European Journals of Education Studies
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STAKEHOLDERS’ PERSPECTIVE OF NATURE EXPO THERAPY ON THE ENHANCEMENT OF SENSORY INTEGRATION ABILITY OF CHILDREN WITH AUTISTIC SPECTRUM DISORDERS / PERSPECTIVE DES PARTIES PRENANTES CONCERNANT L’EFFET DE LA THÉRAPIE DE L'EXPO NATURE SUR L'AMÉLIORATION DE LA CAPACITÉ D'INTÉGRATION SENSORIELLE DES ENFANTS ATTEINTS DE TROUBLES DU SPECTRE AUTISTIQUE
No full textAbsence of exposure to nature can lead to deficiencies in several aspects of life. For many children with autistic spectrum disorders, these limitations manifest in areas such as language and collaborative skills, imaginative abilities, attention span, and a sense of wonder, all of which are crucial for lifelong learning, health, and overall lifestyle. This study aimed to investigate the impact of nature exposure therapy on enhancing sensory integrative abilities in pupils with autistic spectrum disorders in the Buea municipality. Employing a qualitative approach, the study utilized interview guides and observational checklists for data collection. Purposive sampling was employed to select 15 participants, including 5 pupils, 5 teachers, 3 parents, and 2 caregivers of children with ASD. The findings indicated that learners with autism benefited from exposure to various therapeutic natural environments, including horticultural, pet, and aquatic zones, all of which positively influenced their sensory integration abilities. Moreover, it was observed that most children with autism, whether exhibiting hyper- or hypo-reactivity, showed moderate reactivity to nature after undergoing nature expo therapy. However, several barriers to this intervention were identified, such as fear of the unknown, poverty, natural disasters, insecurity, and overprotective parenting. Despite these challenges, the nature expo therapy led to significant improvements in various aspects of children with autistic spectrum disorders, including attention, motor skills, cognitive function, anxiety reduction, agility, and coordination. In conclusion, the study highlighted the diverse positive impacts of nature expo therapy on learners with autistic spectrum disorders, particularly in enhancing sensory integration abilities. It was recommended that teachers, school administrators, parents, and other stakeholders incorporate outdoor activities into the lives of children with autism to facilitate their engagement with nature.Le manque de temps passé dans la nature entraîne des déficiences dans plusieurs domaines de la vie. Pour la plupart des enfants atteints de troubles du spectre autistique, ces insuffisances sont observées dans des domaines tels que le langage et les compétences de collaboration, les capacités imaginatives, l'attention et le sens de l'émerveillement, qui sont vitaux pour l'apprentissage tout au long de la vie, la santé et le mode de vie. Cette étude a cherché à examiner l'effet de la thérapie d'exposition à la nature sur l'amélioration des capacités d'intégration sensorielle chez les élèves atteints de troubles du spectre autistique dans la municipalité de Buéa. L'étude a adopté une approche qualitative et a utilisé des guides d'entretien et des listes de contrôle d'observation pour la collecte des données. La technique d'échantillonnage par choix raisonné a été utilisée pour sélectionner 15 participants (5 élèves, 5 enseignants, 3 parents et 2 personnes s'occupant d'enfants atteints de TSA) pour l'étude. Les résultats ont révélé que les apprenants autistes étaient exposés aux environnements naturels suivants, identifiés comme zones thérapeutiques : Zone thérapeutique horticole, Zone thérapeutique animalière et Zone thérapeutique aquatique. Ces trois zones ont eu un impact positif sur la capacité d'intégration sensorielle des apprenants autistes. Il a également été constaté que la plupart des enfants autistes (hyper et hypo) présentaient une réactivité modérée à l'environnement naturel après l'exposition à la nature, plutôt qu'une hyper ou hypo réactivité avant l'utilisation de la thérapie d'exposition à la nature. Cependant, il existe des obstacles majeurs à cet exercice tels que la peur de l'inconnu, la pauvreté, les catastrophes naturelles, l'insécurité, la nature surprotectrice des parents, et bien d'autres encore. On s'est également rendu compte que l'expo nature a permis d'améliorer considérablement les aspects suivants chez les enfants autistes : l'attention, la motricité, les fonctions cognitives, la réduction de l'anxiété, l'agilité et la coordination. Il a été conclu que la thérapie de l'expo nature a un impact positif sur les apprenants atteints de troubles du spectre autistique de diverses manières, y compris sur la capacité d'intégration sensorielle. Il a été recommandé que les enseignants, les administrateurs scolaires, les parents et les autres parties prenantes intègrent des moments en plein air dans la vie des enfants autistes et leur permettent de vivre dans la nature. Article visualizations
EXAMINING THE IMPACT OF COOPERATIVE LEARNING STRATEGIES ON STUDENT PERFORMANCE IN GEOGRAPHY, NINE YEARS BASIC EDUCATION PROGRAM, GS MUSHERI, MUSHERI SECTOR, RWANDA
Get PDFThe study concerns the impact of cooperative learning on students’ performance in Geography in nine years of primary education in Musheri Sector. The study used a descriptive survey design; 46 subjects were used as a sample from 230 as a target population. Stratified sampling and purpose sampling were used to get the sample size, questionnaires and interview guides were used to collect data, and Microsoft Excel was used to analyze the data. The study found that teachers use different cooperative learning methods, including jigsaw, think pair share, three-minute review, teamwork and group performance. The study found that 17.4% of the respondents revealed that teachers use round tables as the simple cooperative learning structure used in the G.S Musheri, enabling them to cover much content, build team spirit, and incorporate writing. Of 46 respondents, 36.9% indicated that the teacher's negative attitude led to the lack of effective use of corporative learning in the classroom. This was brought up by the issue of lack of teachers' motivation. The study recommends having assessments such as daily competitions, quizzes, tests, and other types of assessments to increase student performance. The study recommended that the government train teachers on cooperative learning skills as one way of helping students acquire knowledge, skills and attitudes and also to have continuous professional development for teachers on teaching and learning methods. Article visualizations
INSET CONTENT TOWARDS TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE 21ST CENTURY: GLOBAL CHALLENGES
Get PDFThe present paper discusses whether INSET content includes new thematic fields in line with the European and supranational directions as a result of the global advancements towards teachers’ efficient training and professional development in the 21st century. To this end, a review of the scholarly literature focusing on the official papers of supranational institutions has been carried out, along with an empirical study which investigates the extent to which INSET content has been updated to contribute to teachers’ professional development. As regards the empirical study, the quantitative research method was selected to gather data via an online questionnaire answered by 290 in-service state-school primary teachers. The research questions examine whether INSET content (a) includes topics related to 21st-century socio-educational challenges, (b) addresses modern state-school issues, (c) responds to teachers’ actual training needs, (d) satisfies teachers and/or needs revision. According to the research findings, INSET content seems to be out-of-date since modern educational topics deemed to be of crucial importance in the 21st-century education, such as global citizenship, human rights education, intercultural education and school bullying issues are included in teachers’ in-service training only to a minimum extent. Quantitative data also reveal deficient investigation of teachers’ training needs which results in a severe gap between INSET content and their actual training needs. Last but not least, findings raise implications for INSET content reform and update in order to focus on modern thematic fields as a prerequisite for teachers’ professional development in the 21st century via the systematic investigation of both teachers’ and schools’ needs. Article visualizations
EDUCATION IN TIMES OF CRISIS: THE CHALLENGES OF LEARNERS IN THE EXAMINATION CLASSES IN COMPLETING THE SYLLABUS
Get PDFThe right to education is a fundamental human right for children. Each country adopts and defines its curriculum, requirements for each level, rules, roles, and responsibilities of all education stakeholders. Each school year starts with a clearly defined calendar and the assumption that everything will be equal. However, wars, epidemics, natural disasters, and socio-political crises often erupt and disrupt the school calendar. 300 participants will be used in the study. The article will attempt to look at the challenges from the point of view of learners, teachers, parents, and school authorities. A sampling technique, some theories, and data will be coded, analyzed, and reported using inferential and descriptive statistics. The reliability of the research instruments will be tested. From the findings, recommendations for education stakeholders will be made. Article visualizations
DETERMINING THE STUDENTS’ ATTITUDE TOWARDS RESEARCH: AN EXPLORATORY FACTOR ANALYSIS
Get PDFThis research endeavors to delve into the underlying attitudes of criminology students toward research. An extensive review of theories and literature concerning students' perceived attitudes toward various subjects was conducted to accomplish this objective. Furthermore, data were collected from 50 criminology students to gauge their attitudes towards research. Drawing from this data, a comprehensive set of statement items was formulated to capture the identified attitudes accurately. These items underwent meticulous validation by a panel of experts to ensure their reliability and relevance to the study's objectives. Subsequently, the validated items were administered to a larger sample comprising 245 criminology students. Employing Exploratory Factor Analysis, the study uncovered three primary attitudes toward research: Research Application for Education and Career, Personal Engagement and Development, and Personal Advancement. This systematic approach sheds light on the diverse perspectives of criminology students regarding research. It provides valuable insights for educators to tailor teaching methods effectively to meet students' needs and interests in research. Article visualizations
FEAR, APPREHENSION, AND EVALUATION: EXPLORING THE SOURCES OF ENGLISH LANGUAGE ANXIETY IN THAI GRADUATE STUDENTS
Get PDFThis study qualitatively explores the causes of Foreign Language Classroom Anxiety (FLCA) among Thai graduate students. Data were gathered through semi-structured interviews and focus group discussions with participants from various higher education institutions. Thematic analysis identified three central themes: Linguistic Competence Issues, Social and Relational Factors, and Emotional and Psychological Influences. Linguistic Competence Issues include challenges such as insufficient grammatical knowledge, limited vocabulary, poor pronunciation, and lack of practice, which undermine students' confidence and communication skills. Social and Relational Factors involve external pressures like teacher expectations, peer perceptions, and the fear of social judgment. Emotional and Psychological Influences encompass internal aspects such as fear of making mistakes, lack of self-confidence, and personality traits that exacerbate anxiety. The findings also reveal that students from private universities generally experience higher levels of FLCA compared to those from Rajabhat universities. This disparity is attributed to differences in institutional support systems, the diversity of student populations resulting from more relaxed admission criteria, and the presence of a more competitive academic environment. These findings highlight the complex nature of English language anxiety and underscore the importance of targeted interventions. By addressing these specific concerns, educators can enhance the educational experience for English as a Foreign Language (EFL). Article visualizations
INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA
Get PDFEffective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans. Article visualizations
INFLUENCE OF CAREER GUIDANCE AND COUNSELLING SERVICE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN KITUI WEST SUB-COUNTRY KITUI COUNTY, KENYA
Get PDFThis study sought to investigate influence of career guidance and counselling services on academic performance of secondary school students in Kitui West Sub-county Kitui County. A descriptive survey research design was employed in the study. The population of the study was 33 principals, 33 heads of guidance and counselling departments and all 7903 students in 33 public secondary schools in Kitui West Sub-county. The sample consisted of 16 schools, 16 principals, 16 guidance and counselling heads of departments, and 381 students. Data was collected using questionnaires and interview schedules. Data was analyzed using both descriptive and inferential statistics. The null hypothesis was tested using Analysis of Variance (ANOVA) at a 0.05 level of significance. The study found that career guidance and counselling services demonstrated a positive significant influence on academic performance (f = 15.179, p≤0.00), with students achieving higher grades benefiting more from those services. The study recommended that Schools should enhance career guidance and counselling services by developing initiatives that specifically target combating career stereotyping. The findings of this study may be of significance to teacher counsellors, teachers, students, school administrators and entire community because they may provide information on how career guidance and counselling services can be used effectively to improve academic performance among secondary school students. Article visualizations
DOES ASSESSMENT QUALITY AND ASSESSMENT LITERACY INFLUENCE STUDENTS' ACADEMIC PERFORMANCE?
Get PDFThis study aimed to investigate the influence of assessment quality and assessment literacy on students' academic performance in core mathematics within senior high schools in the Akuapem North Municipality. Utilizing a cross-sectional design, data were collected from core mathematics educators in the municipality using a questionnaire covering demographic characteristics, assessment literacy, and teacher quality. A regression analysis was conducted to examine the relationship between assessment quality and literacy and student academic performance. The findings indicated that neither assessment quality nor assessment literacy significantly predicted student academic performance. Specifically, pedagogical expertise, subject-matter knowledge, classroom management skills, test construction understanding, and assessment feedback practice did not have a statistically significant impact on student academic performance. This study contributes to the understanding of the multifaceted factors influencing student academic performance and underscores the importance of comprehensive approaches in educational research and practice. The results suggest that other factors beyond assessment quality and literacy may play a more significant role in shaping student outcomes in the Akuapem North Municipality. Additionally, the study highlights the importance of considering local contexts and exploring a broader range of variables when examining educational outcomes, providing valuable insights for educators and policymakers aiming to improve student performance in core mathematics. Article visualizations
PRESCHOOL PEDAGOGY AND TEACHING PRACTICES IN THE INCLUSIVE CLASSROOMS: A RESEARCH STUDY ACCORDING TO THE CURRICULUM PROGRAM IN GREECE
Get PDFThe Curriculum forms the common framework for organizing learning in kindergarten based on certain principles. Preschool education, in the light of the development of basic abilities, is aligned with the principles of holistic development and learning adopted by the Curriculum. It is important that preschool teachers understand the core knowledge areas, concepts, and skills that are sought to be developed so that they can approach them holistically and dynamically. The purpose of this study is to investigate the views and educational practices of kindergarten teachers regarding the teaching plans and learning situations they organize in their inclusive classrooms in order to respond to the needs and capabilities of kindergarten children. It is a qualitative research, with the methodological tool of semi-structured interviews, in a sample of forty (40) kindergarten teachers from the regional unit of Epirus. Kindergarten teachers answered questions regarding: investigations, errors as a pedagogical tool, the learning situations they organize taking into account characteristics of the game, inclusive education in kindergarten, differentiated teaching and learning and the opportunities they create for intercultural communication. From the analysis and interpretation of the interviews, it is clear that the kindergarten teachers wish to harmoniously combine theory with practice and that inclusive education in kindergarten is a practical approach to diversity as an element that unifies and enriches the learning experience. However, the findings of the research also highlighted the need for teachers for training and further information on teaching methodology and practical application as well as the need to reframe and redefine the goals of the Analytical Study Programs in the direction of forming a high-quality modern school. Article visualizations