The right to confer postgraduate degrees is involved a key measure to universities and its students. Nations in the world pay a very high attention to postgraduate education and play it core role. As we known, U.S. has rich resources and great influences in the field of higher education worldwide. And there are many students from all over the world to enroll American universities to study for master or doctor degree. Although the degree is divided into curriculum and paper degree, the quality of both are strictly regulated and guaranteed in the United States. The main body has become different types of universities and diversity pattern in the course of developing. The right to award degree was struggled by universities in the development of history, and it is a part of its charter. In the process, the legitimacy of awarding degree gradually was established. As so far, it is known as an important measure for the development of universities and students. There are different bodies of the right to grant graduate degrees in American universities, and the methods of obtaining graduate degrees are also different. How to ensure that the right to confer university degrees is not affected by the government and its actions? This paper will explicit from the point view of legal basis.
{"title":"The Main Body and Legal Basis of American Graduate Degree Awarding Authority","authors":"Zhaohui Yang, Haiyan Li","doi":"10.22158/wjer.v9n6p1","DOIUrl":"https://doi.org/10.22158/wjer.v9n6p1","url":null,"abstract":"The right to confer postgraduate degrees is involved a key measure to universities and its students. Nations in the world pay a very high attention to postgraduate education and play it core role. As we known, U.S. has rich resources and great influences in the field of higher education worldwide. And there are many students from all over the world to enroll American universities to study for master or doctor degree. Although the degree is divided into curriculum and paper degree, the quality of both are strictly regulated and guaranteed in the United States. The main body has become different types of universities and diversity pattern in the course of developing. The right to award degree was struggled by universities in the development of history, and it is a part of its charter. In the process, the legitimacy of awarding degree gradually was established. As so far, it is known as an important measure for the development of universities and students. There are different bodies of the right to grant graduate degrees in American universities, and the methods of obtaining graduate degrees are also different. How to ensure that the right to confer university degrees is not affected by the government and its actions? This paper will explicit from the point view of legal basis.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47539763","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}
Onofe-Overah, A. Mmiliaku, Akpotu, N. Ejiro, Egwunyenga, E. Joyce
This study investigated school climate and students’ academic achievement in public secondary schools in Anambra State. Three research questions and hypotheses guided the study. This is a correlational survey of the ex-post-facto research design. 127(50%) respondents were sampled from a population of 254 principals using a simple sampling technique. A self-developed questionnaire titled School Climate Questionnaire was employed to collect information from respondents. While a checklist was used to obtain information on students’ academic achievement. The questionnaire was validated through the face and content validity. It was also subjected to a reliability test using Cronbach-Alpha and a coefficient of .79 was obtained revealing a high-reliability index. Coefficient of determination, Pearson r, and Regression were used for data analysis. The finding shows that the relationship between teachers’ motivation, instructional supervision, school climate, and students’ academic achievement in Anambra State was significant. It was thus, recommended that since educational supervision enhances instructors’ professional competence and the effectiveness of their instructional activities school principals should ensure that the climate of the school enhances the teacher’s job.
{"title":"School Climate and Students’ Academic Achievement in Public Secondary Schools in Anambra State","authors":"Onofe-Overah, A. Mmiliaku, Akpotu, N. Ejiro, Egwunyenga, E. Joyce","doi":"10.22158/wjer.v9n5p129","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p129","url":null,"abstract":"This study investigated school climate and students’ academic achievement in public secondary schools in Anambra State. Three research questions and hypotheses guided the study. This is a correlational survey of the ex-post-facto research design. 127(50%) respondents were sampled from a population of 254 principals using a simple sampling technique. A self-developed questionnaire titled School Climate Questionnaire was employed to collect information from respondents. While a checklist was used to obtain information on students’ academic achievement. The questionnaire was validated through the face and content validity. It was also subjected to a reliability test using Cronbach-Alpha and a coefficient of .79 was obtained revealing a high-reliability index. Coefficient of determination, Pearson r, and Regression were used for data analysis. The finding shows that the relationship between teachers’ motivation, instructional supervision, school climate, and students’ academic achievement in Anambra State was significant. It was thus, recommended that since educational supervision enhances instructors’ professional competence and the effectiveness of their instructional activities school principals should ensure that the climate of the school enhances the teacher’s job.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46779207","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}
Getting learners engaged in the classroom is the desirable goal of most teachers yet it is usually the most challenging task, especially with young learners after the pandemic period as these learners responded differently to changes in course delivery and other stresses posed by the crisis. To keep young learners engaged in their learning, teachers need to implement various engaging strategies to increase learner engagement. This study aims to explore EFL teachers’ evaluation of young learner engagement in the new normal compared with that before the Covid-19 pandemic. The descriptive method was employed with a group of 23 EFL teachers of young learners at a center for foreign languages in the South of Vietnam. The results revealed that the learning environment in post pandemic times is much safe and positive, and learning engagement of young learners is still much emphasized in the behavioral, affective and cognitive development. However, it is important to note that the Covid-19 pandemic has created a new opportunity for appropriate adaptations of engagement practices in classrooms. These adaptations can redefine engagement in the new normal in which teachers and learners can have more flexibility in learning modes, in interactions and in learning materials. The study can provide important information for both educators and teachers to identify and implement more engaging and interactive methods to enhance the level of learner engagement.
{"title":"Enhancing Young Learner Engagement in English Classes in Post-Pandemic Times: Current Practices at a Center of Foreign Languages in Vietnam","authors":"L. Hung","doi":"10.22158/wjer.v9n5p118","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p118","url":null,"abstract":"Getting learners engaged in the classroom is the desirable goal of most teachers yet it is usually the most challenging task, especially with young learners after the pandemic period as these learners responded differently to changes in course delivery and other stresses posed by the crisis. To keep young learners engaged in their learning, teachers need to implement various engaging strategies to increase learner engagement. This study aims to explore EFL teachers’ evaluation of young learner engagement in the new normal compared with that before the Covid-19 pandemic. The descriptive method was employed with a group of 23 EFL teachers of young learners at a center for foreign languages in the South of Vietnam. The results revealed that the learning environment in post pandemic times is much safe and positive, and learning engagement of young learners is still much emphasized in the behavioral, affective and cognitive development. However, it is important to note that the Covid-19 pandemic has created a new opportunity for appropriate adaptations of engagement practices in classrooms. These adaptations can redefine engagement in the new normal in which teachers and learners can have more flexibility in learning modes, in interactions and in learning materials. The study can provide important information for both educators and teachers to identify and implement more engaging and interactive methods to enhance the level of learner engagement.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43601102","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 article seeks to explore how teaching materials can greatly facilitate students’ learning effectiveness. To do this, it takes the textbook recommended by the Education Ministry as an example. The article first critically analyze the material’s strengths and weaknesses, and then to propose some adaptations and supplementations to improve the material and teaching methods.
{"title":"Critique of Published Teaching Materials","authors":"Luo Qi","doi":"10.22158/wjer.v9n5p101","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p101","url":null,"abstract":"This article seeks to explore how teaching materials can greatly facilitate students’ learning effectiveness. To do this, it takes the textbook recommended by the Education Ministry as an example. The article first critically analyze the material’s strengths and weaknesses, and then to propose some adaptations and supplementations to improve the material and teaching methods.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673214","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}
Due to less attention to the English phonetics improvements was paid by high school English teaching, many Chinese university freshmen lack of the most basic phonetics knowledge, for example, their verbal continuous reading is not coherent and their incomplete blasting phonetics is not clear, some freshmen even do not know how to spell words correctly according to their phonetics. This situation has made many negative effects on China’s university English EFL teaching, especially for their improvement of listening comprehension ,but if both teachers and freshmen are aware of this problems, the university English classroom teaching can be effectively improved.
{"title":"The Influences and Improvement Strategies of the Use of Accurate English Phonetics on English Listening for Chinese University Freshmen","authors":"Hexiao Li","doi":"10.22158/wjer.v9n5p111","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p111","url":null,"abstract":"Due to less attention to the English phonetics improvements was paid by high school English teaching, many Chinese university freshmen lack of the most basic phonetics knowledge, for example, their verbal continuous reading is not coherent and their incomplete blasting phonetics is not clear, some freshmen even do not know how to spell words correctly according to their phonetics. This situation has made many negative effects on China’s university English EFL teaching, especially for their improvement of listening comprehension ,but if both teachers and freshmen are aware of this problems, the university English classroom teaching can be effectively improved.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44514975","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 past thirty years, French teaching in Chinese universities has undergone many changes. Language plays a vital role in transmitting information between countries. Grammar teaching should be an important part of foreign language teaching. Of course, Chinese students’ learning habits should be respected. However, investigating their preferred learning style in the process of contextualization is our responsibility as well. Therefore, in order to meet the new requirements of grammar teaching in China, we must combine the role and communicative function in grammar teaching. Finally, based on the results of the analysis, the corresponding teaching suggestions are summarized.
{"title":"A Analysis of the Contextualization for French Grammar Teaching in Chinese Universities","authors":"Qiujun Guo, Man Xu","doi":"10.22158/wjer.v9n5p92","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p92","url":null,"abstract":"In the past thirty years, French teaching in Chinese universities has undergone many changes. Language plays a vital role in transmitting information between countries. Grammar teaching should be an important part of foreign language teaching. Of course, Chinese students’ learning habits should be respected. However, investigating their preferred learning style in the process of contextualization is our responsibility as well. Therefore, in order to meet the new requirements of grammar teaching in China, we must combine the role and communicative function in grammar teaching. Finally, based on the results of the analysis, the corresponding teaching suggestions are summarized.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46947108","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}
Khalief Dantzler, BSN, RN,, Maria Altamirano, BS, RN,, Toluwayemi Anomo BA,, Esmeralda Carrillo, BS,, Marlisa Hall, BS,, K. Ba, J. Bs, N. Ba, H. Bs, M. Bs, J. Bs, Hannah A. Halliwell BS, Shervin Assari, MD, MPH
One of the major contributing factors to the Black-White achievement gap is school context. While many factors can affect academic achievement amongst Black youth, school climate and inter-racial relations are among the root causes which impact Black students’ development. In this qualitative study, we conducted secondary analysis of existing data consisting of interview transcripts and focus group discussions held in 2013 with 21 Black students who attended a public charter high school in Michigan. Open access data were downloaded from the University of Michigan Inter-University Consortium for Political and Social Research (ICPSR) database. We analyzed qualitative data for themes and constructs related to school context and such influences on Black youth development. The following three constructs were identified: racial identity of Black youth, the impact of teachers on Black students’ racial identity and development, and lastly, exploring the dominant culture of the U.S. education system. For researchers, this data highlights a need for more studies on the intersection of race, school environment, and youth development. For administrators and policy makers, the results emphasize the need for investment and engagement in the daily experiences of Black students, reducing racism, and increasing diversity of curriculum. Teachers and school administrators may benefit from specialized training to better address cultural, educational, and developmental needs of Black youth in the context of their role in school.
{"title":"Learning While Black: A Qualitative Analysis of the Impact of Race in a U.S. High School","authors":"Khalief Dantzler, BSN, RN,, Maria Altamirano, BS, RN,, Toluwayemi Anomo BA,, Esmeralda Carrillo, BS,, Marlisa Hall, BS,, K. Ba, J. Bs, N. Ba, H. Bs, M. Bs, J. Bs, Hannah A. Halliwell BS, Shervin Assari, MD, MPH","doi":"10.22158/wjer.v9n5p79","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p79","url":null,"abstract":"One of the major contributing factors to the Black-White achievement gap is school context. While many factors can affect academic achievement amongst Black youth, school climate and inter-racial relations are among the root causes which impact Black students’ development. In this qualitative study, we conducted secondary analysis of existing data consisting of interview transcripts and focus group discussions held in 2013 with 21 Black students who attended a public charter high school in Michigan. Open access data were downloaded from the University of Michigan Inter-University Consortium for Political and Social Research (ICPSR) database. We analyzed qualitative data for themes and constructs related to school context and such influences on Black youth development. The following three constructs were identified: racial identity of Black youth, the impact of teachers on Black students’ racial identity and development, and lastly, exploring the dominant culture of the U.S. education system. For researchers, this data highlights a need for more studies on the intersection of race, school environment, and youth development. For administrators and policy makers, the results emphasize the need for investment and engagement in the daily experiences of Black students, reducing racism, and increasing diversity of curriculum. Teachers and school administrators may benefit from specialized training to better address cultural, educational, and developmental needs of Black youth in the context of their role in school.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516186","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}
I. Konstantinou, Ekaterini A. Chatzisavva, Stamatoula G. Logotheti
Regarding the topic of discipline management in the educational practice, there are legitimate concerns and many pedagogical questions that need to be addressed, given that the attainment of discipline is a significant issue in schools. The main purpose of this research is to determine whether primary and secondary school students have comprehended the role of discipline and rules in school and, in particular, in educational practice. In addition, related issues are investigated, such as the student’s undisciplined or problematic behavior, the causes of indiscipline phenomena, as well as, the pedagogical means available to the teacher for creating propitious conditions of communication and relationship with the students, which contribute to the effective management of both the educational process and the challenging matters related to the attainment of classroom discipline and in general, of school discipline. As it is indicated by the findings of this research, the responses of the students of primary and secondary school enlighten the questions addressed in the questionnaire. This paper concludes with the research outcomes.
{"title":"The Role of School Discipline from the Students’ Point of View","authors":"I. Konstantinou, Ekaterini A. Chatzisavva, Stamatoula G. Logotheti","doi":"10.22158/wjer.v9n5p56","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p56","url":null,"abstract":"Regarding the topic of discipline management in the educational practice, there are legitimate concerns and many pedagogical questions that need to be addressed, given that the attainment of discipline is a significant issue in schools. The main purpose of this research is to determine whether primary and secondary school students have comprehended the role of discipline and rules in school and, in particular, in educational practice. In addition, related issues are investigated, such as the student’s undisciplined or problematic behavior, the causes of indiscipline phenomena, as well as, the pedagogical means available to the teacher for creating propitious conditions of communication and relationship with the students, which contribute to the effective management of both the educational process and the challenging matters related to the attainment of classroom discipline and in general, of school discipline. As it is indicated by the findings of this research, the responses of the students of primary and secondary school enlighten the questions addressed in the questionnaire. This paper concludes with the research outcomes.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45211949","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 Greek primary and secondary education, weather phenomena and climate change are mainly approached through the courses of Physics, Geology, Geography and Chemistry. The main objective of teaching Science is to acquire knowledge about theories, laws and principles. The expected result is that the student will be able to interpret the physical, chemical, biological and geological phenomena, as well as their interactions. Furthermore, teaching Science aims to develop the personality of the student through the promotion of independent thinking and the ability to reasonably deal with difficult situations. In this context, this research seeks to investigate the adequacy of the knowledge provided in existing school textbooks on weather events with impact on society. This study is based on the content analysis method, adopting the following four key steps: Specification of the objectives, identification of the analysis term, clustering of the data and data analysis. The main focus of the work is the chronological approach of the content of Meteorology in Geosciences and Natural Sciences, and Junior High School textbooks.
{"title":"The Content of Meteorology in Greek Geosciences’ Textbooks","authors":"K. Makri","doi":"10.22158/wjer.v9n5p43","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p43","url":null,"abstract":"In the Greek primary and secondary education, weather phenomena and climate change are mainly approached through the courses of Physics, Geology, Geography and Chemistry. The main objective of teaching Science is to acquire knowledge about theories, laws and principles. The expected result is that the student will be able to interpret the physical, chemical, biological and geological phenomena, as well as their interactions. Furthermore, teaching Science aims to develop the personality of the student through the promotion of independent thinking and the ability to reasonably deal with difficult situations. In this context, this research seeks to investigate the adequacy of the knowledge provided in existing school textbooks on weather events with impact on society. This study is based on the content analysis method, adopting the following four key steps: Specification of the objectives, identification of the analysis term, clustering of the data and data analysis. The main focus of the work is the chronological approach of the content of Meteorology in Geosciences and Natural Sciences, and Junior High School textbooks.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45898921","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}
Various arguments and solutions are proposed in the current discourse on weak English language proficiency in Tanzania. Most authors agree that the standard of reading, writing, speaking of the language is low. Proposed solutions vary. One solution proposed has been to support student language proficiency in form 1 by running a language supportive program. Language Supportive Teaching and Textbooks [LSTT] is one among the recent programs designed and practiced in some schools in Dodoma, Morogoro and Lindi regions of Tanzania. The program with materials available for further experimentation since 2016. This study investigated the enhancement of the proficiency in the language of instructions by using tried LSTT materials to improve English language proficiency among Form 1 students in Temeke district in Dar es Salaam. The study employed action research design; using a quantitative approach to administer a vocabulary and comprehension pre and post –tests, and qualitative research approach aimed at understanding the views of teachers and students through interviews and observation of learning in classrooms. The study was guided by Constructivism Theory (Vygotsky, 1978) focusing on learning by seeing and scaffolding by following teachers and peers, and Bilingual theory of Common Underlying Proficiency model (Cummins, 1980’s). Two public secondary schools were involved in the study, which included a sample size of 160 participants among whom 154 were students, four English teachers and two Head teachers. The researcher selected students from two streams in two schools hence one stream termed as a “treated group” and other group used to compare the results of pre- and post-test. Purposive sampling used to select four teachers. After running eight lessons, the findings revealed that through LSTT materials both teachers and students benefited as classroom interaction improved. Teachers were able to present the lesson well through LSTT approaches and pedagogy, which promoted students participation through exercises and better understanding, as well as improved speaking and reading. Those who were oriented through LSTT material had a higher score in the posttest, which was significant. After the researcher had been teaching through the LSTT materials most of the students in the trial gained confidence and more interest to learn through English language. Their scores in vocabulary and comprehensive test also improved significantly.
{"title":"Enhancing Language of Instructions by Using the Language Supportive Teaching and Textbooks Materials in Secondary Schools in Temeke District","authors":"Josephine Josep, K. Osaki","doi":"10.22158/wjer.v9n5p34","DOIUrl":"https://doi.org/10.22158/wjer.v9n5p34","url":null,"abstract":"Various arguments and solutions are proposed in the current discourse on weak English language proficiency in Tanzania. Most authors agree that the standard of reading, writing, speaking of the language is low. Proposed solutions vary. One solution proposed has been to support student language proficiency in form 1 by running a language supportive program. Language Supportive Teaching and Textbooks [LSTT] is one among the recent programs designed and practiced in some schools in Dodoma, Morogoro and Lindi regions of Tanzania. The program with materials available for further experimentation since 2016. This study investigated the enhancement of the proficiency in the language of instructions by using tried LSTT materials to improve English language proficiency among Form 1 students in Temeke district in Dar es Salaam. The study employed action research design; using a quantitative approach to administer a vocabulary and comprehension pre and post –tests, and qualitative research approach aimed at understanding the views of teachers and students through interviews and observation of learning in classrooms. The study was guided by Constructivism Theory (Vygotsky, 1978) focusing on learning by seeing and scaffolding by following teachers and peers, and Bilingual theory of Common Underlying Proficiency model (Cummins, 1980’s). Two public secondary schools were involved in the study, which included a sample size of 160 participants among whom 154 were students, four English teachers and two Head teachers. The researcher selected students from two streams in two schools hence one stream termed as a “treated group” and other group used to compare the results of pre- and post-test. Purposive sampling used to select four teachers. After running eight lessons, the findings revealed that through LSTT materials both teachers and students benefited as classroom interaction improved. Teachers were able to present the lesson well through LSTT approaches and pedagogy, which promoted students participation through exercises and better understanding, as well as improved speaking and reading. Those who were oriented through LSTT material had a higher score in the posttest, which was significant. After the researcher had been teaching through the LSTT materials most of the students in the trial gained confidence and more interest to learn through English language. Their scores in vocabulary and comprehensive test also improved significantly.","PeriodicalId":93059,"journal":{"name":"World journal of educational research (Los Angeles, Calif.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42429146","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：