European Journals of Education Studies
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TRANSFORMING SUPERVISION PRACTICES: THE IMPACT OF TARGETED COACHING ON REFLECTIVE QUESTIONING SKILLS AMONG LECTURERS IN NATIONAL TEACHERS’ COLLEGES IN UGANDA
Full text linkThis study investigated the influence of coaching on the reflective questioning skills of lecturers in National Teachers’ Colleges in Uganda, drawing on the principles of Cognitive Apprenticeship and Vygotsky’s Sociocultural Theory, which emphasize learning through guided experience and social interaction. Employing a sequential embedded mixed-methods approach, the research utilized a pretest-posttest control group design to assess whether coaching significantly enhanced lecturers' reflective questioning skills. A sample of 128 lecturers was purposively selected, stratified, and randomly assigned to experimental and control groups, with the experimental group receiving structured coaching sessions. A self-administered questionnaire and an observation checklist provided the quantitative data, while qualitative data was collected using a semi-structured interview guide. The quantitative data were analyzed using descriptive statistics and inferential statistics through a t-test, while qualitative data were examined through content analysis. The post-test results revealed that the experimental group performed better, with a mean difference of 0.4766 points and a p-value of 0.000 < 0.05, which is statistically significant. The qualitative data further underscored how coaching transformed participants’ ability to employ effective reflective questioning techniques during pre-observation conferences. The experimental group demonstrated substantial progress, highlighting the potential of coaching to foster meaningful improvement in their reflective questioning skills. Conversely, the control group's limited improvement emphasizes the necessity of continuous refinement and adaptation of coaching strategies to better address the supervisors' gaps. These findings reinforce the value of personalized coaching approaches and professional development through targeted workshops and training sessions and follow up coaching sessions to build capacity of supervisors. Article visualizations
INFLUENCE OF STUDENT ORGANIZATION TOWARD MANAGEMENT DECISION
Full text linkThe paper investigates the influences of students’ organization on management decisions in co-curricular involvement, student access, leadership qualities, behavior, and traits. This includes the extent of influences of students’ organization toward management decisions among the respondents. Descriptive quantitative research is employed in the study. It emerges from the pedagogical method of adaptive student organization challenges in the method of school system and concepts that influence the decision-making process of the institution. Likewise, convenience sampling is utilized in the study which is a non-probability sampling in gathering the sampling population of the study. The study comprised only two hundred fifty (250) respondents. Results show that co-curricular involvement among the respondents provides the power of expression in public to voice out issues and listen to issues through communication process and skills, show that student access teaches them to manage time properly for both school involvement and academic performance, show that leadership qualities are authentic and can be trusted as to their potential and capacity and to seek knowledge to develop skills of continuous leadership to inspire other students and constituents, show that behavior and traits are persevering and hardworking to be best and natural leaders through perfect example and inspiration to others, and show that the extent of influences of students’ organization toward management decision involves development skills opportunities and support for students. Findings show that there is a significant relationship between the influences of students’ organization toward management decisions, as observed by the respondents. Article visualizations
QUESTIONS CRITIQUES DANS L'APPRENTISSAGE ET L'ENSEIGNEMENT DES SCIENCES PHYSIQUES ET NATURELLES / CRITICAL ISSUES IN LEARNING AND TEACHING THE NATURAL SCIENCES
No full textCet article présente et discute certaines questions clés sur l'apprentissage et l'enseignement des sciences dans une perspective de didactique des sciences moderne. Cette approche tente de distinguer l'enseignement scientifique contemporain des efforts traditionnels et souligne l'accent mis sur le niveau de la recherche éducative qui est principalement orientée vers l'approfondissement de nos connaissances sur les questions liées à la nature de l'apprentissage et de l'enseignement, l'apprentissage lié au développement de l'enfant. La discussion a également porté sur l'importance d'étudier le passage d'une connaissance empirique et intuitive à une connaissance compatible avec la connaissance scientifique basée sur la contribution de diverses connaissances tirées de l'épistémologie et de la psychologie qui sont opérationnelles dans la didactique contemporaine. The present learners' dissatisfaction with their assessment scores in terms of their use, inferences, and educational improvements has urged many facilitators and examiners to train and prepare examinees to complete their assessments. The demand to raise assessment scores has resulted in conditions and practices that pollute and contaminate the reliability and validity of assessment scores. This study, therefore, seeks to examine the factors perceived as contributors to assessment score pollution. The study employed a descriptive survey to gather data and analyzed using means and standard deviations. A sample size of 248 teachers who had access to an Android device and internet connectivity were purposefully selected for this study. The results confirmed that factors related to assessment preparation, assessment administration, and external factors (parents and community) were the primary causes of assessment score pollution in the district. The researchers recommended that the District Education Service directorates should organize in-service training for teachers on testing procedures. Parents and the community should also be educated on the consequences of test pollution through parents’ association meetings and seminars by the district education office. Article visualizations
SUBJECT-VERB CONCORD PROFICIENCY AMONG EFL BOSNIAN STUDENTS
Full text linkThis study explores the application of subject-verb concord rules among Bosnian EFL students, focusing on the influence of proficiency level, academic performance in grammar-related subjects, and preferences for American or British English. Guided by three research questions, the study examines whether students’ general language proficiency impacts their ability to correctly apply subject-verb concord rules, whether there is a correlation between their grammar course grades and performance on a concord-focused questionnaire, and whether students demonstrate a preference for American or British English concord rules. The research involved 41 university students with proficiency levels of B2 and C1. The findings reveal that students’ proficiency levels and grammar score grades do not significantly influence their application of subject-verb concord rules. Despite demonstrating a good overall understanding, students frequently struggled with specific categories, such as plural nouns and coordination with or/nor. Additionally, the results indicate a notable preference for American English concord rules over British English. These findings underscore the pedagogical importance of subject-verb concord and highlight the need for targeted instructional strategies to address persistent errors. The study also emphasizes the value of error analysis in identifying interlingual influences and improving language learning materials. Article visualizations
THE EFFECT OF ENTREPRENEURSHIP EDUCATION ON UNDERGRADUATE STUDENTS’ ENTREPRENEURIAL INTENTION: CASE STUDY OF UNIVERSITIES IN MOGADISHU
Full text linkThe study focused on the effect of entrepreneurship education on undergraduate students' intentions in universities in Mogadishu. Three specific objectives were investigated: the entrepreneurial curriculum, the entrepreneurial environment, and the university's role. The study employed probability simple random sampling, selecting 87 students as the sample. A descriptive quantitative design was used, and a questionnaire was chosen as the data collection instrument. The collected data was analyzed using the SPSS program (version 20.0). The findings indicated that the university's poor role in entrepreneurship, inadequate curriculum, and poor entrepreneurship environment negatively influenced undergraduate students' intention to start new businesses. The study concluded that recognizing and taking proactive steps to enhance its quality and effectiveness is crucial for educational institutions and stakeholders. The study recommends enhancing the entrepreneurship education curriculum and establishing an entrepreneurship support ecosystem to foster a vibrant and sustainable entrepreneurial environment, driving innovation, economic growth, and job creation. Article visualizations
HEALTH PROMOTION IN PRIMARY SCHOOL THROUGH ACTIVE BREAKS: WHAT TEACHER TRAINING?
Full text linkEducational research is increasingly focusing on new areas of interest, including programs and initiatives aimed at promoting health during childhood, reducing sedentary behaviors, and encouraging physical activity, thereby expanding children's learning opportunities. In the school setting, particular attention is given to Active Breaks (AB), which, when introduced within lessons, allow for the interruption of long periods of sitting in the classroom. In line with the main themes of the National Guidelines for the Curriculum (MIUR, 2012), this contribution aims to follow three main directions: combating sedentary behavior; methodologies, classification, and selection of motor tasks and intervention strategies; and teacher training to support the implementation of these practices. Today, more than ever, short physical activity breaks represent a strategy that can be effective in addressing the issues related to poor physical fitness and children's sedentary lifestyles. Article visualizations
SYSTEMATIC REVIEW ON THE EFFECTS OF TAI CHI ON EXECUTIVE FUNCTION IN COLLEGE STUDENTS
Full text linkThis review investigates the efficacy of Tai Chi in enhancing executive functions, drawing on a compilation of diverse studies. Findings consistently highlight improvements in inhibition control, executive function, and overall mental well-being, positioning Tai Chi as an accessible intervention supportive of the cognitive health of college students. Notably, benefits are observed in both older and younger populations, as well as individuals with differing health conditions, underscoring its universal applicability. It equally identifies new research domain for the investigation of the interplay between Tai Chi and executive function, particularly regarding its influence on academic performance/achievement. Article visualizations
SYSTEMATIC REVIEW OF EFFECTIVE TEACHING LISTENING PRACTICES IN ESL/EFL SETTINGS
Full text linkThe purpose of this systematic study is to investigate successful teaching strategies to improve ESL/EFL classroom listening comprehension. The foundation of communication is listening. For those learning languages, it remains among the toughest abilities. This paper identifies three phases of productive behaviors based on a thorough evaluation of the present literature: pre-listening, while-listening, and post-listening. Important techniques are activating past knowledge, employing actual objects, and combining task-based and introspective and interactive activities. It also highlights two forms of processing techniques—top-down and bottom-up—that can enable a reader to acquire knowledge. Including diverse listening activities that mirror real-world scenarios could enhance students' engagement and language learning through the implications of language pedagogy. This paper emphasizes the need for fresh developments in listening education and demands more empirical research using customized strategies addressing learner anxiety and motivation in listening environments. Article visualizations
KNOWLEDGE SHARING OF STUDENTS’ GROUPS DURING COLLECTIVE INFORMATION SEEKING IN RURAL’S VOCATIONAL TRAINING INSTITUTIONS (VTI)
Full text linkThis study aims to investigate knowledge sharing to students’ groups during collective information seeking (CIS) in vocational educational training (VET) institutions in rural library settings. Specifically, the study seeks to assess knowledge shared to students’ groups for addressing the problems in rural libraries at VET institutions, determine how students’ groups engaged in collective knowledge sharing during collective information seeking in VET institutions in rural library settings, and determine the challenges encountered by VET students’ groups in knowledge sharing during CIS. Karunakaran, Spence, and Reddy's (2013) model was used to conduct this study. The population of the study comprised selected VET students in Tanzania’s rural settings. A purposive sampling technique was used to select the study participants. This study used convenience sampling to select VET students for inclusion in focus group discussions and interviews. The study recruited 72 participants from second year in VET institutions in Tanzania’s rural areas: 18 VET students for interview, 18 VET students for observation and 36 VET students for focus group discussion (FGD). The participants were between 21 and 30 years old. Ten (10) VET students (56%) were male, and eight (8) VET students (44%) were female during the interview and focus group discussion. The data for the study was collected through the use of observation, interviews and focus group discussions (FGD). Qualitative data was analysed through thematic analysis. The thematic analysis helped to develop different themes relating to the specific objectives of this study. The findings revealed that, VET students’ groups applied both tacit and explicit skills required by VET students’ groups to accomplish groups’ assignments. Moreover, the availability of both tacit and explicit knowledge helps to advance VET library services to meet the collective information requirements of VET students’ groups when accomplishing the groups’ tasks. Article visualizations
NAVIGATING GHANAIAN SCIENCE TEACHERS' PEDAGOGICAL PRACTICES OF INTEGRATING DIGITAL TECHNOLOGY INTO THEIR CLASSROOM INSTRUCTION
Full text linkRecent research shows that digital technology has transformed how teachers prepare, deliver, and assess their lessons. This paper examines why and how Ghanaian science teachers incorporate technology into their pedagogical practices. Using a descriptive phenomenology design, this study employed semi-structured interviews and classroom observations with 16 science teachers from four senior high schools in Ghana. The study’s findings reveal that the participants viewed technology integration as compatible with their constructivist teaching philosophy. They used the internet to search for additional information during lesson preparation. Due to limited digital technologies available in their schools, the participants mainly relied on their smartphones to display audiovisuals which they thought would enhance students' understanding of complex concepts. Moreover, technology is also used to manage students' test scores and communicate exam results to parents. Based on careful analysis of the empirical evidence and insights from the literature, this paper offers implications and recommendations for creating more awareness about technology's critically important role in 21st century education and resourcing schools with advanced digital technologies to maximize its potential benefits in the teaching and learning process. Article visualizations