IOJET - International Online Journal of Education and Teaching
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LEARNING ENTREPRENEURSHIP FOR STUDENTS IN PREPARATION FOR JOB OPPORTUNITIES
No full textThe background of this research starts from seeing and analyzing the importance of skills for Education Technology students, especially talent in the field of entrepreneurship. The purpose of this study is for them to gain learning and experience in the field of entrepreneurship as well as in the effort to create independence in finding employment opportunities or creating work. The main problem in this study is to provide experience and knowledge to students of Education Technology in terms of entrepreneurship. The method used in this study is a qualitative perspective approach with the phenomenological model, because the subject of this problem is a phenomenon that often occurs, when students have already finished college and then returned to the community, and the job opportunities they have not obtained. This research requires about 15 weeks, with the students as participants of 8 students. The results of this study indicate a positive level of progress and nature of efforts to increase motivation in entrepreneurship, and this is a finding, novelty (novelty) in increasing learning motivation, business motivation for students. .Bu araştırmanın arka planı Eğitim Teknolojisi öğrencileri için becerilerin, özellikle girişimcilik alanındaki yeteneklerin önemini görmek ve analiz etmekten başlamaktadır. Bu çalışmanın amacı, girişimcilik alanında öğrenme ve deneyim kazanmanın yanı sıra istihdam olanakları bulma veya iş yaratma konusunda bağımsızlık yaratma çabasıdır. Bu çalışmanın temel sorunu, Eğitim Teknolojisi öğrencilerine girişimcilik konusunda deneyim ve bilgi sağlamaktır. Bu çalışmada kullanılan yöntem fenomenolojik model ile nitel bir perspektif yaklaşımıdır, çünkü bu sorunun konusu, öğrenciler üniversiteyi bitirip topluma geri döndüklerinde ve elde etmedikleri iş fırsatlarında sıklıkla ortaya çıkan bir olgudur. . Bu araştırma yaklaşık 15 hafta sürmektedir ve öğrenciler 8 öğrencinin katılımcısıdır. Bu çalışmanın sonuçları, girişimcilikte motivasyonu artırma çabalarının olumlu bir ilerleme düzeyini ve doğasını göstermektedir ve bu, öğrenme motivasyonunu, öğrenciler için iş motivasyonunu arttıran bir yeniliktir (yenilik). .
 
MAKING INFORMATION AND COMMUNICATION TY AS A PROGRAMME IN SENIOR HIGH SCHOOL CURRICULUM: TEACHERS’ CONCERNS
No full textInformation and Communication Technology (ICT) education is considered as a subject not a programme in Ghanaian Senior High Schools (SHS) curriculum. However, the performance of students offering ICT related programmes in Higher Education is abysmal. Therefore, this study investigated the teachers concerns about making ICT as a programme in Ghanaian Senior High School (SHS) Curriculum. 320 teachers in SHSs in Ghana were used for the study. The study employed a cross-sectional survey approach to investigate the concerns of the teachers. Descriptive statistics and independent sample t-test and Analysis of Variance (ANOVA) test were conducted on the responded survey data. The ICT teachers reported that ICT knowledge is relevant for students in SHS (mean = 3.909, SD = 1.093), the students would have several job opportunities (mean = 3.888, SD = 1.215), and should be made a programme in the SHS curriculum in Ghana (mean = 3.963, SD = 1.105). Also, there was is a statistically significant difference (t (318) = –1.022, p = 0.00 < 0.05) between the concerns of female and male teachers on concerns of making ICT as a course in SHS curriculum. Additionally, perceived relevant knowledge of ICT and job opportunity would significantly, F = 138.634 and p = 0.000(< 0.05) influence the making ICT as a programme in SHS curriculum. The findings draw implications for the Ministry of Education and SHS curriculum planners in updating curriculum to prepare SHS students with the essential ICT knowledge and skills higher education and future employment
INTEGRATION OF MEDIA AND CRITICAL LITERACY INTO CURRICULUM THROUGH THINKING EDUCATION: FROM TEACHER TRAINING PERSPECTIVE
No full textThis research has pointed out the effects of thinking education on the prospective teachers’ critical and media literacies. The research, designed as mixed method with sequential triangulation, has enlightened the efficacy of thinking education on the prospective teachers’ literacies. The study group, selected by the sampling criteria, one of the purposive sampling methods, composed of 40 social studies prospective teachers, having been trained in terms of thinking critically on media messages and texts, at Education Faculty, Bartin University during the 2016‐2017 academic year. It is concluded that post-test media literacy and critical literacy scores of the trained prospective teachers have increased. Moreover, the positive effects of thinking education on the prospective teachers’ media and critical literacies are expressed in detail within the framework of various qualitative data and it is inferred that thinking education reached the goal of training critical literate and media literate individuals. Furthermore, how to integrate media literacy and critical literacy into any curriculum in teacher education has been exemplified through this research. Therefore, these literacies should be taught independently from any subject or discipline as the objectives of teacher education curriculum
SERVANT LEADERSHIP THROUGH SUPPORT: A CASE OF CENTRAL KENYA CONFERENCE SECONDARY SCHOOLS
No full textServant leadership is an important modern leadership style which is known for enhancing the ethical precedence in contemporary organizations. The objective of the study was to determine administrators’ awareness and practice of Servant Leadership style through support in Central Kenya Conference SDA secondary schools. The research used descriptive-comparative research design. The target population was 280 respondents. Respondents were purposively sampled. Data was collected using structured questionnaires administered to 82 teachers and six principals. Descriptive statistics and inferential statistics were used to analyze data. The study revealed that 83.3% Principals tend to agree that they practiced servant leadership; 83.3% of administrators were male, 66.7% had bachelor’s degrees, 59.8% were middle aged and 66.7% of teachers had 5-10 working experience. There was no significant difference on teachers’ evaluation on principals’ practice of servant leadership in CKC SDA secondary schools through service, support and empowerment across categories of Gender, Age and Teaching Experience. The findings of this study therefore implied that although principals are aware of the concept, servant leadership style was not adequately practiced in CKC SDA secondary schools, hence there need to be measures in place so that servant leadership will be practiced as expected of SDA educational leaders
PROBLEM POSING AND PROBLEM SOLVING WITH SCIENTIFIC APPROACH IN GEOMETRY LEARNING
No full textBase of geometry in learning mathematics which prosecute students to comprehend abstracts things is one of the causes of student difficulties. In this study aims to determine effect of Problem Posing and Problem Solving learning models with the Scientific Approach to students' adaptive reasoning on matter of planes. In this study was organized at the Magetan 4 Junior High School, Indonesia. It employed quasi-experimental research methods. The study population comprised students from grade seventh, with a total sample of 64 students who were divided into 34 student as experimental and other as control classes. Sampling from the population using the simple random sampling method. Normality test uses the Lilliefors method, homogeneity uses the Bartlett test and t-test for analysis of research results. The results showed that the Problem Posing learning model with the Scientific Approach was better than Problem Posing with the Scientific Approach and significantly improved students' adaptive reasoning on the subject matter of the plane. Problem Posing learning models with the Scientific Approach provides the skills needed to build knowledge, where students make the process of observation, clarification, measurement, prediction and make hypotheses. Therefore, the model is very appropriate for learning mathematics, especially on the subject matter of planes to increase adaptive reasoning and students’ achievement.
Keywords: problem posing, problem solving, scientific approach, geometry learning, adaptive reasonin
English
No full textDigital storytelling is the focus of the present study due to scarcity of studies in the context of Turkey. This study investigates the perceptions of 8th grade students on the integration of technology via Digital Storytelling to English courses. Another aim is to find out students’ preferences for topic and characters in their digital stories. The study was conducted with 15 students in a public school. The data were collected through pre-survey, digital stories, and post-survey. The study was carried out in a month period in which 5 different digital stories were created. The findings based on qualitative and quantitative analysis indicated that the perceptions of the participants toward the use of digital storytelling in English lessons were positive before and after the implementation process. In general, the participants wanted to keep using digital storytelling because they believed digital storytelling is motivating, contributes to language learning, and enables collaboration. The topics preferred were adrenalin, love, sadness, friendship, and fear. The characters were generally female heroines. The implications are that digital storytelling can be integrated into speaking, grammar, vocabulary and writing activities since it is an engaging way of practising language skills
THE RELATIONSHIP BETWEEN THE EMPOWERMENT OF TEACHERS BY SCHOOL ADMINISTRATORS AND ORGANIZATIONAL COMMITMENTS OF TEACHERS
No full textThis research which aimed to investigate the relationship between the empowerment of teachers by high school administrators and school commitments of teachers was designed in relational screening model. The study group of the research was composed of 188 volunteer teachers working in the public Anatolian High Schools in Aydin during 2017. “Behavioral Teacher Empowerment” and “Organizational Commitment” scales were used. As a result of the research, it was determined that the highest empowerment was in the administrative support dimension and the highest commitment level was in the affective commitment dimension. It was revealed that there was not a significant difference in the dimensions of empowerment according to gender, seniority and branch variables of teachers. In the analyses performed regarding the commitment levels of teachers, while there was not a significant difference in terms of the dimensions according to branch variable, it was found that female teachers had higher affective commitments than male teachers. Teachers with professional seniority of 31-40 years had higher affective commitments than those with professional seniority of 11-20 years. It was determined that the highest level of relationship was between communication and affective commitment dimensions
AUTHENTIC MATERIALS FOR FRESHMEN STUDENTS: A CASE OF SPEAKING CLASS IN A PRIVATE UNIVERSITY
No full textThis study aims at exploring Authentic Materials used in teaching speaking for university students. A case study method is implemented. The study was conducted at the language center of a university in Indonesia in the first semester of the 2018/2019 academic year. The data were collected by three instruments: interview, classroom observation, and document analysis. The data were analyzed using an interactive method. The results show that the teachers used three kinds of AMs in the classroom: audio material such as recordings and broadcast news, audio-visual material such as videos, and printed material such as photos, pictures, images, articles, and a map. It is found that the most used type is video since it can be very useful to develop speaking, listening and pronunciation skills. The results of this study also reveal that teachers might take useful AMs from selected websites and combine them with the course book in order to support teaching-learning activity.
Keywords: authentic materials, teaching, speaking, EFL, university student
JUNIOR HIGH SCHOOL STUDENTS’ DISRUPTIVE BEHAVIOUR AND THEIR EXPECTATIONS ON EFL CLASS
No full textStudents are at the heart of teaching and learning. Students will learn effectively if they are willing to learn. However, students may conduct disruptive behaviour in the classroom. This study addresses these following objectives: (1) to describe the forms of students’ disruptive behaviour; (2) to describe the sources of students’ disruptive behaviour; and (3) to describe students’ expectations to cope with that behaviour in EFL class. This study employed descriptive study design. The sampling was purposive sampling. To collect the data, open-ended and closed-ended questionnaire using 4-likert scale, focus group structured-interview, and complete participant observation were employed. To validate the data, methodological triangulation was used. The data were analyzed using qualitative data analysis developed by Miles, Huberman, and Saldaña (2014). The results of this study have revealed the forms of students’ disruptive behaviour, the sources of students’ disruptive behaviour, and students’ expectations to cope with that behaviour in EFL class. The results are discussed and further studies are encouraged.
Keywords: EFL class, students’ disruptive behaviour, students’ expectation
THE EFFECT OF GENETIC ENGINEERING AND BIOTECHNOLOGY ACTIVITIES ON STUDENTS’ ACHIEVEMENT, ATTITUDES AND SELF- EVALUATIONS
No full textIn this study activities related to biotechnology and genetic engineering were prepared and their effectiveness on students’ achievement, attitudes towards biotechnology, and self-evaluations were investigated. The activities were implemented in 10th grade biology course. The study utilized mixed method, with qualitative and quantitative data collection tools. Two biology classes of the same teachers’ in Ankara were chosen by convenient sampling technique. One experimental group and one control group is formed with random assignment. The quantitative data about students’ achievement, attitudes towards biotechnology and self-evaluation were collected before and after the activities using pre-tests and post-tests. Then semi-structured surveys were conducted with experimental group students. Results show that the activities on biotechnology have no positive impact on the students’ achievement. Also, students’ self-evaluations indicate that they felt better in the activities, the abstract concepts were more concrete for them and it contributed to their learning by helping them to make investigations through inquiry. Based on the qualitative data, students stated that they liked the activities and they had fun. The study suggests integration of such activities to the teaching learning environment for supporting interest in biotechnology and genetic concept