European Journals of Education Studies
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POINTING SYSTEM INTERVENTION FOR NON-PARTICIPATIVE STUDENTS IN TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) CLASS: A CLASSROOM-BASED ACTION RESEARCH
Get PDFNon-participative students in classes have a detrimental effect on the social learning environment. Low student participation is a common problem. This classroom-based action research aims to increase students' active participation in Technology and Livelihood Education (TLE) classes. The researcher used a quantitative-descriptive approach in gathering data. Descriptive analysis is employed to interpret the quantitative data utilizing frequency, mean, percentage, and standard deviation to conclude. To increase classroom participation, the researcher integrated a "Pointing System" intervention strategy as an extrinsic motivation. A paper-pencil test examination was used as pre-test to gather pre-data while conducting this action research. The researcher collected post-data using another set of paper-pencil test as post-test after a month of intervention. Pre- and post-data are used in the descriptive analysis to conclude its association with class participation. The data revealed that there are 42 out of 60 students who have undergone the intervention. Students who passed the pre-test took part in the intervention without using the strategy applied. The post-intervention statistics showed significantly more active participants—51 in total—than before the intervention. The "Pointing System" would encourage the students to engage in more active learning throughout the teaching and learning session. The researcher concluded that students actively participate in class and perform well academically if "Pointing System" is integrated as one of the external sources of incentive. Article visualizations
IMPACT OF TEACHER TRAINING PROGRAM INTERVENTIONS ON MATHEMATICS AND SCIENCE TEACHERS' TECHNO-PEDAGOGICAL SKILLS: CASE IN 14 DISTRICTS OF RWANDA
Get PDFStudents of this generation are digital natives, so a classroom without technology is not engaging. 21st-century demand requires technology integration in teaching; however, in-service teachers' skills in technology integration into pedagogy are still low, and they are with the needs of teacher training programs. To support teachers, the African Institute for Mathematical Science (AIMS), through its teacher training program (TTP) conducted ICIT in education training for mathematics and science teachers in 14 districts of Rwanda. The study used a web survey design for gathering facts that inform the impact of TTP interventions on trained teachers’ ICT skills and their integration in the teaching of mathematics and science. 351 teachers participated in the study and techno-pedagogical and pedagogical surveys with Cronbach alfa reliability of .75 and .702, respectively, were used. Teachers were purposively selected from public schools, and a positive probability of participation was ensured by random sampling. Microsoft Excel and SPSS version 23 served for analysis. The findings revealed that Math and science teachers' techno-pedagogical skills were low before TTP interventions. For instance, 81% did not know how to use classroom technologies, while 82% did not know how to use tools like simulations and animations for teaching; this implies that technology integration in teaching was very low. There is a statistically significant difference (χ2 = 25.342, df = 12 (1), p<.001 between teachers' techno-pedagogical skills before and after attending training. The implication is that training improves teachers' techno-pedagogical skills, and they become techno-pedagogues. There is no statistically significant difference between male and female techno-pedagogical skills after training (χ2 = 40.625, df = 12 (1), P > 0.05). This shows that interventions improved their skills equally. Therefore, we recommend the continuance of teacher training programs as digital technology is dynamic. Article visualizations
PERCEIVED STRATEGIC ENTREPRENEURIAL PLANNING AND OPPORTUNITY RECOGNITION SKILLS NEEDED TO COMBAT YOUTH RESTIVENESS IN NORTH-WEST, NIGERIA
Get PDFThe study was conducted to ascertain the perceived strategic entrepreneurial planning and opportunity recognition skills needed to combat youth restiveness in North-West, Nigeria. It was guided by two specific purposes, two research questions and two null hypotheses. A descriptive survey research design was adopted for the study. The population of the study consist of three hundred twenty-four (324) Business Education lecturers in eleven (11) tertiary institutions in North-West Nigeria. The sample size of the study comprised 179 Business Educators (123 males and 56 females). A proportionate sampling technique was used to apportion the sample size to each of the institutions under study. A 4-point rating scale questionnaire titled “Strategic Entrepreneurial Skills Rating Scale” (SESRS) developed by the researcher was used as an instrument for data collection. The instrument was validated by three experts and further tested for reliability using the Cronbach Alpha reliability coefficient test. The result showed an overall reliability coefficient of 0.85. Data was analysed using mean and standard deviation to answer the research questions and a t-test to test the research hypotheses at 0.05 Alpha level of significance. The findings revealed that the respondents strongly agreed to planning and opportunity recognition as strategic entrepreneurial skills needed to combat youth restiveness. In addition, there is no significant difference in the mean score of male and female Business Educators on planning skills needed as entrepreneurial strategy; no significant difference in the mean score of Business Educators in urban and rural on strategic entrepreneurial opportunity recognition skills. It was recommended among others that agencies and persons concerned with planning curricula for entrepreneurship education and training should incorporate the teaching and learning of strategic planning and opportunities recognition in the curriculum. Article visualizations
ACCESSIBILITÉ AU DOCUMENT AUTHENTIQUE GRÂCE AU TRADUCTEUR DEEPL : LE CAS DU FRANÇAIS DE SPÉCIALITÉ DANS UN CONTEXTE ANGLOPHONE/ AUTHENTIC DOCUMENT IN FRENCH FOR SPECIAL PURPOSES IN AN ANGLOPHONE CONTEXT WITH DEEPL TRANSLATOR
No full textpermet de mettre l’apprenant en contact avec la langue et culture cibles. En français pour le tourisme, l’hôtellerie et la restauration (FTHR) cependant, la langue et la culture visées vont au-delà de la langue utilisée quotidiennement pour englober la langue spécialisée et la culture de l’entreprise. En outre, la notion et les produits du tourisme varient d’un pays à l’autre et, donc, l’utilisation des documents authentiques venant de France risque d’être peu adaptée à un autre pays. Consciente de ce fait, cette contribution explore la possibilité de recourir à des documents issus du pays de l’apprenant et traduits en langue française à l’aide du traducteur DeepL pour une utilisation dans un cours de FTHR. Elle est basée sur une expérience réalisée à l’Université de Maasai Mara au Kenya en utilisant des documents recueillis sur le site officiel du tourisme kenyan - Magical Kenya ainsi que sur ceux des voyagistes du même pays.The authentic document as a resource in the teaching of a foreign language enables the learner to come into contact with the target language and culture. In French for tourism, hotels, and catering, however, the target language and culture go beyond the language used on a daily basis to incorporate the specialised language and culture of the workplace. Furthermore, the concept and products of tourism vary from one country to another and therefore the use of authentic documents from France may not be appropriate. Aware of this fact, this contribution explores the possibility of using documents found in the learner's country and translated into French with the help of the DeepL translator for use in a French tourism and hospitality course. It is based on an experiment carried out at Maasai Mara University in Kenya using documents found on the official Kenyan Tourism Board’s website as well as those from tour operators’ pages. Article visualizations
ASSESSING THE EFFECT OF LIGHTBOARD TECHNOLOGY ON STUDENTS’ COGNITIVE PERFORMANCE IN ELEMENTARY SCHOOL
Get PDFRecent advancements in technology have increasingly facilitated the adoption of different instructional methodologies in education. The Lightboard (LB), an innovative pedagogical tool, comprises a specially illuminated glass surface upon which instructors articulate written content during lessons. This allows for sustained visual engagement with both the instructor and the instructional material. While empirical investigations into face-to-face classroom application of the LB have predominantly emerged from the United States, these studies, focusing on specific dimensions of the learning process, suggest that the LB fosters cognitive development and sustains engagement among typically developing learners. This study presents the inaugural findings from the Greek educational context, assessing the efficacy of the LB in face-to-face instruction relative to the traditional Whiteboard. The research, conducted with 30 elementary school students enrolled in a non-profit educational program, examines learning experiences within the domain of mathematics. Employing a mixed-methods research design, the study utilized two data collection instruments: (a) cognitive assessments (pre-test, main test, and post-test) tailored to the developmental stage of the participants, and (b) systematic teacher observations to document extra-linguistic phenomena. The results underscore the significant potential of the LB as a modern instructional tool, particularly given its ability to achieve cognitive outcomes comparable to those of the traditional Whiteboard, which has been a cornerstone of classroom teaching for centuries. This alignment with such a well-established method highlights the LB's promise, while also encouraging further exploration through larger-scale studies to fully understand and expand its educational impact. Moreover, the research explores students’ perceptions of the teacher and the LB, as juxtaposed with other educational technologies employed during instruction. Article visualizations
INTEGRATING LEADERSHIP MODELS INTO ACADEMIC PRACTICE: AN OVERVIEW OF THE TRANSFORMATIVE ROLE OF CENTERS FOR TEACHING AND LEARNING IN HIGHER EDUCATION
Get PDFEffective leadership in higher education today requires adaptability and collaboration to meet the growing complexities of academic environments. Centers for Teaching and Learning (CTLs) have emerged as key players in this context, advancing faculty development and innovative teaching methods while aligning with institutional priorities. This study delves into leadership models such as transformational, shared, and complexity leadership to understand how these frameworks impact the operations and influence of CTLs. Emphasizing equity, inclusivity, and responsive strategies, CTLs are shown to foster environments that drive academic excellence and continuous growth. By examining academic literature, this study reveals how CTLs not only enhance teaching practices but mostly contribute significantly to building an institutional culture of collaboration and adaptability. The findings highlight the transformative role of CTLs in supporting educational leadership and promoting a shared vision for high-quality, inclusive learning experiences. Article visualizations
SECOND-GENERATION P-VALUES: A NEW PRACTICAL APPROACH FOR EDUCATIONAL RESEARCH
Get PDFThe limitations, misconceptions, and misuse of traditional p-values remain a concern for researchers in education. Second-generation p-values provide a descriptive measure that can be used to decide between the null and alternative hypotheses. They are intuitive and easy to understand and provide a new approach to addressing some of the limitations of traditional p-values, mostly by considering the practical implication of an estimated effect. This article describes the general idea and principles behind second-generation p-values and illustrates their application in educational research and data science. Limitations and directions for further study are discussed. Article visualizations
EXAMINING OF THE PSYCHOLOGICAL RESILIENCE LEVELS AND DECISION-MAKING STRATEGIES OF BASKETBALL REFEREES IN DIFFERENT CLASSIFICATIONS
Get PDFThe aim of this study is to examine the decision-making strategies and psychological resilience levels of basketball referees in different divisions. For this purpose, a total of 150 referees from classifications A, B, C, and local referees serving in Gaziantep province were included in the study on a voluntary basis. Referees who have been actively officiating for at least 2 years were included in the study. In the study, a personal information form-survey was applied to determine the division, years of service, and other characteristics of the referees. To examine decision-making styles, the Melbourne Decision Making Scale I-II was used. The Connor-Davidson Resilience Scale was used to measure psychological resilience. The data obtained were analyzed using the SPSS 22.0 software. The data were presented as N, arithmetic mean, and standard deviation. The Shapiro-Wilk test was applied for normality testing, and the Levene test was used for homogeneity testing. In the study, independent sample t-tests were applied for binary group comparisons to determine whether there were differences in the total scale scores and subscale scores based on gender, age, years as a referee, years in the division, and the division level. For comparisons involving more than two groups, one-way ANOVA was used. The Tukey correction test was applied to determine which variable was responsible for the differences. Statistical results were evaluated at a significance level of p<0.05. As a result, we can conclude that there is a significant difference in the decision-making styles and psychological resilience levels of basketball referees in different divisions. Article visualizations
A RACIO-LINGUISTIC PERSPECTIVE OF LANGUAGE DISCRIMINATORY INSTANCES IN SCOTLAND
Get PDFRacism has evolved to include not only skin colour but also linguistic discrimination, specifically targeting the use of the English language. Hence, educators and scholars have started acknowledging the language encounters of immigrants in Western society. This study intends to broaden the understanding of language discrimination experienced by immigrants in Scotland by examining the concepts of 'Linguistic strategy of resistance', 'ethnic accent bullying', and 'linguistic stereotyping'. The study uses questionnaires to elicit responses from 40 respondents and adopts a quantitative analytical approach for its analysis. Findings reveal that a significant proportion of migrants have encountered linguistic racism in many forms, including both explicit and implicit instances and in both formal and informal contexts. Some individuals can devise strategies to fight being abused or discriminated against linguistically, while others admit to allowing it to go unchallenged, resulting in psychological consequences. In conclusion, the study postulates that racism has indeed extended to the use of language, and despite the Western world's assertion of being post-racial, migrants in Scotland still face language-related discriminatory experiences daily. Article visualizations
READING COMPREHENSION SKILLS OF STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: TEACHING PRACTICES WITH TECHNOLOGICAL TOOLS
Get PDFStudents with intellectual and developmental disabilities exhibit heterogeneity in their learning readiness and reading skills in secondary education. Special education teachers are tasked with addressing their multiple needs by leveraging both their abilities and teaching strategies at their disposal. The purpose of this study is to present applied teaching practices utilizing differentiated instruction, teaching techniques, and technological tools to support reading skills in heterogeneous groups of students attending secondary education. The design of teaching practices involves the application of the methodology of observation and intervention in the context of a targeted, individual, structured, integrated program of special education and training. Students' skills regarding learning readiness and reading abilities are recorded with specific objectives, and activities are defined with certain pedagogical materials. In the conclusions of this study, a discussion is attempted regarding the implementation of differentiated teaching methods in secondary education, which allow for the utilization of teaching techniques through assistive technology. Additionally, emphasis is placed on the use of educational games for understanding school subjects, such as literature. Article visualizations