ senior secondary level used ICT to enhance their teaching effectiveness. At the same time, their perception focused on learning an aspect which was easy to grasp, deep understanding and long-lasting. It enhances the interaction between students and teachers and offers more imaginative answers to many learning queries in the teaching and learning process. The study recommends that educators should use a holistic strategy when thinking about how to integrate information and communication technology (ICT) to improve the teaching and learning process and embrace a culture of flexibility and lifelong learning to improve student comprehension and engagement.
{"title":"Teachers’ Perceptions of ICT Use in Promoting Teaching Learning Processes and Its Outcomes at Senior Secondary Level in Mbeya Region, Tanzania: A Review","authors":"Chrispin Minga, Saraswati Ghosh","doi":"10.9734/jesbs/2024/v37i11296","DOIUrl":"https://doi.org/10.9734/jesbs/2024/v37i11296","url":null,"abstract":"Information and Communication Technology (ICT) has led to a debate between teacher-centred and student-centred approaches to teaching and learning in academia. While some teachers view ICT positively and think it makes teaching and learning exercises easier, others view it negatively and think it replaces the traditional teacher-centred approach, making teaching and learning exercises more challenging as respect for the teachers are eroding because students are using current technology to solve issues rather than depending only on teachers. The present study aims to understand teachers’ perceptions of ICT use in promoting teaching-learning processes and its outcomes at the senior secondary level in the Mbeya region, Tanzania as a conveniently designed study area for the researcher. The study is based on related reviewed materials/information which was gathered from different secondary sources between July and December 2023. \u0000Information was analysed and presented in a descriptive form for easy perception and understanding. It showed that the majority of teachers at’ senior secondary level used ICT to enhance their teaching effectiveness. At the same time, their perception focused on learning an aspect which was easy to grasp, deep understanding and long-lasting. It enhances the interaction between students and teachers and offers more imaginative answers to many learning queries in the teaching and learning process. The study recommends that educators should use a holistic strategy when thinking about how to integrate information and communication technology (ICT) to improve the teaching and learning process and embrace a culture of flexibility and lifelong learning to improve student comprehension and engagement.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139808414","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 : 2024-02-03DOI: 10.9734/jesbs/2024/v37i11296
Chrispin Minga, Saraswati Ghosh
Information and Communication Technology (ICT) has led to a debate between teacher-centred and student-centred approaches to teaching and learning in academia. While some teachers view ICT positively and think it makes teaching and learning exercises easier, others view it negatively and think it replaces the traditional teacher-centred approach, making teaching and learning exercises more challenging as respect for the teachers are eroding because students are using current technology to solve issues rather than depending only on teachers. The present study aims to understand teachers’ perceptions of ICT use in promoting teaching-learning processes and its outcomes at the senior secondary level in the Mbeya region, Tanzania as a conveniently designed study area for the researcher. The study is based on related reviewed materials/information which was gathered from different secondary sources between July and December 2023. Information was analysed and presented in a descriptive form for easy perception and understanding. It showed that the majority of teachers at’ senior secondary level used ICT to enhance their teaching effectiveness. At the same time, their perception focused on learning an aspect which was easy to grasp, deep understanding and long-lasting. It enhances the interaction between students and teachers and offers more imaginative answers to many learning queries in the teaching and learning process. The study recommends that educators should use a holistic strategy when thinking about how to integrate information and communication technology (ICT) to improve the teaching and learning process and embrace a culture of flexibility and lifelong learning to improve student comprehension and engagement.
{"title":"Teachers’ Perceptions of ICT Use in Promoting Teaching Learning Processes and Its Outcomes at Senior Secondary Level in Mbeya Region, Tanzania: A Review","authors":"Chrispin Minga, Saraswati Ghosh","doi":"10.9734/jesbs/2024/v37i11296","DOIUrl":"https://doi.org/10.9734/jesbs/2024/v37i11296","url":null,"abstract":"Information and Communication Technology (ICT) has led to a debate between teacher-centred and student-centred approaches to teaching and learning in academia. While some teachers view ICT positively and think it makes teaching and learning exercises easier, others view it negatively and think it replaces the traditional teacher-centred approach, making teaching and learning exercises more challenging as respect for the teachers are eroding because students are using current technology to solve issues rather than depending only on teachers. The present study aims to understand teachers’ perceptions of ICT use in promoting teaching-learning processes and its outcomes at the senior secondary level in the Mbeya region, Tanzania as a conveniently designed study area for the researcher. The study is based on related reviewed materials/information which was gathered from different secondary sources between July and December 2023. \u0000Information was analysed and presented in a descriptive form for easy perception and understanding. It showed that the majority of teachers at’ senior secondary level used ICT to enhance their teaching effectiveness. At the same time, their perception focused on learning an aspect which was easy to grasp, deep understanding and long-lasting. It enhances the interaction between students and teachers and offers more imaginative answers to many learning queries in the teaching and learning process. The study recommends that educators should use a holistic strategy when thinking about how to integrate information and communication technology (ICT) to improve the teaching and learning process and embrace a culture of flexibility and lifelong learning to improve student comprehension and engagement.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139868290","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}
This study was performed to learn what millet is and its significance on the eve of the International Year of Millets 2023 for high school students in Karnataka. The present study was considered essential to know about the perception of the Millennium Year celebration and to gain knowledge about why it is a prerequisite in our society, culture, nutrition, health, and food security. We selected different agro-climatic conditions in Karnataka state, like Shivamogga, Tumkur, Hassan, Mandya, Dharwad, and Chikkamagaluru districts. Where millet growing and consumption have been common since time immemorial, the present status is different. We involved 1095 students from 23 schools, 46 teachers who physically participated in the survey, and the participants' family members, 3285 grandparents and 2190 parents, who supported the students in debating for the information. The data were analyzed quantitatively by descriptive statistics and qualitatively by Pearson’s rank correlation. The findings revealed that most students do not know what millet is, and many do not hear of their name, their local name, or their importance as food, fodder, or health benefits. The majority of the students lack knowledge about millet, which is directly linked to their non-consumption of millet at home and in hotels. Why so much information and knowledge are not in the textbook is also one of the drawbacks of our system, as has been mentioned by the majority of the teachers. The only millets' knowledge bank is their elders (grandparents and parents). Our attempt to bridge the gap helped the students, parents, and teachers know what millet really is and why celebration matters to all, especially next-generation citizens (students), to know and act for their responsibility in food security in their region.
{"title":"Millet and Its Significance on the Eve of International Year of Millets 2023: Culture, Consumption and Conservation Karnataka, India","authors":"Appaji Nanda, Gungurumale Laxminarasimhacharya Janardhana","doi":"10.9734/jesbs/2024/v37i11294","DOIUrl":"https://doi.org/10.9734/jesbs/2024/v37i11294","url":null,"abstract":"This study was performed to learn what millet is and its significance on the eve of the International Year of Millets 2023 for high school students in Karnataka. The present study was considered essential to know about the perception of the Millennium Year celebration and to gain knowledge about why it is a prerequisite in our society, culture, nutrition, health, and food security. We selected different agro-climatic conditions in Karnataka state, like Shivamogga, Tumkur, Hassan, Mandya, Dharwad, and Chikkamagaluru districts. Where millet growing and consumption have been common since time immemorial, the present status is different. We involved 1095 students from 23 schools, 46 teachers who physically participated in the survey, and the participants' family members, 3285 grandparents and 2190 parents, who supported the students in debating for the information. The data were analyzed quantitatively by descriptive statistics and qualitatively by Pearson’s rank correlation. The findings revealed that most students do not know what millet is, and many do not hear of their name, their local name, or their importance as food, fodder, or health benefits. The majority of the students lack knowledge about millet, which is directly linked to their non-consumption of millet at home and in hotels. Why so much information and knowledge are not in the textbook is also one of the drawbacks of our system, as has been mentioned by the majority of the teachers. The only millets' knowledge bank is their elders (grandparents and parents). Our attempt to bridge the gap helped the students, parents, and teachers know what millet really is and why celebration matters to all, especially next-generation citizens (students), to know and act for their responsibility in food security in their region.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869057","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}
This study was performed to learn what millet is and its significance on the eve of the International Year of Millets 2023 for high school students in Karnataka. The present study was considered essential to know about the perception of the Millennium Year celebration and to gain knowledge about why it is a prerequisite in our society, culture, nutrition, health, and food security. We selected different agro-climatic conditions in Karnataka state, like Shivamogga, Tumkur, Hassan, Mandya, Dharwad, and Chikkamagaluru districts. Where millet growing and consumption have been common since time immemorial, the present status is different. We involved 1095 students from 23 schools, 46 teachers who physically participated in the survey, and the participants' family members, 3285 grandparents and 2190 parents, who supported the students in debating for the information. The data were analyzed quantitatively by descriptive statistics and qualitatively by Pearson’s rank correlation. The findings revealed that most students do not know what millet is, and many do not hear of their name, their local name, or their importance as food, fodder, or health benefits. The majority of the students lack knowledge about millet, which is directly linked to their non-consumption of millet at home and in hotels. Why so much information and knowledge are not in the textbook is also one of the drawbacks of our system, as has been mentioned by the majority of the teachers. The only millets' knowledge bank is their elders (grandparents and parents). Our attempt to bridge the gap helped the students, parents, and teachers know what millet really is and why celebration matters to all, especially next-generation citizens (students), to know and act for their responsibility in food security in their region.
{"title":"Millet and Its Significance on the Eve of International Year of Millets 2023: Culture, Consumption and Conservation Karnataka, India","authors":"Appaji Nanda, Gungurumale Laxminarasimhacharya Janardhana","doi":"10.9734/jesbs/2024/v37i11294","DOIUrl":"https://doi.org/10.9734/jesbs/2024/v37i11294","url":null,"abstract":"This study was performed to learn what millet is and its significance on the eve of the International Year of Millets 2023 for high school students in Karnataka. The present study was considered essential to know about the perception of the Millennium Year celebration and to gain knowledge about why it is a prerequisite in our society, culture, nutrition, health, and food security. We selected different agro-climatic conditions in Karnataka state, like Shivamogga, Tumkur, Hassan, Mandya, Dharwad, and Chikkamagaluru districts. Where millet growing and consumption have been common since time immemorial, the present status is different. We involved 1095 students from 23 schools, 46 teachers who physically participated in the survey, and the participants' family members, 3285 grandparents and 2190 parents, who supported the students in debating for the information. The data were analyzed quantitatively by descriptive statistics and qualitatively by Pearson’s rank correlation. The findings revealed that most students do not know what millet is, and many do not hear of their name, their local name, or their importance as food, fodder, or health benefits. The majority of the students lack knowledge about millet, which is directly linked to their non-consumption of millet at home and in hotels. Why so much information and knowledge are not in the textbook is also one of the drawbacks of our system, as has been mentioned by the majority of the teachers. The only millets' knowledge bank is their elders (grandparents and parents). Our attempt to bridge the gap helped the students, parents, and teachers know what millet really is and why celebration matters to all, especially next-generation citizens (students), to know and act for their responsibility in food security in their region.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809175","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 : 2024-01-22DOI: 10.9734/jesbs/2024/v37i11293
Sunday B. Fakunmoju
Purpose: Despite its prohibition in some countries, corporal punishment persists globally, with parents using it for preventive, corrective, or punitive reasons. However, factors contributing to its persistent use in many developing countries lack comprehensive understanding. This study explores some of these factors—perceptions of physical abuse, childhood history of corporal punishment, and perceived efficacy—associated with the corporal punishment of children in Nigeria, practiced in diverse settings such as home, school, and community. Methods: A cross-sectional design was used to obtain a sample of 187 respondents from southwest Nigeria who participated in a survey exploring their perceptions, childhood history of corporal punishment, and likelihood of using such methods on children. They consist of 65.8% males (n = 123) and 34.2% females (n=64) with an average age of 26.60 years (SD = 5.91). Descriptive analysis was used to describe the demographic characteristics, and multiple regression analysis was used to examine the associations. Results: The results reveal that the majority of respondents (n = 174, 93%) had experienced corporal punishment during their childhood and perceived it as effective in modifying a child’s behavior (n = 139, 74.3%). Weaker perceptions of physically abusive behaviors, a history of childhood corporal punishment, and support for the efficacy of such punishment were all correlated with an increased likelihood of using corporal punishment on children, although the positive and negative correlations were low. Conclusion: Findings emphasize the role of perceptions and childhood experiences in understanding parental use of corporal punishment. Addressing misconceptions about its effectiveness can reveal negative impacts, discourage use, and break the cycle of intergenerational transmission. The influence of weaker perceptions and support for corporal punishment suggests intervention potential, including parental awareness campaigns and educational programs to promote alternative disciplinary strategies for managing children's behavior.
{"title":"The Effects of Perception and Childhood History on the Likelihood of Using Corporal Punishment on Children in Southwest Nigeria","authors":"Sunday B. Fakunmoju","doi":"10.9734/jesbs/2024/v37i11293","DOIUrl":"https://doi.org/10.9734/jesbs/2024/v37i11293","url":null,"abstract":"Purpose: Despite its prohibition in some countries, corporal punishment persists globally, with parents using it for preventive, corrective, or punitive reasons. However, factors contributing to its persistent use in many developing countries lack comprehensive understanding. This study explores some of these factors—perceptions of physical abuse, childhood history of corporal punishment, and perceived efficacy—associated with the corporal punishment of children in Nigeria, practiced in diverse settings such as home, school, and community. \u0000Methods: A cross-sectional design was used to obtain a sample of 187 respondents from southwest Nigeria who participated in a survey exploring their perceptions, childhood history of corporal punishment, and likelihood of using such methods on children. They consist of 65.8% males (n = 123) and 34.2% females (n=64) with an average age of 26.60 years (SD = 5.91). Descriptive analysis was used to describe the demographic characteristics, and multiple regression analysis was used to examine the associations. \u0000Results: The results reveal that the majority of respondents (n = 174, 93%) had experienced corporal punishment during their childhood and perceived it as effective in modifying a child’s behavior (n = 139, 74.3%). Weaker perceptions of physically abusive behaviors, a history of childhood corporal punishment, and support for the efficacy of such punishment were all correlated with an increased likelihood of using corporal punishment on children, although the positive and negative correlations were low. \u0000Conclusion: Findings emphasize the role of perceptions and childhood experiences in understanding parental use of corporal punishment. Addressing misconceptions about its effectiveness can reveal negative impacts, discourage use, and break the cycle of intergenerational transmission. The influence of weaker perceptions and support for corporal punishment suggests intervention potential, including parental awareness campaigns and educational programs to promote alternative disciplinary strategies for managing children's behavior.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608598","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/jesbs/2023/v36i121287
Galata Gamachu, Nsoh Christopher
The article is aimed to scrutinize security crisis in Western part of Oromia, within the broader context of unearthed securization of politics in Ethiopia. The post-2018 political situation in Ethiopia is characterized by severe security crises in almost all parts of the country, and these security crises have regional and international dimensions. Politicians build security sectors to secure their political life when the normative political process has stalled. There are also ongoing security crises in the western part of Oromia Regional State, ranging from the displacement of Oromo from Benishangul Gumuz Regional State and border areas in Oromia to the ongoing massive massacres of Oromo in East and Horro Guduruu Wallagga by mercenaries from Amhara Regional State, to ongoing human rights violations such as arrests, extrajudicial killings, etc. Accordingly, this article intended to discuss the imperatives of securitized political issues in perpetuated security crisis in Western Oromia since 2018. The research was approached as qualitative research with a case study design to exhaustively discuss the security crisis in West Oromia as a particular case. Both primary and secondary data were used. Primary data was collected through interviews, personal observations, and semi-structured conversations with peers, while secondary data was obtained through a content analysis of the literature. The research found that the failure of the 2018 political transition perpetuated a security crisis across the country. Western Oromia is marked as a sensitive political ecology, and political issues are highly securitized. Geographically speaking, West Oromia is viewed as an outlying area, yet it holds a central position within the national political landscape. Hence, within the examined region, political inquiries are approached through security measures, resulting in a complex security crisis with severe consequences for the local population. Therefore, desecuritizing the political agenda and giving a chance to normative politics or finding a “political solution to the political problem” is recommended as the only way forward in the country.
{"title":"Securitization of Politics in Ethiopia: Scrutinizing Crisis in Western Oromia in Post-2018","authors":"Galata Gamachu, Nsoh Christopher","doi":"10.9734/jesbs/2023/v36i121287","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i121287","url":null,"abstract":"The article is aimed to scrutinize security crisis in Western part of Oromia, within the broader context of unearthed securization of politics in Ethiopia. The post-2018 political situation in Ethiopia is characterized by severe security crises in almost all parts of the country, and these security crises have regional and international dimensions. Politicians build security sectors to secure their political life when the normative political process has stalled. There are also ongoing security crises in the western part of Oromia Regional State, ranging from the displacement of Oromo from Benishangul Gumuz Regional State and border areas in Oromia to the ongoing massive massacres of Oromo in East and Horro Guduruu Wallagga by mercenaries from Amhara Regional State, to ongoing human rights violations such as arrests, extrajudicial killings, etc. Accordingly, this article intended to discuss the imperatives of securitized political issues in perpetuated security crisis in Western Oromia since 2018. The research was approached as qualitative research with a case study design to exhaustively discuss the security crisis in West Oromia as a particular case. Both primary and secondary data were used. Primary data was collected through interviews, personal observations, and semi-structured conversations with peers, while secondary data was obtained through a content analysis of the literature. The research found that the failure of the 2018 political transition perpetuated a security crisis across the country. Western Oromia is marked as a sensitive political ecology, and political issues are highly securitized. Geographically speaking, West Oromia is viewed as an outlying area, yet it holds a central position within the national political landscape. Hence, within the examined region, political inquiries are approached through security measures, resulting in a complex security crisis with severe consequences for the local population. Therefore, desecuritizing the political agenda and giving a chance to normative politics or finding a “political solution to the political problem” is recommended as the only way forward in the country.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161712","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 : 2023-12-22DOI: 10.9734/jesbs/2023/v36i121286
Kostis C. Koutsopoulos, Yannis K. Kotsanis
Aims: The objectives of the article are three-fold: first, to show that space and time are interrelated when teaching and learning is considered, creating the need to examine space and time in an integrated and inter-dimensional framework; second, to propose an integrated approach to the concept of space-time as a useful teaching and learning issue, allowing us to unmask the true time-space consideration in education; and third, to argue for the relevance of analyzing the concept of space-time (S-T) as a paramount issue in the research on teaching and learning. Study Design: Due to the ongoing societal and technological changes, the S-T is changing extremely fast and new conceptualizations are required in order to examine how such evolving space-time approaches can operate as a tool for teaching and learning. This paper provides such a conceptualization. Methodology: This article should be considered as a theoretical contribution to how the existing conceptualization of space-time in education should be redefined to address emerging teaching and learning paradigm shifts, which have an impact on its consideration and use. As a theoretical paper it does not follow the traditional approaches of research papers (i.e., provide: exact methodology, collection of data, analysis and conclusions based on the analysis). Results: It has been established: first, that in education the spatial domain is not defined by the classroom, while the temporal domain is not defined by the lessons’ timing; second, space and time are multi-dimensional, which have an impact on how space-time should be considered; and third, the S-T has evolved from a four-dimension (space: x, y, z; time: t) consideration to a multi-dimensional and later on to an inter-dimensional concept, demanding an integrated approach to teaching and learning.
{"title":"Space without Time and Time without Space in Education","authors":"Kostis C. Koutsopoulos, Yannis K. Kotsanis","doi":"10.9734/jesbs/2023/v36i121286","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i121286","url":null,"abstract":"Aims: The objectives of the article are three-fold: first, to show that space and time are interrelated when teaching and learning is considered, creating the need to examine space and time in an integrated and inter-dimensional framework; second, to propose an integrated approach to the concept of space-time as a useful teaching and learning issue, allowing us to unmask the true time-space consideration in education; and third, to argue for the relevance of analyzing the concept of space-time (S-T) as a paramount issue in the research on teaching and learning. Study Design: Due to the ongoing societal and technological changes, the S-T is changing extremely fast and new conceptualizations are required in order to examine how such evolving space-time approaches can operate as a tool for teaching and learning. This paper provides such a conceptualization. Methodology: This article should be considered as a theoretical contribution to how the existing conceptualization of space-time in education should be redefined to address emerging teaching and learning paradigm shifts, which have an impact on its consideration and use. As a theoretical paper it does not follow the traditional approaches of research papers (i.e., provide: exact methodology, collection of data, analysis and conclusions based on the analysis). Results: It has been established: first, that in education the spatial domain is not defined by the classroom, while the temporal domain is not defined by the lessons’ timing; second, space and time are multi-dimensional, which have an impact on how space-time should be considered; and third, the S-T has evolved from a four-dimension (space: x, y, z; time: t) consideration to a multi-dimensional and later on to an inter-dimensional concept, demanding an integrated approach to teaching and learning.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163565","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 : 2023-12-22DOI: 10.9734/jesbs/2023/v36i121285
Md. Rezaull Karim
Climate change presents one of the most pressing challenges of our time, impacting ecosystems, communities, and fundamental human rights. This abstract introduces an in-depth exploration of the nexus between climate justice, human rights principles, and the instrumental role of Environmental Public Interest Litigation (EPIL) in ensuring accountability and equity. With a particular emphasis on the Chinese context, the article explores the theoretical underpinnings, practical applications, and future prospects of attaining climate justice using EPIL. The analysis of how the Chinese model of EPIL may be modified for international climate disputes, as well as the possibilities and obstacles involved in doing so, forms the basis of this conversation. The theoretical framework emphasizes the importance of human rights in tackling climate-related challenges by incorporating concepts like the right to life, and the right to a healthy environment. This study discusses the causal and logical relationships between basic theories, such as the Precautionary Principle, Common But Differentiated Responsibilities (CBDR), public trust, and the actual application of EPIL in international dispute settlement. There is a discussion of the practical applications of EPIL in climate cases, which include disclosing environmental information, fighting fossil fuel projects, advocating for climate adaptation, protecting vulnerable communities, challenging government inaction, and promoting renewable energy. Every application provides a practical example of how EPIL may be an effective instrument for attaining environmental justice. The prospects of EPIL in the Chinese setting are examined, taking into account the distinct legal environment and possible directions for future growth. In order to address the global character of climate concerns, international cooperation and legal processes are essential. The article ends by analyzing the opportunities and difficulties of adopting and enforcing the Chinese model of EPIL in transnational climate disputes. This thorough examination aims to further the conversation about human rights, climate justice, and the function of laws like EPIL in guaranteeing a sustainable and just future. EPIL foster global collaboration, apply environmental responsibility, raise public mindfulness, incentivize climate-friendly practices, uphold CBDR principles, and position nations as leaders in transnational climate action. By espousing, legalizing, and administering the Chinese mode of EPIL in international climate controversies, can be embarked on a path towards a world where responsibility is the foundation of climate action, where environmental rights are upheld as abecedarian mortal rights, and where justice transcends borders. legalizing and administering the Chinese mode of EPIL in international climate controversies requires the development of transnational agreements, the establishment of international climate courts, standardized procedure
{"title":"Public Interest Litigation in Climate Justice: Chinese Mode of EPIL in Transnational Climate Disputes","authors":"Md. Rezaull Karim","doi":"10.9734/jesbs/2023/v36i121285","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i121285","url":null,"abstract":"Climate change presents one of the most pressing challenges of our time, impacting ecosystems, communities, and fundamental human rights. This abstract introduces an in-depth exploration of the nexus between climate justice, human rights principles, and the instrumental role of Environmental Public Interest Litigation (EPIL) in ensuring accountability and equity. With a particular emphasis on the Chinese context, the article explores the theoretical underpinnings, practical applications, and future prospects of attaining climate justice using EPIL. The analysis of how the Chinese model of EPIL may be modified for international climate disputes, as well as the possibilities and obstacles involved in doing so, forms the basis of this conversation. The theoretical framework emphasizes the importance of human rights in tackling climate-related challenges by incorporating concepts like the right to life, and the right to a healthy environment. This study discusses the causal and logical relationships between basic theories, such as the Precautionary Principle, Common But Differentiated Responsibilities (CBDR), public trust, and the actual application of EPIL in international dispute settlement. There is a discussion of the practical applications of EPIL in climate cases, which include disclosing environmental information, fighting fossil fuel projects, advocating for climate adaptation, protecting vulnerable communities, challenging government inaction, and promoting renewable energy. Every application provides a practical example of how EPIL may be an effective instrument for attaining environmental justice. The prospects of EPIL in the Chinese setting are examined, taking into account the distinct legal environment and possible directions for future growth. In order to address the global character of climate concerns, international cooperation and legal processes are essential. The article ends by analyzing the opportunities and difficulties of adopting and enforcing the Chinese model of EPIL in transnational climate disputes. This thorough examination aims to further the conversation about human rights, climate justice, and the function of laws like EPIL in guaranteeing a sustainable and just future. EPIL foster global collaboration, apply environmental responsibility, raise public mindfulness, incentivize climate-friendly practices, uphold CBDR principles, and position nations as leaders in transnational climate action. By espousing, legalizing, and administering the Chinese mode of EPIL in international climate controversies, can be embarked on a path towards a world where responsibility is the foundation of climate action, where environmental rights are upheld as abecedarian mortal rights, and where justice transcends borders. legalizing and administering the Chinese mode of EPIL in international climate controversies requires the development of transnational agreements, the establishment of international climate courts, standardized procedure","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163556","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/jesbs/2023/v36i121284
Renjith Kumar R., Zainab Mohammad Nasser Al-Rahbi, Najoud Salim Abdallah Al-Daraai
The research aimed to contribute to investigate the impact of social networking media on academic performance, health and social interactions in Oman. It is a causal study as it studied the impact of social media usage on academics, social interactions and health. The study area was University of Technology and Applied sciences, Nizwa. The period of study was from February 2023 to May 2023. The total population of students studying in University of Technology and Applied Sciences, Nizwa is 5692 A sample of 242 students were selected for the study from four departments. Samples were designed from students in each department by using proportionate stratified sampling. Primary data was collected online using Google form, with the help of a structured questionnaire in English and Arabic. The findings of the study revealed that the correlation between social media usage and health issues is 0.174. There is a significant relationship between social media usage and its impact on health. Social media usage contributes only 3% to health issues on the students. The correlation between social media usage and social interactions and behaviour is 0.264. 7% of the variation in social behaviour can be predicted due to usage of social media. It is proved that there is a significant relationship between social media usage and its impact on social interactions and behavior of students. The correlation between social media usage and academic performance is 0.271. Social media usage contributes only 7% to academic performance of the students. It is proved that there is a significant relationship between social media usage and its impact on academic performance of students, their health and behaviour. There is no significant relationship between gender, department, level of study and grade with the usage of social media.
{"title":"The Impact of Social Media on Academic Performance, Health and Social Interaction of Students in University of Technology and Applied Sciences, Nizwa, Sultanate of Oman","authors":"Renjith Kumar R., Zainab Mohammad Nasser Al-Rahbi, Najoud Salim Abdallah Al-Daraai","doi":"10.9734/jesbs/2023/v36i121284","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i121284","url":null,"abstract":"The research aimed to contribute to investigate the impact of social networking media on academic performance, health and social interactions in Oman. It is a causal study as it studied the impact of social media usage on academics, social interactions and health. The study area was University of Technology and Applied sciences, Nizwa. The period of study was from February 2023 to May 2023. The total population of students studying in University of Technology and Applied Sciences, Nizwa is 5692 A sample of 242 students were selected for the study from four departments. Samples were designed from students in each department by using proportionate stratified sampling. Primary data was collected online using Google form, with the help of a structured questionnaire in English and Arabic. The findings of the study revealed that the correlation between social media usage and health issues is 0.174. There is a significant relationship between social media usage and its impact on health. Social media usage contributes only 3% to health issues on the students. The correlation between social media usage and social interactions and behaviour is 0.264. 7% of the variation in social behaviour can be predicted due to usage of social media. It is proved that there is a significant relationship between social media usage and its impact on social interactions and behavior of students. The correlation between social media usage and academic performance is 0.271. Social media usage contributes only 7% to academic performance of the students. It is proved that there is a significant relationship between social media usage and its impact on academic performance of students, their health and behaviour. There is no significant relationship between gender, department, level of study and grade with the usage of social media.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176041","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/jesbs/2023/v36i111278
Lalaine G. Villabrille, Marilou Y. Limpot
Objectives: To determine the best fit model of the writing skills of Senior High School students. Methodology: The respondents were 400 Senior High School students from private schools in Davao City Division, Philippines. The respondents were chosen using stratified random sampling. The data were collected using google forms. Results and Discussion: The overall results showed that the respondents had a high level of academic motivation, students' grammar learning attitudes, and beliefs, emotional achievement and writing skills. It also showed a significant relationship between three variables: academic motivation, students' grammar learning attitudes, and beliefs, emotional achievement to writing skills. Among the five models, model 5 best fits the study. Recommendations: Based on the results of the study, the researcher proposed the following recommendation: first, focus on raising the level of effort because it got the lowest and the descriptive level is high. This indicates that the students do not have enough academic motivation to write. Second, since speaking grammar has reached a high descriptive level, concentrate on improving the level of grammar and reading, grammar and listening, grammatical classroom work, and speaking grammar in particular. It simply indicates that the four markers of pupils' grammar learning behavior and attitudes are weak. Lastly, because the obtained descriptive level is high, raising the students' emotional acquisition level in the indicators connected to emotions in the classroom, related emotions to learning, and related emotions to the exam. In the future, this needs to be prioritized and given greater attention in order to better develop kids' emotional intelligence and writing abilities. As a result, the study suggests that educators devise plans, exercises, and other techniques to help pupils integrate emotions into their academic work. The development of organizations that are nurtured in the stabilization of kids' emotions will be intensified among school administrators.
{"title":"Academic Motivation, Attitudes and Beliefs of Learning Grammar and Emotional Achievement: A Causal Model on Writing Skills","authors":"Lalaine G. Villabrille, Marilou Y. Limpot","doi":"10.9734/jesbs/2023/v36i111278","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i111278","url":null,"abstract":"Objectives: To determine the best fit model of the writing skills of Senior High School students. Methodology: The respondents were 400 Senior High School students from private schools in Davao City Division, Philippines. The respondents were chosen using stratified random sampling. The data were collected using google forms. Results and Discussion: The overall results showed that the respondents had a high level of academic motivation, students' grammar learning attitudes, and beliefs, emotional achievement and writing skills. It also showed a significant relationship between three variables: academic motivation, students' grammar learning attitudes, and beliefs, emotional achievement to writing skills. Among the five models, model 5 best fits the study. Recommendations: Based on the results of the study, the researcher proposed the following recommendation: first, focus on raising the level of effort because it got the lowest and the descriptive level is high. This indicates that the students do not have enough academic motivation to write. Second, since speaking grammar has reached a high descriptive level, concentrate on improving the level of grammar and reading, grammar and listening, grammatical classroom work, and speaking grammar in particular. It simply indicates that the four markers of pupils' grammar learning behavior and attitudes are weak. Lastly, because the obtained descriptive level is high, raising the students' emotional acquisition level in the indicators connected to emotions in the classroom, related emotions to learning, and related emotions to the exam. In the future, this needs to be prioritized and given greater attention in order to better develop kids' emotional intelligence and writing abilities. As a result, the study suggests that educators devise plans, exercises, and other techniques to help pupils integrate emotions into their academic work. The development of organizations that are nurtured in the stabilization of kids' emotions will be intensified among school administrators.","PeriodicalId":505052,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139212799","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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