Pub Date : 2024-01-16DOI: 10.46827/ejes.v11i1.5172
Nga Nguyen Thi Hang, Muu Nguyen Ngoc, Hung Ngo Van
The paper delves into the state and challenges of STEM (Science, Technology, Engineering, and Mathematics) education in schools. By conducting an intensive survey, it offers insights into the current status of STEM education and highlights the perceptions and difficulties faced by educators in adopting STEM methodologies. The study reveals that while there's an increasing recognition of the importance of STEM in the natural sciences curriculum, several obstacles impede its full implementation. A significant challenge is the difficulty in correlating real-world issues with natural science subjects, making it tough for educators to make lessons engaging and relevant. Furthermore, the lack of appropriate educational tools and materials, combined with inadequate infrastructural facilities in schools, further hampers the quality of teaching. Moreover, the research identifies a gap in the training of educators. Many teachers are unfamiliar with STEM, lacking both understanding and confidence in the approach. This is exacerbated by time constraints in the classroom and insufficient support from parents. Additionally, the paper points out that only a limited number of natural science topics can be aptly integrated into STEM projects, creating a narrower scope for educators. To address these challenges, the paper suggests the need for better training for teachers specifically tailored to STEM requirements, more substantial institutional support, and fostering a closer relationship between STEM education and the broader natural sciences curriculum. Article visualizations:
{"title":"CURRENT SITUATION AND SOLUTIONS TO IMPROVE THE QUALITY OF TEACHING IN STEM EDUCATION IN GENERAL SCHOOLS: A CASE STUDY IN SOME NORTHERN PROVINCES OF VIETNAM","authors":"Nga Nguyen Thi Hang, Muu Nguyen Ngoc, Hung Ngo Van","doi":"10.46827/ejes.v11i1.5172","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5172","url":null,"abstract":"The paper delves into the state and challenges of STEM (Science, Technology, Engineering, and Mathematics) education in schools. By conducting an intensive survey, it offers insights into the current status of STEM education and highlights the perceptions and difficulties faced by educators in adopting STEM methodologies. The study reveals that while there's an increasing recognition of the importance of STEM in the natural sciences curriculum, several obstacles impede its full implementation. A significant challenge is the difficulty in correlating real-world issues with natural science subjects, making it tough for educators to make lessons engaging and relevant. Furthermore, the lack of appropriate educational tools and materials, combined with inadequate infrastructural facilities in schools, further hampers the quality of teaching. Moreover, the research identifies a gap in the training of educators. Many teachers are unfamiliar with STEM, lacking both understanding and confidence in the approach. This is exacerbated by time constraints in the classroom and insufficient support from parents. Additionally, the paper points out that only a limited number of natural science topics can be aptly integrated into STEM projects, creating a narrower scope for educators. To address these challenges, the paper suggests the need for better training for teachers specifically tailored to STEM requirements, more substantial institutional support, and fostering a closer relationship between STEM education and the broader natural sciences curriculum. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" August","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618312","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 : 2024-01-16DOI: 10.46827/ejes.v11i1.5171
Georgios K. Ntontos, Eugenia Koleza
This paper aims to highlight two historical parabolographs and a third one that is at the design level and to prove the equivalence of the respective definitions of parabola they contain. Specifically, using the Geogebra math software, each mechanism is attempted to articulate another, so that by moving the cursor of the original mechanism to the common output of the two articulated mechanisms, the same parabola is drawn. This proves the equivalence of definitions of parabolic curve as well as of suitably articulated mathematical machines.
{"title":"EQUIVALENCE OF PARABOLA΄S DEFINITIONS WITHIN MATHEMATICAL MACHINES SIMULATED BY “GEOGEBRA”","authors":"Georgios K. Ntontos, Eugenia Koleza","doi":"10.46827/ejes.v11i1.5171","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5171","url":null,"abstract":"This paper aims to highlight two historical parabolographs and a third one that is at the design level and to prove the equivalence of the respective definitions of parabola they contain. Specifically, using the Geogebra math software, each mechanism is attempted to articulate another, so that by moving the cursor of the original mechanism to the common output of the two articulated mechanisms, the same parabola is drawn. This proves the equivalence of definitions of parabolic curve as well as of suitably articulated mathematical machines.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0661/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" 100","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139619049","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 : 2024-01-15DOI: 10.46827/ejes.v11i1.5168
Sheila Jean L. Cabayag, Eugenio S. Guhao Jr.
The study aimed to investigate the influence of self-efficacy, job performance, and transformational leadership style on organizational commitment using Structural Equation Modelling (SEM) to 400 public school teachers in Region XI, Philippines. Findings revealed a high level of self-efficacy, a very high level of job performance, and high levels of transformational leadership and organizational commitment. There is a strong, positive, and significant correlation between self-efficacy and organizational commitment; job performance and organizational commitment; and transformational leadership and organizational commitment. Further results showed that the best-fit model was model 3 showing the direct causal relationships of Self-Efficacy, Job Performance, and Transformational Leadership Style on Organizational Commitment. Moreover, the Organizational Commitment of the respondents was defined by the retained indicators, namely: Affective Commitment and Individual Performance. Self-efficacy was described with the following retained indicators: Disciplinary Self-efficacy, and Creative Positive School Climate. On the other hand, Job performance was described in terms of the indicators Workload and Working Environment. Finally, Transformational Leadership retained the following indicators: Political Skill Inventory, and Perception of Relational Uncertainty. Findings suggest that the policy-making body of the Department of Education should look into the provision of professional development, workload allocations, and benefits of the teachers to further improve their organizational commitment. Article visualizations:
{"title":"SELF-EFFICACY, JOB PERFORMANCE, AND TRANSFORMATIONAL LEADERSHIP: A STRUCTURAL EQUATION MODEL ON ORGANIZATIONAL COMMITMENT AMONG PUBLIC SCHOOL TEACHERS","authors":"Sheila Jean L. Cabayag, Eugenio S. Guhao Jr.","doi":"10.46827/ejes.v11i1.5168","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5168","url":null,"abstract":"The study aimed to investigate the influence of self-efficacy, job performance, and transformational leadership style on organizational commitment using Structural Equation Modelling (SEM) to 400 public school teachers in Region XI, Philippines. Findings revealed a high level of self-efficacy, a very high level of job performance, and high levels of transformational leadership and organizational commitment. There is a strong, positive, and significant correlation between self-efficacy and organizational commitment; job performance and organizational commitment; and transformational leadership and organizational commitment. Further results showed that the best-fit model was model 3 showing the direct causal relationships of Self-Efficacy, Job Performance, and Transformational Leadership Style on Organizational Commitment. Moreover, the Organizational Commitment of the respondents was defined by the retained indicators, namely: Affective Commitment and Individual Performance. Self-efficacy was described with the following retained indicators: Disciplinary Self-efficacy, and Creative Positive School Climate. On the other hand, Job performance was described in terms of the indicators Workload and Working Environment. Finally, Transformational Leadership retained the following indicators: Political Skill Inventory, and Perception of Relational Uncertainty. Findings suggest that the policy-making body of the Department of Education should look into the provision of professional development, workload allocations, and benefits of the teachers to further improve their organizational commitment. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139529958","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 : 2024-01-12DOI: 10.46827/ejes.v11i1.5166
Duong Thi Thu Huong
The article explores the impact of Project-Based Learning (PBL) on General Physics education. The study, conducted with 120 students at a Vietnamese university, utilizes a mixed-method approach combining theoretical research, expert opinions, and data analysis. It examines the shift from traditional teaching to PBL, emphasizing hands-on, real-world problem-solving to improve understanding and application of physics concepts. The findings indicate significant positive outcomes in student engagement, understanding, and satisfaction. The study also discusses the challenges and considerations in implementing PBL, the importance of teacher training, and the potential for scalability and long-term impact in diverse educational settings.
{"title":"ENHANCING THE QUALITY OF GENERAL PHYSICS EDUCATION THROUGH PROJECT-BASED LEARNING: A STUDY AT THE UNIVERSITY OF INFORMATION TECHNOLOGY AND COMMUNICATIONS","authors":"Duong Thi Thu Huong","doi":"10.46827/ejes.v11i1.5166","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5166","url":null,"abstract":"The article explores the impact of Project-Based Learning (PBL) on General Physics education. The study, conducted with 120 students at a Vietnamese university, utilizes a mixed-method approach combining theoretical research, expert opinions, and data analysis. It examines the shift from traditional teaching to PBL, emphasizing hands-on, real-world problem-solving to improve understanding and application of physics concepts. The findings indicate significant positive outcomes in student engagement, understanding, and satisfaction. The study also discusses the challenges and considerations in implementing PBL, the importance of teacher training, and the potential for scalability and long-term impact in diverse educational settings.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0611/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139531914","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 : 2024-01-11DOI: 10.46827/ejes.v11i1.5164
Vasiliki S. Fotopoulou
This paper seeks to investigate undergraduate students’ views regarding how the pandemic is perceived as having had an impact on them as future educators. The sample consists of students in pre-school education who experienced the pandemic and the changes it brought about during their undergraduate studies. The research data was collected through an anonymous questionnaire followed by a thematic content analysis. From the qualitative data analysis pertaining to the way in which the pandemic affected the respondents’ perception of themselves as a prospective teacher, four categories emerged: i. Changes and Transformations, ii. Loss/Absence, iii. Long Distance Technology, and iv. Experience. It becomes clear that respondents seem to perceive themselves as educators through coping with the changes they face, through utilizing new technologies, and through gaining experience or even lacking it. However, a notable finding of this research is the future perspective and further capitalizing on the experience the students went through. In some cases, this experience is seen as usable in similar circumstances in the future, while in others it is deemed as an all-purpose tool enabling them to overcome any kind of challenge. This research paper aims to contribute with its own approach to a more profound understanding of how the changes experienced by students in times of change and challenge are seen as something of value in reference to their identity. Article visualizations:
{"title":"PRE-SERVICE STUDENT-TEACHERS’ PERCEPTIONS OF THEIR PROFESSIONAL IDENTITY THROUGHOUT COVID-19 PANDEMIC: A CASE STUDY IN GREECE","authors":"Vasiliki S. Fotopoulou","doi":"10.46827/ejes.v11i1.5164","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5164","url":null,"abstract":"This paper seeks to investigate undergraduate students’ views regarding how the pandemic is perceived as having had an impact on them as future educators. The sample consists of students in pre-school education who experienced the pandemic and the changes it brought about during their undergraduate studies. The research data was collected through an anonymous questionnaire followed by a thematic content analysis. From the qualitative data analysis pertaining to the way in which the pandemic affected the respondents’ perception of themselves as a prospective teacher, four categories emerged: i. Changes and Transformations, ii. Loss/Absence, iii. Long Distance Technology, and iv. Experience. It becomes clear that respondents seem to perceive themselves as educators through coping with the changes they face, through utilizing new technologies, and through gaining experience or even lacking it. However, a notable finding of this research is the future perspective and further capitalizing on the experience the students went through. In some cases, this experience is seen as usable in similar circumstances in the future, while in others it is deemed as an all-purpose tool enabling them to overcome any kind of challenge. This research paper aims to contribute with its own approach to a more profound understanding of how the changes experienced by students in times of change and challenge are seen as something of value in reference to their identity. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139626186","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 : 2024-01-11DOI: 10.46827/ejes.v11i1.5163
Khadija Sekkal, Moulay Abderrahman Sidi Hida
The current study investigated the attitudes of Moroccan university students in scientific disciplines towards using English as a language of instruction in tertiary education. Major published articles on English language described the upsurge of its speakers in the expanding circle as phenomenal. Morocco is no exception. Studies have shown that there has been a growing interest in learning English among youth. By the same token, students have been less enthusiastic about French currently used in academic settings and believe that English is more useful for the future of the country. In order to test the validity of the claim, quantitative research in which ninety-eight university students from different master’s program participated was conducted. The aim was to know their attitude towards making English the medium of instruction in higher education and either confirm or disconfirm the claim made by researchers in scholarly journals. After undertaking a survey questionnaire, it was shown that the vast majority of postgraduates specializing in scientific disciplines were in favor of using English in their studies. They definitely wanted English to take over French currently used in academic context in Morocco. Article visualizations:
{"title":"SCIENCES POSTGRADUATE STUDENTS’ ATTITUDES TOWARDS MAKING ENGLISH THE LANGUAGE OF INSTRUCTION IN MOROCCAN TERTIARY EDUCATION","authors":"Khadija Sekkal, Moulay Abderrahman Sidi Hida","doi":"10.46827/ejes.v11i1.5163","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5163","url":null,"abstract":"The current study investigated the attitudes of Moroccan university students in scientific disciplines towards using English as a language of instruction in tertiary education. Major published articles on English language described the upsurge of its speakers in the expanding circle as phenomenal. Morocco is no exception. Studies have shown that there has been a growing interest in learning English among youth. By the same token, students have been less enthusiastic about French currently used in academic settings and believe that English is more useful for the future of the country. In order to test the validity of the claim, quantitative research in which ninety-eight university students from different master’s program participated was conducted. The aim was to know their attitude towards making English the medium of instruction in higher education and either confirm or disconfirm the claim made by researchers in scholarly journals. After undertaking a survey questionnaire, it was shown that the vast majority of postgraduates specializing in scientific disciplines were in favor of using English in their studies. They definitely wanted English to take over French currently used in academic context in Morocco. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":" 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139625995","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 : 2024-01-08DOI: 10.46827/ejes.v11i1.5160
Zeynep Gökteke, G. Ocak
This study focuses on the concept of self-regulation and its position and significance in educational sciences. Self-regulation is a concept that involves individuals' ability to manage their behaviors, learning, and performance. The study emphasizes the role of self-regulation in educational sciences, aiming to understand the function of this skill in educational processes. Particularly, the research highlights the impact of self-regulation on learning processes and its applications in education. By examining the contributions of self-regulation skills to student achievement, motivation, and learning processes, the research aims to contribute to a better understanding of this crucial concept in education.The study provides recommendations for educators, researchers, and education policymakers to enhance the understanding of the concept of self-regulation and to effectively integrate it into educational processes. In this context, increasing awareness of the role of self-regulation in education and emphasizing usable strategies in practice can contribute to the improvement of educational systems. Article visualizations:
{"title":"THE CONCEPT OF SELF-REGULATION AND ITS PLACE AND IMPORTANCE IN EDUCATIONAL SCIENCES","authors":"Zeynep Gökteke, G. Ocak","doi":"10.46827/ejes.v11i1.5160","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5160","url":null,"abstract":"This study focuses on the concept of self-regulation and its position and significance in educational sciences. Self-regulation is a concept that involves individuals' ability to manage their behaviors, learning, and performance. The study emphasizes the role of self-regulation in educational sciences, aiming to understand the function of this skill in educational processes. Particularly, the research highlights the impact of self-regulation on learning processes and its applications in education. By examining the contributions of self-regulation skills to student achievement, motivation, and learning processes, the research aims to contribute to a better understanding of this crucial concept in education.The study provides recommendations for educators, researchers, and education policymakers to enhance the understanding of the concept of self-regulation and to effectively integrate it into educational processes. In this context, increasing awareness of the role of self-regulation in education and emphasizing usable strategies in practice can contribute to the improvement of educational systems. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"171 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139629035","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 : 2024-01-03DOI: 10.46827/ejes.v11i1.5158
Baştürk Kaya, Caner Aladağ
This study aims to reveal the metaphor that Turkish university students have about the concept of "climate change". The research was carried out with the students at Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Education (Geography 17, Biology 26, History 47) and Faculty of Health Sciences (Nutrition and Dietetics Department 74) in the spring term of 2021-2022 academic year. The research group consisted of a total of 164 students (124 female, 40 male). The data of the research were collected by qualitative research method and the research was organized in a phenomenological design. To determine the perceptions of the students about the concept of climate change, a semi-structured form containing the expression "climate change is like............because........." was prepared and the students were asked to complete the sentence given in the form. The data obtained were subjected to content analysis. Tables were created by calculating the number of metaphors in each category, how many students repeated the metaphor (frequency), and percentage values. When the findings of the research are evaluated, it is seen that a total of 96 valid metaphors were produced by the students. These metaphors were coded by considering their common features and 8 different conceptual categories were formed. Some of these categories are "Climate change leading to uncertainty", "Climate change as a symptom of danger/worry", "Climate change as the beginning of change", "Climate change as the work of insensitivity", "Climate change as a factor forcing to get used to the new situation", "Climate change with a disruptive effect", "Climate change as a cause of despair", "Climate change as a source of different thoughts", and the number of metaphor and frequencies of these categories are calculated and given in tables. When the findings obtained are analyzed, it is seen that the most recurrent metaphor for climate change includes concepts such as human (f=5), mental state (f=4), life (f=3), a sick body (f=3), disappointment (f=3), cancer (f=3), extinction (f=4), moving (f=4), disaster (f=3), end of the world (f=3), and chaos (f=2). When the metaphor produced by the students in this study are analyzed, it is seen that the perceptions of university students about the concept of climate change are diverse and rich. Article visualizations:
{"title":"DETERMINATION OF UNIVERSITY STUDENTS' METAPHORICAL PERCEPTIONS ABOUT THE CONCEPT OF CLIMATE CHANGE","authors":"Baştürk Kaya, Caner Aladağ","doi":"10.46827/ejes.v11i1.5158","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5158","url":null,"abstract":"This study aims to reveal the metaphor that Turkish university students have about the concept of \"climate change\". The research was carried out with the students at Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Education (Geography 17, Biology 26, History 47) and Faculty of Health Sciences (Nutrition and Dietetics Department 74) in the spring term of 2021-2022 academic year. The research group consisted of a total of 164 students (124 female, 40 male). The data of the research were collected by qualitative research method and the research was organized in a phenomenological design. To determine the perceptions of the students about the concept of climate change, a semi-structured form containing the expression \"climate change is like............because.........\" was prepared and the students were asked to complete the sentence given in the form. The data obtained were subjected to content analysis. Tables were created by calculating the number of metaphors in each category, how many students repeated the metaphor (frequency), and percentage values. When the findings of the research are evaluated, it is seen that a total of 96 valid metaphors were produced by the students. These metaphors were coded by considering their common features and 8 different conceptual categories were formed. Some of these categories are \"Climate change leading to uncertainty\", \"Climate change as a symptom of danger/worry\", \"Climate change as the beginning of change\", \"Climate change as the work of insensitivity\", \"Climate change as a factor forcing to get used to the new situation\", \"Climate change with a disruptive effect\", \"Climate change as a cause of despair\", \"Climate change as a source of different thoughts\", and the number of metaphor and frequencies of these categories are calculated and given in tables. When the findings obtained are analyzed, it is seen that the most recurrent metaphor for climate change includes concepts such as human (f=5), mental state (f=4), life (f=3), a sick body (f=3), disappointment (f=3), cancer (f=3), extinction (f=4), moving (f=4), disaster (f=3), end of the world (f=3), and chaos (f=2). When the metaphor produced by the students in this study are analyzed, it is seen that the perceptions of university students about the concept of climate change are diverse and rich. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"84 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139630548","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 : 2024-01-02DOI: 10.46827/ejes.v11i1.5153
Emmanouela Seiradakis
The bulk of research on students with learning disabilities during university has focused on face-to-face mode on campus. Less is known regarding the learning experiences of these students online. This qualitative work aims to explore the online educational experiences among Greek undergraduate EFL students with learning disabilities and/or ADHD during the Covid-19 shutdown. Data were collected via in-depth interviews with seven undergraduate students with LD and/or ADHD from two different higher education institutions in Greece. Interviews focused on the difficulties participants encountered during the three online academic semesters in 2020-2021. Data were analysed using IPA. Findings revealed students encountered severe difficulties that hindered their academic progress both in EFL and in core subject courses but there also were affordances that facilitated their learning.
{"title":"ONLINE LEARNING AND INVISIBLE DISABILITY: EXPLORING GREEK EFL STUDENTS’ EXPERIENCES","authors":"Emmanouela Seiradakis","doi":"10.46827/ejes.v11i1.5153","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5153","url":null,"abstract":"<p>The bulk of research on students with learning disabilities during university has focused on face-to-face mode on campus. Less is known regarding the learning experiences of these students online. This qualitative work aims to explore the online educational experiences among Greek undergraduate EFL students with learning disabilities and/or ADHD during the Covid-19 shutdown. Data were collected via in-depth interviews with seven undergraduate students with LD and/or ADHD from two different higher education institutions in Greece. Interviews focused on the difficulties participants encountered during the three online academic semesters in 2020-2021. Data were analysed using IPA. Findings revealed students encountered severe difficulties that hindered their academic progress both in EFL and in core subject courses but there also were affordances that facilitated their learning. <strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0661/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"142 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139452946","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 : 2024-01-02DOI: 10.46827/ejes.v11i1.5157
Daniel S. Q. Dogbe, Francis Kwame Anku
This study explored the challenges and prospects of educating a deaf-blind student in a public university in Ghana. The study utilised an exploratory qualitative research design based on interviews and observation to explore how the deaf-blind learner navigated university life. The study found that the challenges experienced by all stakeholders included a lack of knowledge and understanding about deaf-blindness, communication challenges, inadequate preparation of educators/teachers and resource persons, lack of support structures for all stakeholders, and the time-consuming nature needed to educate the deaf-blind learner. The study recommends continuous in-service training on basic knowledge of deaf-blindness, instructional and socially inclusive strategies, and communication modes for deaf-blind learners for all stakeholders. A collaborative team approach to delivering training and inclusive education that involves all stakeholders is necessary. The study concludes that if lecturers of learners who are deaf-blind are provided with the necessary training on the skills and knowledge of facilitating communication with their students, this would, in turn, contribute positively towards teaching and learning. Article visualizations:
{"title":"PROSPECTS AND CHALLENGES OF EDUCATING A DEAF-BLIND STUDENT IN A UNIVERSITY IN GHANA","authors":"Daniel S. Q. Dogbe, Francis Kwame Anku","doi":"10.46827/ejes.v11i1.5157","DOIUrl":"https://doi.org/10.46827/ejes.v11i1.5157","url":null,"abstract":"This study explored the challenges and prospects of educating a deaf-blind student in a public university in Ghana. The study utilised an exploratory qualitative research design based on interviews and observation to explore how the deaf-blind learner navigated university life. The study found that the challenges experienced by all stakeholders included a lack of knowledge and understanding about deaf-blindness, communication challenges, inadequate preparation of educators/teachers and resource persons, lack of support structures for all stakeholders, and the time-consuming nature needed to educate the deaf-blind learner. The study recommends continuous in-service training on basic knowledge of deaf-blindness, instructional and socially inclusive strategies, and communication modes for deaf-blind learners for all stakeholders. A collaborative team approach to delivering training and inclusive education that involves all stakeholders is necessary. The study concludes that if lecturers of learners who are deaf-blind are provided with the necessary training on the skills and knowledge of facilitating communication with their students, this would, in turn, contribute positively towards teaching and learning. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139631058","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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