Pub Date : 2023-05-31DOI: 10.52634/mier/2023/v12/i1/2275
Dr. J. N. Baliya, Deep Shikha Research Scholar, Dr.RajinderKour, Dr.Mandeep Singh
COVID-19 has changed the teaching-learning scenario all around the globe as educational institutions are functioning in a hybrid mode. Blended Learning or Hybrid Learning approach has been a great boon during the pandemic. The blended learning approach mixes online teaching with traditional offline teaching methods to get the best of both approaches. Scientific attitude is a requirement of today's multicultural society for a peaceful and meaningful living. The present research determines the scientific attitude of undergraduate students in blended learning situations. A module of one week duration for the course 'Assessment of Learning' was prepared and implemented for the students of Integrated BA-B.Ed. programme using the Blended Learning approach. The findings indicate a significant enhancement in the scientific attitude of undergraduate students after implementing the blended learning approach. The present research recommends the blended learning approach in the classroom to maximize learning outcomes. The results also provide an idea to implement flexible teaching methods to cater to the diverse learning needs of learners.
{"title":"Implementing Blended Learning Approach for Enhancement of Scientific Attitude of Undergraduate Students","authors":"Dr. J. N. Baliya, Deep Shikha Research Scholar, Dr.RajinderKour, Dr.Mandeep Singh","doi":"10.52634/mier/2023/v12/i1/2275","DOIUrl":"https://doi.org/10.52634/mier/2023/v12/i1/2275","url":null,"abstract":"\u0000\u0000\u0000COVID-19 has changed the teaching-learning scenario all around the globe as educational institutions are functioning in a hybrid mode. Blended Learning or Hybrid Learning approach has been a great boon during the pandemic. The blended learning approach mixes online teaching with traditional offline teaching methods to get the best of both approaches. Scientific attitude is a requirement of today's multicultural society for a peaceful and meaningful living. The present research determines the scientific attitude of undergraduate students in blended learning situations. A module of one week duration for the course 'Assessment of Learning' was prepared and implemented for the students of Integrated BA-B.Ed. programme using the Blended Learning approach. The findings indicate a significant enhancement in the scientific attitude of undergraduate students after implementing the blended learning approach. The present research recommends the blended learning approach in the classroom to maximize learning outcomes. The results also provide an idea to implement flexible teaching methods to cater to the diverse learning needs of learners.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"8 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79152892","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 : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2161
P. Ponnusany, R. Bagdha, Vatchala Perumal
Quality concerns, inculcating moral values, and developing life skills among young learners are the motto of an educational institution. In these processes, every individual learner expects to engage with their curricular and co-curricular activities in a positive manner. Due to the global challenge of the COVID-19 pandemic, the academic processes in all educational systems are getting collapsed. Students and teachers are missing face-to-face interactions, getting a lot of hurdles in connectivity, and planning their academic engagements on online platforms. Apart from these, many other factors influence the student's academic engagement and getting subject knowledge during this pandemic period. Students' involvement and engagement in the virtual mode might vary with the variables like school types, gender, and locality. Therefore, in this study, the investigators attempt to elicit secondary school students' perceptions of their study engagements during the pandemic. The study reveals that most students engaged in the academic activities at an average level during the pandemic. There is a significant difference between the male and female students study engagements.
{"title":"Study Engagement Among Secondary School Students During Covid-19 Pandemic","authors":"P. Ponnusany, R. Bagdha, Vatchala Perumal","doi":"10.52634/mier/2023/v13/i1/2161","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2161","url":null,"abstract":"\u0000\u0000\u0000Quality concerns, inculcating moral values, and developing life skills among young learners are the motto of an educational institution. In these processes, every individual learner expects to engage with their curricular and co-curricular activities in a positive manner. Due to the global challenge of the COVID-19 pandemic, the academic processes in all educational systems are getting collapsed. Students and teachers are missing face-to-face interactions, getting a lot of hurdles in connectivity, and planning their academic engagements on online platforms. Apart from these, many other factors influence the student's academic engagement and getting subject knowledge during this pandemic period. Students' involvement and engagement in the virtual mode might vary with the variables like school types, gender, and locality. Therefore, in this study, the investigators attempt to elicit secondary school students' perceptions of their study engagements during the pandemic. The study reveals that most students engaged in the academic activities at an average level during the pandemic. There is a significant difference between the male and female students study engagements.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"54 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73788763","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 : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2422
M. Yılmaz, Meltem Coskun Simsek
This research aims to analyse the views of preservice biology and mathematics teachers regarding the use of virtual reality (VR), augmented reality (AR), and the metaverse in education. The participants of the research consist of 24 pre-service biology and mathematics teachers. The views of preservice teachers on the use of VR, AR, and the metaverse in education were analysed on the benefits of using VR, AR, and the metaverse in education, with what subjects/modules they can be best associated, and what would be needed to make it most effective. The preservice biology and mathematics teachers demonstrate that the utility of VR, AR, and the metaverse in education is beneficial for increasing the quality of learning and improving the existing teaching methodologies. Preservice teachers believe that these technologies are effective for teaching subjects that require more visual material, such as organs, cells, ecosystems, geometry, and the geometry of space or solid bodies. Moreover, the preservice teachers draw attention to the need for infrastructure and well-informed individuals (students, preservice teachers, teachers) for VR, AR and the metaverse. The results provide value for pre-and in-service training, teacher training and designing the teaching environments for the future.
{"title":"The Use of Virtual Reality, Augmented Reality, and the Metaverse in Education: The Views of Preservice Biology and Mathematics Teachers","authors":"M. Yılmaz, Meltem Coskun Simsek","doi":"10.52634/mier/2023/v13/i1/2422","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2422","url":null,"abstract":"\u0000\u0000\u0000This research aims to analyse the views of preservice biology and mathematics teachers regarding the use of virtual reality (VR), augmented reality (AR), and the metaverse in education. The participants of the research consist of 24 pre-service biology and mathematics teachers. The views of preservice teachers on the use of VR, AR, and the metaverse in education were analysed on the benefits of using VR, AR, and the metaverse in education, with what subjects/modules they can be best associated, and what would be needed to make it most effective. The preservice biology and mathematics teachers demonstrate that the utility of VR, AR, and the metaverse in education is beneficial for increasing the quality of learning and improving the existing teaching methodologies. Preservice teachers believe that these technologies are effective for teaching subjects that require more visual material, such as organs, cells, ecosystems, geometry, and the geometry of space or solid bodies. Moreover, the preservice teachers draw attention to the need for infrastructure and well-informed individuals (students, preservice teachers, teachers) for VR, AR and the metaverse. The results provide value for pre-and in-service training, teacher training and designing the teaching environments for the future.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"76 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88112402","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 : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2408
Nagihan Kadıoğlu, Ozge Özyalçın Oskay
This study aims to investigate the effects of developing lesson plans in flipped learning model on pre-service chemistry teachers' self-efficacy beliefs in technological pedagogical content knowledge (TPACK) and to obtain their views on flipped learning. The study adopts a pre-test and post-test design with one group. Twenty-five pre-service chemistry teachers joined the classes in subjects such as teaching methods and techniques, materials development and curriculum development. Teaching was done using the flipped learning model. The students also prepared their own lesson plans using the flipped learning approach. Results show that the participants progress in TPACK in general and in the sub-factors of technological knowledge, pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. Results reveal no statistically significant difference in the content knowledge sub-factor of TPACK. Pre-service teachers have positive thoughts about flipped learning model.
{"title":"The Effect of Preparing Lesson Plans in Online Flipped Learning Model on Pre-Service Teachers' Self-Efficacy Levels of TPACK","authors":"Nagihan Kadıoğlu, Ozge Özyalçın Oskay","doi":"10.52634/mier/2023/v13/i1/2408","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2408","url":null,"abstract":"\u0000\u0000\u0000This study aims to investigate the effects of developing lesson plans in flipped learning model on pre-service chemistry teachers' self-efficacy beliefs in technological pedagogical content knowledge (TPACK) and to obtain their views on flipped learning. The study adopts a pre-test and post-test design with one group. Twenty-five pre-service chemistry teachers joined the classes in subjects such as teaching methods and techniques, materials development and curriculum development. Teaching was done using the flipped learning model. The students also prepared their own lesson plans using the flipped learning approach. Results show that the participants progress in TPACK in general and in the sub-factors of technological knowledge, pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. Results reveal no statistically significant difference in the content knowledge sub-factor of TPACK. Pre-service teachers have positive thoughts about flipped learning model.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"83 4","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72480019","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 : 2022-11-09DOI: 10.52634/mier/2022/v12/i2/2249
Farideh Alizadeh, Lulu Jiang
During the COVID-19 pandemic, psychological problems have increased due to social distancing under lockdown. Theatre in the digital space, as a healing approach for mental health, is playing a role in helping people adapt to a new environment and confront mental issues, such as isolation and oppression. The nature of theatre online provides a safe environment for individuals to play, act and express themselves. Online meeting platforms allow people to connect and interact through video and audio calls. Based on the theatre workshop online sessions through electronic devices, such as internet-connected smartphones and computers, the researcher, as the facilitator with theatre acting and directing background, carried out theatre training in the digital space in partnership with the Cultural Affairs Bureau. The workshop provided a safe space for theatre education, communication, self-development, challenge acceptance and coping with life in the pandemic. Being aware of the strengths and weaknesses of the theatre online, this study investigated it in the digital space as a viable tool for enhancing individuals’ capacity to accept the challenge and satisfy the need for mental health during the pandemic and post-pandemic period.
{"title":"Application Of Theatre In Digital Space For Mental Health Care During Covid-19 Pandemic","authors":"Farideh Alizadeh, Lulu Jiang","doi":"10.52634/mier/2022/v12/i2/2249","DOIUrl":"https://doi.org/10.52634/mier/2022/v12/i2/2249","url":null,"abstract":"\u0000\u0000\u0000During the COVID-19 pandemic, psychological problems have increased due to social distancing under lockdown. Theatre in the digital space, as a healing approach for mental health, is playing a role in helping people adapt to a new environment and confront mental issues, such as isolation and oppression. The nature of theatre online provides a safe environment for individuals to play, act and express themselves. Online meeting platforms allow people to connect and interact through video and audio calls. Based on the theatre workshop online sessions through electronic devices, such as internet-connected smartphones and computers, the researcher, as the facilitator with theatre acting and directing background, carried out theatre training in the digital space in partnership with the Cultural Affairs Bureau. The workshop provided a safe space for theatre education, communication, self-development, challenge acceptance and coping with life in the pandemic. Being aware of the strengths and weaknesses of the theatre online, this study investigated it in the digital space as a viable tool for enhancing individuals’ capacity to accept the challenge and satisfy the need for mental health during the pandemic and post-pandemic period.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"92 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80343467","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 : 2022-11-09DOI: 10.52634/mier/2022/v12/i2/2311
Justice Kofi Armah, Emmanuel Arthur-Nyarko, Alexander Asante
Emergency Remote Teaching (ERT) is a mode of teaching usually triggered by disasters and pandemics such as the deadly Coronavirus. This study used a self-reported questionnaire to investigate student perceptions, challenges, and coping strategies during ERT at a public university in Ghana. Using a randomly selected sample of 80 students, the study established the relationships between student perceptions and coping strategies, perceptions, and challenges. Out of the 80 respondents, 76 questionnaires were duly completed and were analysed using partial least square structural equation modelling (PLS-SEM). The bootstrapping results indicate that student perceptions of ERT have a significantly positive relationship with their coping strategies, and the challenges have a significant negative relationship with coping strategies. However, student perceptions did not significantly correlate with students’ challenges. Results recommend that the university put appropriate measures in place to reduce the challenges associated with ERT, which will improve students’ perceptions since the pandemic is still raging with a series of waves. Challenges such as lack of access to digital devices and high-speed internet should also be addressed urgently.
{"title":"COVID-19 Emergency Remote Teaching: The Perceptions, Challenges And Coping Strategies Of Higher Education Students In Ghana.","authors":"Justice Kofi Armah, Emmanuel Arthur-Nyarko, Alexander Asante","doi":"10.52634/mier/2022/v12/i2/2311","DOIUrl":"https://doi.org/10.52634/mier/2022/v12/i2/2311","url":null,"abstract":"\u0000\u0000\u0000Emergency Remote Teaching (ERT) is a mode of teaching usually triggered by disasters and pandemics such as the deadly Coronavirus. This study used a self-reported questionnaire to investigate student perceptions, challenges, and coping strategies during ERT at a public university in Ghana. Using a randomly selected sample of 80 students, the study established the relationships between student perceptions and coping strategies, perceptions, and challenges. Out of the 80 respondents, 76 questionnaires were duly completed and were analysed using partial least square structural equation modelling (PLS-SEM). The bootstrapping results indicate that student perceptions of ERT have a significantly positive relationship with their coping strategies, and the challenges have a significant negative relationship with coping strategies. However, student perceptions did not significantly correlate with students’ challenges. Results recommend that the university put appropriate measures in place to reduce the challenges associated with ERT, which will improve students’ perceptions since the pandemic is still raging with a series of waves. Challenges such as lack of access to digital devices and high-speed internet should also be addressed urgently.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"145 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86213212","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 : 2022-11-09DOI: 10.52634/mier/2022/v12/i2/2213
Pooja Tomar
The study attempts to assess the way choice of the stream (Science, Commerce and Humanities) influences the demand for private tutoring among senior secondary school students. This paper also explores the reasons for seeking private tuition. Results draw out why students of some streams do not go for private tuition while private tuition has become a necessity for students in other streams. Data is collected from 150 participants to assess the nature of private tutoring. Student interviews from different streams were conducted to determine the reasons behind attending private tuition. The findings reveal a huge demand for private tuition among science and commerce students. On the other hand, negligible demand for tutoring among humanities students was found. Highly competitive examinations as the selection criteria for admission to institutes of higher education and complex as well as lengthy syllabi in the science stream came out as important factors for the high prevalence of tutoring among science stream participants. Apart from this, parents’ influence, social trends, and achievements of seniors and elders are also reasons for the steep difference in tutoring rates among participants of the science and humanities stream.
{"title":"Why I Don’t Need Private Tuition?","authors":"Pooja Tomar","doi":"10.52634/mier/2022/v12/i2/2213","DOIUrl":"https://doi.org/10.52634/mier/2022/v12/i2/2213","url":null,"abstract":"\u0000\u0000\u0000The study attempts to assess the way choice of the stream (Science, Commerce and Humanities) influences the demand for private tutoring among senior secondary school students. This paper also explores the reasons for seeking private tuition. Results draw out why students of some streams do not go for private tuition while private tuition has become a necessity for students in other streams. Data is collected from 150 participants to assess the nature of private tutoring. Student interviews from different streams were conducted to determine the reasons behind attending private tuition. The findings reveal a huge demand for private tuition among science and commerce students. On the other hand, negligible demand for tutoring among humanities students was found. Highly competitive examinations as the selection criteria for admission to institutes of higher education and complex as well as lengthy syllabi in the science stream came out as important factors for the high prevalence of tutoring among science stream participants. Apart from this, parents’ influence, social trends, and achievements of seniors and elders are also reasons for the steep difference in tutoring rates among participants of the science and humanities stream.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87280063","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 : 2022-05-05DOI: 10.52634/mier/2022/v12/i1/2166
Ankur Gupta, S. Sawhney
The Indian Higher Education sector has made remarkable progress in the last few years in terms of capacity expansion and improving the Gross Enrollment Ratio (GER) significantly. Out of the three stated objectives of the national higher education policy, equity and access have been achieved to a large extent, while excellence remains confined to a few pockets. Quality concerns reiterated by reports from government agencies, studies by industry bodies and manifested in rapidly declining student enrolments persist. Therefore, there is an urgent need for institutions to transform themselves to create value for their stakeholders. It will help successfully navigate the challenges facing the higher education sector. We present SOUL (Strategy, Operations, Urgency, Leadership), a comprehensive institutional transformation framework customized for Indian academia, enabling leadership teams to introduce validated interventions and global best practices at their institutions in a phased manner. SOUL is novel, relevant and timely, especially in the Indian context considering that disruption and crisis create opportunities for institutional transformation.
{"title":"SOUL: An Institutional Transformation Framework for Indian Higher Education","authors":"Ankur Gupta, S. Sawhney","doi":"10.52634/mier/2022/v12/i1/2166","DOIUrl":"https://doi.org/10.52634/mier/2022/v12/i1/2166","url":null,"abstract":"\u0000\u0000\u0000The Indian Higher Education sector has made remarkable progress in the last few years in terms of capacity expansion and improving the Gross Enrollment Ratio (GER) significantly. Out of the three stated objectives of the national higher education policy, equity and access have been achieved to a large extent, while excellence remains confined to a few pockets. Quality concerns reiterated by reports from government agencies, studies by industry bodies and manifested in rapidly declining student enrolments persist. Therefore, there is an urgent need for institutions to transform themselves to create value for their stakeholders. It will help successfully navigate the challenges facing the higher education sector. We present SOUL (Strategy, Operations, Urgency, Leadership), a comprehensive institutional transformation framework customized for Indian academia, enabling leadership teams to introduce validated interventions and global best practices at their institutions in a phased manner. SOUL is novel, relevant and timely, especially in the Indian context considering that disruption and crisis create opportunities for institutional transformation.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"27 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81458169","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 : 2022-05-05DOI: 10.52634/mier/2022/v12/i1/2173
Cengiz Tuysuz, A. Yoruk, Suat Turkoguz, I. Ugulu
This study aims to determine the factors affecting the fear levels of secondary school students during the COVID-19 pandemic. For this purpose, a parallel design approach was used in the study. The quantitative data were collected using the ’Corona virus Fear Scale’. Results of the study show that the students’ fear of corona virus was moderate. Students expressed that the factors which increased their fear levels in per- centage terms are: an increase in the number of cases (26.24%), increase in the number of deaths (12.69%), death of family members (2.40%), death of close relatives (1.20%), fear of losing loved ones (0.86%), being COVID positive (6.52%), a family member being COVID positive (5.15%), people in immediate surroundings being COVID positive (5.15%), people’s insensitivity (7.20%), people not wearing masks (4.29% ) and people not following social distancing (2.40%). To reduce their fears during the COVID-19 pandemic, students stated that they took measures such as staying at home, wearing a mask, paying attention to hygiene, taking precautions, and maintaining social distance.
{"title":"Factors Affecting the Fear Levels of Secondary School Students During the COVID-19 Pandemic","authors":"Cengiz Tuysuz, A. Yoruk, Suat Turkoguz, I. Ugulu","doi":"10.52634/mier/2022/v12/i1/2173","DOIUrl":"https://doi.org/10.52634/mier/2022/v12/i1/2173","url":null,"abstract":"\u0000\u0000\u0000This study aims to determine the factors affecting the fear levels of secondary school students during the COVID-19 pandemic. For this purpose, a parallel design approach was used in the study. The quantitative data were collected using the ’Corona virus Fear Scale’. Results of the study show that the students’ fear of corona virus was moderate. Students expressed that the factors which increased their fear levels in per- centage terms are: an increase in the number of cases (26.24%), increase in the number of deaths (12.69%), death of family members (2.40%), death of close relatives (1.20%), fear of losing loved ones (0.86%), being COVID positive (6.52%), a family member being COVID positive (5.15%), people in immediate surroundings being COVID positive (5.15%), people’s insensitivity (7.20%), people not wearing masks (4.29% ) and people not following social distancing (2.40%). To reduce their fears during the COVID-19 pandemic, students stated that they took measures such as staying at home, wearing a mask, paying attention to hygiene, taking precautions, and maintaining social distance.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"68 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84817357","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 : 2022-05-05DOI: 10.52634/mier/2022/v12/i1/2165
Joseph Wamala, G. M. Genza
First-class employees are a rare species. Once found, retaining them is a big challenge, particularly if they belong to the Generation Y age group. Reports show that many Generation Y teachers are deserting private secondary schools for greener pastures elsewhere. This study enquires into the relationship between teacher needs management and retention of Generation Y teachers in private secondary schools of Mukono District (Uganda). The study employs a cross-sectional survey design. Data were collected using a questionnaire, interview guide, and documentary review checklist. Results reveal that the three needs management areas have a significant and positive correlation with the retention of Generation Y teachers. However, only achievement needs management was strongly correlated. The study concludes that as far as the retention of Generation Y teachers is concerned, affiliation and power needs management play only an ancillary role. Achievement needs seem to house the ‘magic bullet’- particularly if accompanied by monetary rewards. Thus, for the retention of Generation Y teachers, schools should devise prompt monetary reward practices as a generation-specific retention strategy.
{"title":"Teacher Needs Management and Retention of Generation Y Teachers in Private Secondary Schools in Mukono District, Uganda","authors":"Joseph Wamala, G. M. Genza","doi":"10.52634/mier/2022/v12/i1/2165","DOIUrl":"https://doi.org/10.52634/mier/2022/v12/i1/2165","url":null,"abstract":"\u0000\u0000\u0000First-class employees are a rare species. Once found, retaining them is a big challenge, particularly if they belong to the Generation Y age group. Reports show that many Generation Y teachers are deserting private secondary schools for greener pastures elsewhere. This study enquires into the relationship between teacher needs management and retention of Generation Y teachers in private secondary schools of Mukono District (Uganda). The study employs a cross-sectional survey design. Data were collected using a questionnaire, interview guide, and documentary review checklist. Results reveal that the three needs management areas have a significant and positive correlation with the retention of Generation Y teachers. However, only achievement needs management was strongly correlated. The study concludes that as far as the retention of Generation Y teachers is concerned, affiliation and power needs management play only an ancillary role. Achievement needs seem to house the ‘magic bullet’- particularly if accompanied by monetary rewards. Thus, for the retention of Generation Y teachers, schools should devise prompt monetary reward practices as a generation-specific retention strategy.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77082561","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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