European Journals of Education Studies
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EVALUATING FINAL EXAMINATIONS AND THEIR WASHBACK EFFECT IN MOROCCAN TERTIARY EDUCATION: THREE DEPARTMENTS OF ENGLISH STUDIES AS A CASE STUDY
Get PDFThe washback effect is one of the main principles of language assessment. The present study investigated the washback effect of university final exams in Morocco on learners’ study methods and content. 216 common core university students from Faculties of Letters and Humanities at three Moroccan Universities (Moulay Ismail University, Meknes; Ibn Tofail University, Kenitra; and Hassan II University, Casablanca) were asked to complete the Washback Effect Questionnaire developed by Hemmati and Soltanpour (2014) which consists of 20 five-point Likert scale items. The quantitative data of the questionnaire were descriptively analyzed using the SPSS program. The study results showed that the students’ studying methods and content in the departments of English studies in Moroccan Faculties of Letters and Humanities were influenced by final examinations. The exams were important for most learners who participated in the study and significantly influenced their studied content and methods. Article visualizations
EXPLORING THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION TEACHERS’ EMOTIONAL INTELLIGENCE IN SHAPING ATTITUDES, PERCEPTIONS AND CONCERNS ABOUT INCLUSIVE EDUCATION
Get PDFIn physical education environments that embrace diversity, teachers' attitudes and concerns about inclusive education depend not only on the academic intelligence of those teaching but also on their emotional intelligence and maturity. Emotional awareness skills, understanding and managing the emotions of teachers themselves and their students facilitate a social justice perspective in education. The purpose of this study was to explore the relationship between physical education teachers' emotional intelligence and their attitudes, perceptions and concerns towards inclusion. It also tested whether demographic factors (gender, age, level of education, teaching experience and special education studies) influence both perceived emotional intelligence and attitudes towards inclusion. Finally, the study examined whether emotional intelligence can be a predictor of physical education teachers' attitudes, perceptions, and concerns for creating an inclusive school environment. The participants were 200 physical education teachers who responded on the (a) Wong & Law Emotional Intelligence Scale -WLEIS (Wong & Law, 2002) and (b) The Sentiments, Attitudes and Concerns about Inclusive Education Scale Revised [SACIE-R]) (Loreman, Earle, Sharma & Forlin, 2011). The Spearman correlation coefficient revealed a negative correlation between emotional intelligence and teachers' negative feelings and concerns about inclusive education. Teachers with high levels of emotional intelligence had fewer concerns about inclusion and harbour fewer negative feelings about people with disabilities. A moderately positive correlation of emotional literacy with teachers' attitudes toward inclusion was observed. The results also showed that female teachers, educators with many years of teaching experience, teachers with higher academic qualifications and those with specialized studies in special education have higher levels of emotional intelligence and more favourable attitudes towards inclusive physical education. In contrast, younger teachers, those with a basic degree and no training in adapted PE, show higher levels of concern regarding the success of the inclusive practices they adopt. Finally, specialized studies and training in special education were significant predictors of positive feelings towards inclusion and the reduction of teachers' concerns about the successful implementation of inclusive practices. Article visualizations
THE EDUCATIONAL SERIOUS GAME AS A TOOL FOR MEASURING CONCENTRATION AMONG STUDENTS PRACTICING TABLE TENNIS: THE CASE OF THE FLOW GAMES IN INFORMAL UNIVERSITY SETTINGS
Get PDFThe problem of concentration is an objective issue, especially at the beginning of the 21st century, given the evolution of lifestyles and the digital revolution, so an unusual flow of information bombards human beings. This impacts all aspects of life, especially student life. This study aimed to research the educational serious game as a tool to measure concentration in students practicing table tennis: the case of flow games in informal university settings. A total of 21 students from different state universities, aged between 19 and 26, participated in a table tennis session. The students were divided into groups of 4 players for each game session that lasted between 3 min and 5 min. A concentration assessment test called "Flow-Game" was administered before the intervention (t0), immediately after each session (t1). This test is in the form of an electronic labyrinth. The results showed an average relative learning gain of less than 40% for the majority of students. In addition, the results showed that female students achieved significantly higher results than male students. These results suggest that the practice of table tennis and the calculation of concentration through serious game "Flow-Game" in the university environment in a formal education setting can be an effective medium and long term. Article visualizations
CHANGE IN TRAINING LOADS IN A TURKISH SUPER LEAGUE FOOTBALL TEAM AT DIFFERENT MATCH FREQUENCIES DUE TO THE COVID-19 PANDEMIC
Get PDFBy calculating and correctly evaluating the training loads of the athletes who reach fewer training numbers and higher numbers of matches due to the changing training/day numbers, it is possible to both predict the injuries that may occur and make the right choices for their performance in the match. The aim of the study is to calculate and evaluate the training loads in the period when the postponed league competitions due to the COVID-19 pandemic caused different match frequencies and different training/days between two matches in the following weeks of the ongoing league. Materials and methods: 20 male professional players (age:28.6±4.01, height:1.80±.07, kg:79.2±6.57, BMI: 24.45±1.43) playing in the Antalyaspor team in the Turkish Football Federation Spor Toto Super Leagues in the 2020-2021 season were included in the study. Results: Our study shows the report of the preparation period, 1 game per week and the intense match period played during the pandemic period in professional football players. We can say that the training load variables of different periods are affected by the type of weekly training program, the starting position of the player (first 11), positional differences, training mode and situational factors. Conclusion: For this reason, it is one of the results obtained from our study that the training load is higher in the period when there is no competition (preparation period), 1 match per week, and on the contrary, the training loads are very low during the intense match period. Article visualizations
INSTRUCTIONAL STRATEGIES AND THEIR INFLUENCE ON ACADEMIC PERFORMANCE OF LEARNERS WITH EMOTIONAL AND BEHAVIOURAL DISORDERS IN NANDI CENTRAL SUB-COUNTY, KENYA
Get PDFSome researchers argue that the most difficult learners to teach are those with emotional behaviour disorders. This is mainly due to the heterogeneous nature of this disability. Despite this, there exist appropriate research-based strategies to teach such learners. The main aim of this research was to investigate the strategies used to teach learners with EBD in the Nandi central sub-county and as well the challenges faced by teachers as they do so. Public schools should provide programs that enhance the educational and academic progress of both typically developing learners and those with EBD. Every child is entitled to free, appropriate education regardless of their disabilities. Academic performance of pupils with Emotional and Behavioral Disorders (EBDs) in Kenya has been continuously dismal in both internal and external examinations. They commonly drop out of school prematurely and are more likely to be imprisoned at some point in their lifetime. This is because teachers use the same old strategies over and over again. This was mixed-method research that adopted a descriptive research design. The study was guided by Jean Piaget's constructivism theory (1995). According to Piaget, learners construct knowledge through experiences and interactions and not passively through receiving information. Constructivism motivates students to take an active role in their education. This is through relating new concepts to their own life experiences. It advocates for learner-centric approaches. The main tools of data collection in this research were questionnaires and in-depth interviews with both teachers and administrators. The findings indicated that teachers were not using EBD-friendly teaching and classroom management strategies. There was no appropriate use of multidisciplinary and collaboration team approaches either. There were also major deficits in resources and teaching and support personnel. The majority of teachers and administrators were not appropriately trained to teach learners with EBD. It was recommended that the government should fund the schools more and organise in-service professional development sessions. Article visualizations
ANALYSIS OF GESTURE PRODUCTION IN PORTUGUESE INFANTS WITH AND WITHOUT HEARING IMPAIRMENT
Get PDFThe aim of this study was to identify and analyze the characteristics of communicative gestures produced by Portuguese infants with and without hearing impairment aged between 8 and 18 months. The participants in this study were 37 infants with normal hearing and 4 infants with hearing impairment. The participants were recruited from kindergartens in the central and southern regions of the country and from a hospital in the central region of Portugal. The results of this study show that as young children grow, they become increasingly confident about the effect of their communicative gestures on adults, and the characteristics of the gestures become more refined or complex; although young children with hearing impairment use communicative gestures in a similar way to their peers, the characteristics of their gesture production differ. The present study emphasizes the importance of characterizing children's gestures in the prelinguistic period, as it allows a better understanding of how the communication process develops and how gestures are used. It is expected that the differences found between different age groups and between children with and without hearing impairment will help Portuguese professionals in more efficient clinical and educational assessment and intervention processes. Article visualizations
BALANCING ACTS: EXPLORING THE DUAL ROLES OF MARRIED TEACHERS IN GEOGRAPHICALLY ISOLATED AND DISADVANTAGED AREAS (GIDA)
Get PDFThe purpose of this qualitative multiple-case research study was to unfold the multifaceted experiences, coping, and insights of educators during the full in-person education, focusing on their narratives and strategies to combat the challenges and opportunities brought about by this educational crisis during the pandemic. There were seven (7) teacher participants utilized in this study using the purposive sampling technique, and each of them underwent an in-depth interview using a semi-structured interview guide to gather data. The study presented a deep exploration of their perspectives and actions. The key findings emerged from the data: unity and collaboration in education, and supporting academically challenged learners through collaboration. The findings highlighted the importance of unity and collaboration within the educational community, the benefits of professional learning communities, interdisciplinary collaboration, mentorship, and fostering a positive school culture. The educational findings also probed strategies employed by teachers to support academically challenged learners during the pandemic and stressed the importance of combined efforts with parents and learner-centric approaches. They recognized the vital role of parents in creating conducive learning environments and emphasized the need for differentiated teaching strategies to accommodate diverse learning styles and abilities. This study would contribute valuable insights into the evolving environment of education during a global crisis. The narratives and experiences shared by educators offer practical implications for enhancing educational practices and resilience in the face of future challenges in the field of education. Article visualizations
TELL ME, HEAR MY VOICE: EXPLORING PARENTAL COMMUNICATION ON ADOLESCENTS THROUGH PHENOMENOLOGICAL INQUIRY
Get PDFThis phenomenological study explored how adolescents perceive and experience communication with their parents, aiming to understand its impact on their emotional well-being and interpersonal development. Conducted at Irineo L. Santiago National High School, the research involved ten (10) purposively selected student participants who engaged in in-depth interviews using expert-validated interview guides. The collected data underwent rigorous thematic analysis to draw out recurring patterns and insights. Findings revealed three major dimensions of adolescent experiences. In terms of communication patterns, adolescents experienced imposed trust and guidance, generational disconnection, and emotional distance. Regarding emotional impact, emergent themes included fear of being criticized, hesitancy to speak back, fear of consequences, disappointment when disregarded, positive emotions, and a sense of relief. From the adolescents’ insights and reflections, the study further uncovered themes such as promoting open communication, raising emotional validation, improving decision-making, creating a safe space, boosting self-confidence, and enhancing parent-child relationships. These findings emphasized the powerful influence of parental communication on adolescents’ emotional landscape and social adjustment. This study would contribute to the body of knowledge by offering meaningful insights that can inform school-based interventions, parent education programs, and future research on strengthening family communication dynamics. Article visualizations
THE RELEVANCE OF INQUIRY-BASED LEARNING IN TEACHING WORLD ENGLISHES AT AN GIANG UNIVERSITY
Get PDFVarious teaching methods today focus primarily on learners, aiming to develop their capacities and abilities. Inquiry-Based Learning (IBL) is one of the most well-known approaches, widely adopted by schools, universities, and educators. This study explores the theoretical foundations and relevance of Inquiry-Based Learning in teaching the subject, World Englishes, as well as giving recommendations to enhance teachers' understanding and effective implementation of this approach in the classroom at An Giang University. Article visualizations
DETERMINING TEACHER FACTORS AND THEIR EFFECT ON THE EFFICIENCY OF ICT INTEGRATION IN REHABILITATION SCHOOLS IN NAIROBI COUNTY, KENYA
Get PDFThe integration of information and communications technology (ICT) in teaching has improved engagement among learners with EBD. However, challenges persist, such as ensuring equitable access across schools and developing personalised ICT tools for different disorders. This study aimed to determine teacher factors that affect the efficiency of ICT integration in rehabilitation schools in Nairobi County. The study was guided by the Technology Pedagogy and Content of Knowledge (TPACK) model by Mishra and Koehler (2006). The objectives included assessing the availability of assistive ICT in rehabilitation schools, evaluating administrative support for the implementation of ICT, and determining the contribution of ICT to learning in these schools. A mixed-methods research design was employed. The study targeted 17 computer teachers and 114 learners with prior knowledge in ICT in two rehabilitation schools: Kabete and Dagoretti Girls. The researcher employed a purposive sampling technique to select a total of 9 teachers and 57 learners, translating into a total of 66 participants. Data was collected using questionnaires for teachers and questionnaires for learners. The pilot study was done in a rehabilitation school in Kiambu County. Reliability of the research instruments was calculated using Cronbach's Alpha and the results showed that the teachers' and learners' questionnaires had correlation values of 0.81 and 0.79, respectively. The collected data were both qualitative and quantitative in nature. The quantitative data were summarised in descriptive statistics using the Statistical Package for Social Science (version 28.1). This involved operations like summation, calculating frequencies and percentages, determining the mean, and standard deviation. Measures of central tendency helped show the trend, while measures of variance, such as standard deviation, helped show dispersion in the data. Qualitative data collected from the open-ended questions in the questionnaires were subjected to content analysis and were summarised thematically. The findings revealed that the majority of teachers in rehabilitation schools rated their ICT competencies as weak in basic computer functions, such as file management, and none rated themselves as good in operating systems. They also rated themselves as weak in software applications like Microsoft Office and video production tools, and in using PowerPoint for classroom presentations. The findings indicate that there is a significant gap in the training provided to teachers regarding ICT use. Most teachers lack the necessary skills to integrate ICT effectively into their teaching practices, particularly in special education settings like rehabilitation schools. The study concluded that teacher factors, particularly ICT competencies, significantly influence the efficiency of ICT integration in rehabilitation schools in Nairobi County. The findings highlight a critical gap in teachers' preparedness to effectively integrate ICT into their teaching practices, which is largely attributed to insufficient training and inadequate administrative support. The study recommended that rehabilitation schools implement intensive and ongoing ICT training programs tailored specifically for teachers. These programs should focus on enhancing teachers' competencies in using basic and advanced ICT tools, particularly those relevant to special education. Article visualizations