European Journals of Education Studies
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ASSESSMENT OF UNDERGRADUATE BUSINESS AND ENTREPRENERSHIP EDUCATION STUDENTS’ PERCEPTION ON DIGITAL TECHNOLOGY USAGE IN CLASSROOM ACTIVITIES IN DELTA STATE UNIVERSITY, ABRAKA
Get PDFThe study was carried out to assess undergraduate business and entrepreneurship education students’ perceptions of digital technology usage in tertiary institutions in Delta State in Nigeria. Two research questions and two hypotheses guided the study. A sample of 100 students was randomly drawn using balloting and proportionate stratified random sampling techniques. A questionnaire was used to collect data. The reliability of the instrument was obtained through Cronbach's Alpha. A reliability coefficient of 0.88 was obtained as a measure of internal consistency. The data collected were analysed with the mean and Z-test. Mean was employed to answer research questions, while the Z-test was applied to test hypotheses at a 0.05 level of significance. The result showed a high perception of students on digital technologies in classroom activities in the tertiary institutions. There was no significant difference between male and female students, as well as 300-level and 400-level students, on digital technologies usage in classroom activities. Therefore, it was noted that digital technologies should be employed in the delivery of business and entrepreneurship education programmes in tertiary institutions in Nigeria. Article visualizations
ENGAGING LEARNERS IN MATHEMATICS 2 ACTIVITIES THROUGH MARIS-PARES TECHNIQUE
Get PDFThis study was conducted to increase pupils’ level of engagement in Mathematics II. Due to the limited classroom interaction in the new normal set-up, learners have developed passive behavior in participating in different classroom activities. One of the subjects where pupils show poor engagement is Mathematics. Hence, we designed an intervention to improve the passive behavior of Grade 2 learners and increase their level of engagement in Mathematics. The data were obtained from the twelve (12) identified passive Grade 2 learners. Purposive sampling was employed in identifying the subjects of the study. Pre-observation was conducted to determine the level of engagement of the respondents, which was followed by the post-observation after the Maris-Pares Technique was implemented. Mean and t-test were used to treat the gathered data. Before the implementation of the intervention, the respondents were slightly engaged in Mathematics. The findings revealed that the Maris-Pares Technique contributes to the improvement of the Mathematics engagement of the respondents. Hence, the more the respondents are exposed to the Maris-Pares Technique, the higher the chance of their engagement in Mathematics activities. Article visualizations
INTEREST IN MATHEMATICS AND ACADEMIC PERFORMANCE OF PRE-SERVICE TEACHERS IN A PUBLIC HIGHER EDUCATION INSTITUTION
Get PDFThis study assessed the relationship between math interest and academic performance of the first-year pre-service teachers enrolled in the Bachelor of Secondary Education Major in Mathematics at Talisay City College, Cebu, Philippines, for the school year 2022-2023 using a descriptive-correlational design. The respondents were identified using simple random sampling. They were asked to answer the questionnaire assessing their math interest, while their performance in math was assessed using their grades in History of Mathematics (MM1) and Fundamentals of Mathematics (Math 1). The research tool was validated using content and face validity. The data gathered were treated using frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. The results revealed that the respondents had a high interest in math. Moreover, they exhibited good performance in MM1 and Math 1. However, no significant relationship was found between math interest and the respondents' MM1 and Math 1 performance. Thus, it is recommended that instructors utilize strategies that enhance students’ interest in math and provide math-related activities that could improve students’ engagement and performance. Article visualizations
INQUIRY-BASED LEARNING - PEDAGOGICAL APPLICATION USING EDUCATIONAL DIGITAL TECHNOLOGY
Get PDFThe inquiry-based teaching method is a method based on analytical thinking and requires a logical sequence with gradual steps that are implemented with full knowledge of the purpose. At the same time, it has an objective character and presupposes students' familiarity with the rules of logic. The research autonomy of students depends on the degree of familiarity and practice with scientific skills. Inquiry learning as a constructivist approach, on the one hand, has as its ultimate goal the creation of meanings by students who build knowledge with the practices of scientists. At the same time, it has an objective character and presupposes students' familiarity with the rules of logic. The selection - formulation of research questions is a very important process during the conceptualization phase of inquiry-based learning. Inquiry-based learning has gained a place in engineering curricula and in the classroom, and the availability of online learning environments has given it a new dimension as a pedagogical tool. Τhe PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery. Article visualizations
PROBLEM-BASED LEARNING APPROACH AND MATHEMATICS PROBLEM-SOLVING PERFORMANCE OF GRADE 9 STUDENTS
Get PDFThis research assessed the efficacy of Problem Based-Learning (PBL) approach and the math problem-solving performance of the Grade 9 students in one of the boarding schools in Talisay City, Cebu, for school year 2024-2025. This study was conducted using a descriptive correlational research design with 232 respondents selected through stratified random sampling. Two research instruments were facilitated, which were the math problem-solving test questionnaire and the respondent’s perception of the efficacy of the elements of PBL. The data gathered were treated using the weighted mean, standard deviation, Pearson product-moment correlation, and t-test. The results revealed that the elements of the PBL, the authentic elements, developing elements, collaborative elements, and authentic assessment elements were evident in mathematics instruction and assessment as perceived by the respondents. Results also showed that the majority of the respondents performed satisfactorily in their math problem-solving activities, while a significant number performed above the average. Further analysis revealed that there was a significant relationship between the efficacy of problem-based learning and math problem-solving performance of the respondents. It is concluded that PBL helps the respondents in analyzing math problems, developing solutions, and applying knowledge in practical contexts, which are necessary in real life. Hence, it is recommended that PBL be widely used in teaching mathematics. Article visualizations
LEARNING FROM THE PAST; THINKING FOR THE FUTURE: REFLECTIONS ON STEM AND ITS INTEGRATION IN EDUCATION
Get PDFSTEM—science, technology, engineering and mathematics—has evolved from a Cold War workforce initiative into an elastic slogan invoked by educators, policymakers and industry. Drawing on literature and my classroom experience in Spain, Albania and Romania, this paper traces the acronym’s little-known 1960s origins, shows how its meaning has fragmented between discipline-focused, interdisciplinary and equity-driven visions, and critiques the tendency to equate STEM with facilities rather than practice. Comparative case studies reveal well-equipped laboratories that sit idle, enthusiastic teachers constrained by centralised curricula, and community projects that thrive only when leaders align resources, assessment and moral purpose. This analysis positions STEM as a flexible object whose flexibility can empower teacher agency—but only if partners negotiate aims, balance disciplines, and embed inclusion as a design criterion. The paper concludes with four recommendations for schools and informal institutions to transform STEM from a buzzword into sustained, context-responsive practice grounded in equity and collaboration. Article visualizations
THE TRANSFORMATIVE ROLE OF FOOTBALL ACADEMIES IN THE MODERN FOOTBALL ECOSYSTEM
Get PDFThis paper investigates the evolving role of football academies within the modern football ecosystem, focusing specifically on their contribution to the competitive performance and commercial sustainability of professional football clubs. A mixed-methods research design was employed, combining quantitative data from 140 football senior staff members along with qualitative insights from semi-structured interviews conducted with 14 senior club officials, including technical directors and strategic executives. Quantitative analysis utilized descriptive statistics, Pearson correlation, and multiple regression techniques, while thematic analysis was applied to the qualitative data. The results indicate that football academies significantly contribute to both on-field success and off-field commercial outcomes. Statistically significant correlations were found between the proportion of academy-developed players in the senior team and league performance (r = .62, p < .01), as well as revenue from player sales and brand loyalty metrics. Qualitative findings reinforced the strategic perception of academies as dual-purpose institutions - enhancing sporting identity while simultaneously serving as engines of financial value creation. The study offers actionable insights for club governance and policy-making. Recommendations include prioritizing long-term investments in academy infrastructure, establishing formalized pathways for youth progression, and integrating academy strategy within broader commercial and operational planning. This research provides an empirically grounded understanding of the multifaceted role of football academies, advancing the discourse on sustainable club development by illustrating how youth systems can be leveraged for both competitive edge and economic viability. Article visualizations
SOLUTIONS TO IMPROVE THE EFFECTIVENESS OF ONLINE TRAINING ACTIVITIES AT DA NANG SPORTS UNIVERSITY, VIETNAM
Get PDFBased on an assessment of the current situation, as well as an analysis of strengths, weaknesses, opportunities, and challenges for online training activities at the Da Nang Sports University, this study proposes solutions to enhance the effectiveness of online training at the university. Article visualizations
ANXIETY AND SELF-ESTEEM VARIATIONS AMONG SOCCER PLAYERS: A CROSS-SECTIONAL ANALYSIS OF PLAYING POSITIONS
Get PDFBackground: In soccer, players’ roles vary by playing position, defenders, midfielders, and forwards, each with distinct physical and psychological demands. Among the critical psychological attributes influencing player performance are competition anxiety and self-esteem, which significantly affect athletes’ mental readiness, decision-making, and overall performance on the field. Statement of the Problem: The purpose of the present study is to examine the levels of competition anxiety and self-esteem among soccer players based on their playing positions in Tripura's A-Division League. Method & Approach: The study investigated psychological traits among 90 A-Division soccer players from the 2024 Tripura A-Division League, comprising 30 players each from the playing positions of Defenders, Midfielders, and Forwards. A cross-sectional research design was employed to evaluate players' anxiety levels using the Sports Competition Anxiety Test (SCAT) and self-esteem using the Rosenberg Self-Esteem Scale. Data normality was examined through Q-Q plots, ensuring statistical reliability. Scores for both scales were computed based on established guidelines. To determine positional differences in anxiety and self-esteem levels, one-way Analysis of Variance (ANOVA) was performed for normally distributed data. At the same time, the Kruskal-Wallis test was applied for non-parametric analysis. Results: The study reveals that Anxiety levels were moderate across all positions. However, no significant differences in anxiety were found, since the p value 0.333 > 0.05), suggesting that players face similar competitive stressors regardless of position. In contrast, self-esteem varied noticeably by position. Defenders reported the highest levels of low self-esteem. Though the significance difference was observed as p-value for the test, 0.005 < 0.05. Discussion: This suggests that players experience comparable competitive stress regardless of their roles on the field. However, self-esteem scores varied significantly by position, with defenders reporting the lowest levels of self-esteem. This could be attributed to the defenders’ critical role, where mistakes are often more visible and consequential. Conclusion: These findings highlight that players’ psychological traits are shaped not only by their specific roles but also by broader factors such as coaching strategies, team dynamics, and cultural influences. Article visualizations
IMPROVING HIGH SCHOOL STUDENTS’ ENGLISH SPEAKING FLUENCY USING THE 4/3/2 TECHNIQUE
Get PDFImproving English fluency is one of the challenges for high school students in Vietnam. The traditional methods of teaching English in their schools are mostly focused on grammar and vocabulary over oral skills. This research is an investigation of the improvement in fluency resulting from the 4/3/2 technique. Specifically, seven weeks were devoted to experimenting with 30 students from grade 11 at Luong Ngoc Quyen High School. Pre-test and post-test designs were employed in this study, measuring the features of fluency through speech rate, pauses, and hesitation. The results have shown that a significant improvement in fluency has been achieved, with scores and positive reactions from the participants. Hence, the 4/3/2 technique could be considered an effective tool in teaching English speaking skills and is recommended for more frequent use. Article visualizations