Pub Date : 2024-07-08DOI: 10.36349/easjehl.2024.v07i07.002
Awajiokinor Ekrika, Oroma Alikor
The study examines the application of ASSURE model in lesson development and delivery among teachers in Rivers State, Nigeria. Descriptive survey design was adopted for the study. The population of the study is 12, 988 teachers of basic education, Krejcre Morgan sampling size table was used to arrive at 371 out of which only 365 teachers participated (175 male and 190 female) drawn from rural and urban schools (168 rural and 197 urban schools teachers) of the study area. Teachers’ Assessment on application of ASSURE Model (TAAM) questionnaire was developed by the researchers using the phases of ASSURE model. The questionnaires was given face validity by experts of Educational Technology and Measurement and Evaluation from Department of Educational Foundations, Rivers State University Port Harcourt. TAAM was tested among 20 teachers who were not involved in the study within Oyigbo metropolis, Rivers State and a reliability of 0.71 was obtained using Kuder-Richardson Formula (KR-21). The findings revealed that ASSURE model were applied in lesson development and delivery to a high extent. However, the findings also revealed the phases of the models where teachers were yet to apply to a high extent. Thus, it was recommended that adequate supervisions and sensitisation through workshop be given to enhance teachers’ capacity in the analysis of learners’ characteristics, selection of technology, media and stating of objectives appropriately and adequately.
{"title":"Assessment of the Extent of Application of Assure Model in Lesson Development among Teachers in Rivers State, Nigeria","authors":"Awajiokinor Ekrika, Oroma Alikor","doi":"10.36349/easjehl.2024.v07i07.002","DOIUrl":"https://doi.org/10.36349/easjehl.2024.v07i07.002","url":null,"abstract":"The study examines the application of ASSURE model in lesson development and delivery among teachers in Rivers State, Nigeria. Descriptive survey design was adopted for the study. The population of the study is 12, 988 teachers of basic education, Krejcre Morgan sampling size table was used to arrive at 371 out of which only 365 teachers participated (175 male and 190 female) drawn from rural and urban schools (168 rural and 197 urban schools teachers) of the study area. Teachers’ Assessment on application of ASSURE Model (TAAM) questionnaire was developed by the researchers using the phases of ASSURE model. The questionnaires was given face validity by experts of Educational Technology and Measurement and Evaluation from Department of Educational Foundations, Rivers State University Port Harcourt. TAAM was tested among 20 teachers who were not involved in the study within Oyigbo metropolis, Rivers State and a reliability of 0.71 was obtained using Kuder-Richardson Formula (KR-21). The findings revealed that ASSURE model were applied in lesson development and delivery to a high extent. However, the findings also revealed the phases of the models where teachers were yet to apply to a high extent. Thus, it was recommended that adequate supervisions and sensitisation through workshop be given to enhance teachers’ capacity in the analysis of learners’ characteristics, selection of technology, media and stating of objectives appropriately and adequately.","PeriodicalId":507418,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"1 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670079","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 : 2024-07-03DOI: 10.36349/easjehl.2024.v07i07.001
Trần Thị Mai Phương
The study aims to assess high school students' awareness and responses to sexual abuse. Survey data were collected from 1,182 high school students at several schools in Hanoi. The results indicate that, in general, high school students have a certain level of knowledge about abusive behaviors and correctly perceive the perpetrators of such acts. However, a significant portion of students still have misconceptions about abusive behaviors and inappropriate attitudes towards sexual abuse. The study also highlights students' reactions in various sexual abuse situations.
{"title":"Perceptions and Responses of High School Students to Sexual Abuse","authors":"Trần Thị Mai Phương","doi":"10.36349/easjehl.2024.v07i07.001","DOIUrl":"https://doi.org/10.36349/easjehl.2024.v07i07.001","url":null,"abstract":"The study aims to assess high school students' awareness and responses to sexual abuse. Survey data were collected from 1,182 high school students at several schools in Hanoi. The results indicate that, in general, high school students have a certain level of knowledge about abusive behaviors and correctly perceive the perpetrators of such acts. However, a significant portion of students still have misconceptions about abusive behaviors and inappropriate attitudes towards sexual abuse. The study also highlights students' reactions in various sexual abuse situations.","PeriodicalId":507418,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"68 s308","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683299","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 : 2024-02-02DOI: 10.36349/easjehl.2024.v07i02.001
André-Marie Manga, Nadège Abene Ombolo
In this article, it is a question for us to bring new orientation in an election and exploitation of didactic material generally and in strength languages particularly in Cameroon. In effect, the both notions constitute in reality the fundamentals elements in teaching learning process of strength languages. It is moreover the reason why we found it necessary to carry out this research which focuses on: The election and exploitation of authentic materials in spanish class as strength language. Although the existence of diversity of didactic material in Cameroon, we realize that the election and exploitation of this, determine the quality of the teaching learning process of strength languages. Then, we want to focus on certain elements such as: the election of material for a teacher, the exploitation of this in class in order to propose an example of activity to better resolve the problem.
{"title":"Elección Y Explotación Del Material Auténtico En Clases De Español Lengua Extranjera En Camerún","authors":"André-Marie Manga, Nadège Abene Ombolo","doi":"10.36349/easjehl.2024.v07i02.001","DOIUrl":"https://doi.org/10.36349/easjehl.2024.v07i02.001","url":null,"abstract":"In this article, it is a question for us to bring new orientation in an election and exploitation of didactic material generally and in strength languages particularly in Cameroon. In effect, the both notions constitute in reality the fundamentals elements in teaching learning process of strength languages. It is moreover the reason why we found it necessary to carry out this research which focuses on: The election and exploitation of authentic materials in spanish class as strength language. Although the existence of diversity of didactic material in Cameroon, we realize that the election and exploitation of this, determine the quality of the teaching learning process of strength languages. Then, we want to focus on certain elements such as: the election of material for a teacher, the exploitation of this in class in order to propose an example of activity to better resolve the problem.","PeriodicalId":507418,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"22 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139871284","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 : 2024-02-02DOI: 10.36349/easjehl.2024.v07i02.001
André-Marie Manga, Nadège Abene Ombolo
In this article, it is a question for us to bring new orientation in an election and exploitation of didactic material generally and in strength languages particularly in Cameroon. In effect, the both notions constitute in reality the fundamentals elements in teaching learning process of strength languages. It is moreover the reason why we found it necessary to carry out this research which focuses on: The election and exploitation of authentic materials in spanish class as strength language. Although the existence of diversity of didactic material in Cameroon, we realize that the election and exploitation of this, determine the quality of the teaching learning process of strength languages. Then, we want to focus on certain elements such as: the election of material for a teacher, the exploitation of this in class in order to propose an example of activity to better resolve the problem.
{"title":"Elección Y Explotación Del Material Auténtico En Clases De Español Lengua Extranjera En Camerún","authors":"André-Marie Manga, Nadège Abene Ombolo","doi":"10.36349/easjehl.2024.v07i02.001","DOIUrl":"https://doi.org/10.36349/easjehl.2024.v07i02.001","url":null,"abstract":"In this article, it is a question for us to bring new orientation in an election and exploitation of didactic material generally and in strength languages particularly in Cameroon. In effect, the both notions constitute in reality the fundamentals elements in teaching learning process of strength languages. It is moreover the reason why we found it necessary to carry out this research which focuses on: The election and exploitation of authentic materials in spanish class as strength language. Although the existence of diversity of didactic material in Cameroon, we realize that the election and exploitation of this, determine the quality of the teaching learning process of strength languages. Then, we want to focus on certain elements such as: the election of material for a teacher, the exploitation of this in class in order to propose an example of activity to better resolve the problem.","PeriodicalId":507418,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"22 S2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139811202","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 : 2023-11-14DOI: 10.36349/easjehl.2023.v06i11.006
Osaat Dinah Sunday
The study examined the strategies for creating positive classroom climate for secondary school goal attainment. The descriptive research design was adopted. The population comprised all the 6,956 teachers in the 278 public secondary schools in Rivers state. The sample of 250 teachers was selected using purposive and stratified random sampling techniques. A 20 item questionnaire titled ‘Creating Positive Classroom Climate for Secondary School Goal Attainment Questionnaire’ (CPCCSSGAQ) structured on a four point modified likert type scale of Strongly Agreed (4points), Agreed (3points), Disagreed (2points) and Strongly Disagreed (1point) was used for data collection. Data collected were analysed using mean to answer the research questions while z-test was used to test the hypotheses at 0.05 level of significance. The findings showed that creating positive classroom climate can be done by building relationship between teachers and students, organising the physical environment, developing and reinforcing rules to guide the class and promoting collaboration among students by creating groups based on different skills and interest. It concludes that when these strategies are adopted to enhance positive classroom climate, that good teaching and learning leading to attainment of secondary school goals will be achieved. Based on the findings the following recommendations were made; that teachers should be given adequate orientation on the strategies for creating positive classroom climate so that they can adequately apply them in their classes, the government should provide teachers with good incentives to motivate them relate and interact well with the students to enhance effective teaching and learning and finally that the principals should engage in adequate supervision of teachers encouraging them to adopt the strategies to create positive classroom climate to achieve effective teaching and learning leading to attainment of secondary school goals.
{"title":"Creating Positive Classroom Climate for Secondary School Goal Attainment in Rivers State, Nigeria","authors":"Osaat Dinah Sunday","doi":"10.36349/easjehl.2023.v06i11.006","DOIUrl":"https://doi.org/10.36349/easjehl.2023.v06i11.006","url":null,"abstract":"The study examined the strategies for creating positive classroom climate for secondary school goal attainment. The descriptive research design was adopted. The population comprised all the 6,956 teachers in the 278 public secondary schools in Rivers state. The sample of 250 teachers was selected using purposive and stratified random sampling techniques. A 20 item questionnaire titled ‘Creating Positive Classroom Climate for Secondary School Goal Attainment Questionnaire’ (CPCCSSGAQ) structured on a four point modified likert type scale of Strongly Agreed (4points), Agreed (3points), Disagreed (2points) and Strongly Disagreed (1point) was used for data collection. Data collected were analysed using mean to answer the research questions while z-test was used to test the hypotheses at 0.05 level of significance. The findings showed that creating positive classroom climate can be done by building relationship between teachers and students, organising the physical environment, developing and reinforcing rules to guide the class and promoting collaboration among students by creating groups based on different skills and interest. It concludes that when these strategies are adopted to enhance positive classroom climate, that good teaching and learning leading to attainment of secondary school goals will be achieved. Based on the findings the following recommendations were made; that teachers should be given adequate orientation on the strategies for creating positive classroom climate so that they can adequately apply them in their classes, the government should provide teachers with good incentives to motivate them relate and interact well with the students to enhance effective teaching and learning and finally that the principals should engage in adequate supervision of teachers encouraging them to adopt the strategies to create positive classroom climate to achieve effective teaching and learning leading to attainment of secondary school goals.","PeriodicalId":507418,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"EMC-16 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277177","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}
In the context of global economic integration, the logistics and supply chain management industry is becoming a spearhead sector driving the development of Vietnam's economy. However, the current growth of this industry is facing difficulties due to a shortage of high-quality human resources in terms of both quantity and skills. The teaching activities of logistics and supply chain management at Vietnamese universities still have many limitations and do not meet the specific needs of developing students' capacity after graduation. This article is based on a survey of the general situation of teaching logistics and supply chain management at Vietnamese universities. In which, the current situation of the teaching staff is still lacking in experience and expertise in the field of logistics and supply chain management. In addition, teaching methods are still quite traditional and do not meet the requirements for interaction, application, practical skills, and creative thinking for students. Through analyzing the factors affecting the teaching process, the article introduces a solution to improve the quality of the teaching staff of logistics and supply chain management based on a competency-based approach.
{"title":"Improving the Quality of the Logistics and Supply Chain Management Faculty According to a Competency-Based Approach at Vietnamese Universities","authors":"Pham Quang Dung, Nguyen Thi Dung, Nguyen Thi Thu Huyen","doi":"10.36349/easjehl.2023.v06i11.005","DOIUrl":"https://doi.org/10.36349/easjehl.2023.v06i11.005","url":null,"abstract":"In the context of global economic integration, the logistics and supply chain management industry is becoming a spearhead sector driving the development of Vietnam's economy. However, the current growth of this industry is facing difficulties due to a shortage of high-quality human resources in terms of both quantity and skills. The teaching activities of logistics and supply chain management at Vietnamese universities still have many limitations and do not meet the specific needs of developing students' capacity after graduation. This article is based on a survey of the general situation of teaching logistics and supply chain management at Vietnamese universities. In which, the current situation of the teaching staff is still lacking in experience and expertise in the field of logistics and supply chain management. In addition, teaching methods are still quite traditional and do not meet the requirements for interaction, application, practical skills, and creative thinking for students. Through analyzing the factors affecting the teaching process, the article introduces a solution to improve the quality of the teaching staff of logistics and supply chain management based on a competency-based approach.","PeriodicalId":507418,"journal":{"name":"East African Scholars Journal of Education, Humanities and Literature","volume":"90 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280044","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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