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Implementation of Inclusive Education Practices for Children with Disabilities and Other Special Needs in Uganda
Get PDFThis study aimed to assess the factors that influence the effective implementation of inclusive education, taking into consideration learners with disabilities and other special needs. The study objectives focused on the following key aspects that directly influence the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues, and learning environment. The study adopted a case study design and employed qualitative approaches in sampling. Participants of the study (N=103) included special needs teachers (N=73) and learners with disabilities (N=30). Data collection was carried out through interviews. Some of the findings were positive, namely the policies on inclusive education were reported to be clear and well-suited to guiding the implementation practice, although some stakeholders were reported to be less committed. Attitudes towards learners with disabilities and other special needs were reported to be increasingly positive in the last decade. The findings on the perceptions of the ability and capability of learners with disabilities and other special needs to benefit from inclusive education drew a mixed reaction – some respondents reported that there were learners who were able to benefit from inclusive settings, while others were not. On the subject of the curriculum, the results revealed that some learners with disabilities and other special needs were capable of benefiting from the regular curriculum, while others would benefit from a special curriculum. Lastly, with regards to environmental factors, the study revealed that adequate preparations were always made to provide a conducive environment for learning in inclusive education settings. A major recommendation was made to draw the attention of policy makers to support inclusive education, which ought to be treated as a right and not a privilege for learners with disabilities and other special needs
The Impact of University Level Sports Education on Social Media Addiction
Get PDFThe aim of this study is to analyse the effects of university level sport education on social media addiction. For this purpose, social media addiction scales filled in by 320 students from the faculty of Sports Sciences and 333 students from the faculty of Education were evaluated. T-test, one-way variance analysis (ANOVA) and LSD test were used in statistical procedures. In the study, occupation, mood modification, relapse and conflict scores were found to be statistically significantly different in terms of gender (p<0.05 and p<0.001). Statistically significant difference was also found in social media addiction total score in terms of the year of study (p<0.05 and p<0.001). Occupation, mood modification, relapse, conflict and social media addiction scale scores of faculty of sport sciences students were found to be lower than the scores of education faculty students (p<0.001). Conclusion: It was found that social media addiction level of students receiving sport education was lower when compared with students who were not receiving sport education and it was concluded that sport education could be effective in decreasing social media addiction. It can be recommended to provide opportunities to receive sport education and to do sport to university students who are not receiving sport education
The Effect of History Teaching Supported by Dramatization Technique on Students’ Achievement and Permanence Level
Get PDFThe aim of this study is to determine the effect of history teaching supported by dramatization technique on students’ success and permanence in history education in comparison with the traditional teaching. In this research, the semi experimental method which was practiced by pre-test, post-test and permanence test were used and it was studied on two different student groups. One of them is control group tested with lecture method and the other one is experimental group tested by dramatization technique. Tested group consists of 63 students who studying in classes 10-A and 10-B of a vocational high school of Kırıkkale. This study is limited with units of “From Principality to State” in 10th grade students. During this experiment containing retention test were applied to experimental and control groups and the results were analyzed by the program SPSS 16.0. According to the findings obtained, in history lesson: there is a significant difference between the points of success and permanence of the group which is tested by dramatization technique and the group which is tested by teacher centered teaching. In other words, the dramatization technique, which actively involved students in the learning environment, was found to be more effective in the educational success of students and permanence of the information they learned compared to the teacher centered approach on the transfer of historical information to the students
Determination of Physical Education and Sports Teachers' Nutrition Habits and Physical Activity Levels in the Global Epidemic (Covid-19) Process
Get PDFThis research was conducted to determine Physical Education and Sports teachers' nutritional habits and physical activity levels during the global epidemic (covid-19) process. 156 (121 male, 35 female) volunteer physical education and sports teachers working in Elazig province participated in the study. In order to determine the demographic information of participants, the personal information form; to determine the nutritional habits and physical activity levels, the "Investigation of Nutrition Habits and Nutrition Knowledge Levels" developed by Yücel (2015) and to determine the physical activity levels, the short form of the "International Physical Activity Questionnaire" were applied to participants. The SPSS package program was used in the analysis of the data and the significance level was accepted as p<0.05. According to the research results, it was determined that 89.1% of physical education and sports teachers did not receive nutrition education, 62.2% had a chronic disease, 27.6% were in the age range 43 and above, 67.3% were married, 59% were between 171-180 cm, 38.5% were between 71-80 kg, 27.6% had a seniority between 6-10 years and 42,9% had income between 4001-5000 TL. 47.4% of the teachers stated the effect of the state's "Stay at Home" project on physical activity as no, 37.2% yes, 15.4% partially and most of them stated that body weight increased during the pandemic period. It was observed that the mean scores of the participants' nutritional habits before the pandemic were lower than their mean scores during the pandemic period and a statistically significant difference was determined (p <0.05). In addition, before the pandemic, it was seen that the physical activity score averages of the participants were higher than the physical activity score averages during the pandemic period, and statistically significance was determined (p<0.05). As a result, it was observed that the eating habits of the physical education and sports teachers participating in the study were negatively affected during the pandemic period, and their physical activity levels decreased. In this context, we believe that the promotion of regular physical activities as well as adequate and balanced nutrition during the epidemic period will contribute to the individuals to overcome the epidemic with minimum damage
The Effect of Traditional Games on the Language Development of Pre-School Children in Pre-School Education
Get PDFThe aim of this study is to analyze the effect of Traditional Game Education Program (TGEP) on language development of pre-school children. Dependent and independent variables were determined as the children’s language development scores and "traditional game education program", respectively. The study group was determined with “typical case sampling”, one of the purposive sampling methods, and it consists of a total of 72 children attending four nursery classes depending on Diyarbakır Eğil District Directorate of National Education, 36 of whom are experiment group and 36 of whom are control group. Peabody Picture Vocabulary Test (PPVT) prepared by L. Loyd and M. Dunn in the USA was used as data collection tool. While analyzing the data, Independent and Dependent Groups t-Tests were used. It was found at the end of the study that PPVT post-test scores of the children in experiment and control groups were statistically different. Post-test average scores of the children in the experiment group were higher than the ones in the control group. Accordingly, it was determined “Traditional Game Education Program” increased the children’s language development in a positive way
Implementation of a Tracker-Assisted Modeling Activity in an Online Advanced Physics Experiment Course
Get PDFExperiment or laboratory work is an essential part of physics and other science courses. However, due to the COVID-19 pandemic, face-to-face classes have had to be transformed into remote classes. Because laboratory access has become very limited, technology must be utilized to substitute for hands-on activity in laboratory-based courses. Additionally, maintaining students’ motivation during remote classes is also challenging. In this paper, we report on the implementation of modeling activities using Tracker in our online Advanced Physics Experiment course. We examine the effectiveness of Tracker-assisted modeling activity in improving students’ graph interpretation skills on the topic of Fraunhofer-Diffraction. The results show that 20 out of 21 participants demonstrated an increase in graph interpretation skills. The average normalized gain is 0.74, which can be seen as a high degree of improvement. Although the activity did not allow students to practice hands-on skills, this activity can encourage students to practice other science-related skills. Moreover, according to the survey, students feel more motivated to learn physics online after being exposed to the modeling activity
COVID-19 Enforced Shift to Distance Education: Readiness and Challenges
Get PDFThe COVID-19 pandemic has forced a worldwide revolution in our understanding of how to conduct education. International lockdowns were the catalyst for a global shift from traditional face-to-face learning to distance learning. This comparative study utilized a mixed method approach to investigate the readiness of Higher Education instructors and students and the challenges arising from the shift to distance education in two different Arab countries, Qatar and Jordan. Generally, the findings gleaned from the questionnaires (230 instructors and 551 students) revealed certain inconsistencies with the findings that emerged from the interviews (18 instructors and 38 students) in terms of both the level of readiness and the challenges faced. The results showed a substantial variation in instructors and students’ readiness at both participating universities. While factors like country, age, gender, specialization, years of experience/year in the program, and the number of online training courses prior to the COVID-19 epidemic proved to cause statistically insignificant differences in instructors and students’ readiness, variables including age, gender and prior experience in online courses were relatively influential for students in terms of the challenges they faced
Collaborative Writing in EFL Classroom: Comparison on Group, Pair, and Individual Writing Activities in Argumentative Tasks
Get PDFThis study focused on comparing the effects on 32 students’ argumentative writing qualities when they worked alone or collaborated in pairs and groups and explored the students’ opinions towards critical thinking across different writing activities. The 32 students were divided into groups of four (n=8), pairs (n=16) and individuals (n=32). Their papers were rated in terms of content, language use, and organization by three raters. The research employed argumentative writing rubrics, semi-structured interview, and observation. From the total of 15 points, the novice learners gained the highest scores when writing in groups (X ̅ = 11.22), followed by pairs (X ̅ = 10.19) and individuals (X ̅ = 8.98). The intermediate learners also gained the highest scores in group work (X ̅ = 11.50), followed by pairs (X ̅ = 10.32), and individual work (X ̅ = 9.04), respectively. Similar to the advanced level, they had the highest scores when working in groups (X ̅ = 11.95), followed by pairs (X ̅ = 10.45), and individuals (X ̅ = 9.45). The findings indicated that group work led to the highest scores in all proficiency levels and in groups, the students’ critical thinking improved regarding analyzing, evaluating and creating information when they brainstormed, shared and discussed all information. In pairs, the students also demonstrated that their critical thinking developed but only in analyzing from sharing information with a partner. In individuals, all proficiency levels reported that critical thinking was not developed as no interaction with peers
Views of Academic Staff in Universities on Lifelong Learning and Adult Education
Get PDFThe general aim of this study is to find out the views of academic staff working at universities on lifelong learning and adult education. While finding out the views of academic staff, the 6 principles of Andragogy Approach, which includes the characteristics of adults about learning, were taken as basis and the professional or personal development trainings academic staff received were analysed separately within the framework of these principles. Interview technique, one of the most frequently used in qualitative research methods, was used in the study. Interviews were made with a total of 20 academic staff who had received training within the scope of adult education and lifelong learning. The interviews were recorded with a voice recorder and transcribed. The transcribed data were evaluated with descriptive analysis method and then they were coded. Interpretations were made by using the codes. As a result, it was found that the academic staff in general had received education on lifelong learning and adult education voluntarily and it was concluded that they received these trainings for professional or personal development, to increase their quality of life, to gain experience, to advance academically and for similar reasons
Use of Digital Assessments how to Utilize Digital Bloom to Accommodate Online Learning and Assessments?
Get PDFAs there has always been a concern regarding creation of reliable online assessments by educators, this academic article provides an idea for creating of online assignments for the inexperienced assessment literate teachers. This proposed model will show how to utilize Bloom’s model to create digital online assignments using ICT tools. The inspiration of this proposed model is taken from a combination of Benjamin Bloom’s Taxonomy and Andrew Churches Digital Bloom’s Taxonomy, as both focuses on the teaching and learning environment. Due to the pandemic 2020 approximate estimation of 87% of world’s student’s population (McGee, 2013; UNESCO, 2020) faced the issue of school closure, which gave a rise to online teaching, learning. Therefore, this paper examines the need of creation of reliable assessments which caters to the different students’ abilities. By this proposed model and with the Integration of Information and Communication Technology with Benjamin Bloom’s Cognitive Domain, this article will add a new dimension towards the online assessment. The main objective of this article is to utilize the common language and the terminology from the Blooms taxonomy for assessing the students depending on their needs and abilities to achieve the targeted learning outcomes