European Journals of Education Studies
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THE EFFECTS OF USING SOCIAL MEDIA AS AUTHENTIC LEARNING MATERIALS ON ENCOURAGING EFL STUDENTS’ SPEAKING MOTIVATION: A CASE AT SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM
Get PDFWith the advancement of technology, social media has been a great learning source in the field of education. This use of social media helps facilitate the exchange of ideas, insights, and knowledge, fostering a dynamic and stimulating academic environment. It is a great means in the process of EFL learners’ language skill development, especially in speaking. Understanding the impact of social media on students' speaking motivation is essential, therefore, to make the speaking learning process more engaging in the lesson. The study focused on four popular platforms (1) YouTube, (2) TikTok, (3) Facebook and (4) Instagram. The author designed a questionnaire of forty-five items to explore students' perceptions of using social media as authentic learning materials to encourage their speaking motivation. At the same time, the author interviewed students to confirm the students' frequency of using these platforms in their learning process. The study sample consists of 90 EFL students who have taken the six courses from Listening - Speaking B1 to English Public Speaking Courses. The findings revealed that students use social media as authentic learning materials to a significant extent and students had positive perceptions toward their speaking motivation encouragement. It was found a medium correlation between the extent of social media as authentic learning materials impact on students' involvement and students’ perceptions of their involvement. The findings may contribute to the discipline of the speaking method since they not only help students understand the significance of using social media in their speaking motivation encouragement but also help teachers understand students’ perceptions, from which teachers can generate more effective and appropriate social media-based activities in classes for enhancing students’ motivation in speaking. Article visualizations
MANAGING DEVELOPMENT OF TEACHING STAFF IN HIGH SCHOOLS IN NINH KIEU DISTRICT, CAN THO CITY, VIETNAM
Get PDFIn the context of the ongoing implementation of the general education program, especially in primary education, effectively managing the development of high school teaching staff is crucial for achieving comprehensive educational reforms. This study focuses on the current state of development of teaching staff in high schools in Ninh Kieu District, Can Tho City, Vietnam and aims to identify the challenges, advantages, and influencing factors. The study was conducted using a survey from a questionnaire of 216 respondents, including school managers and teachers of 03 high schools in Can Tho City, including An Khanh, Chau Van Liem, and Nguyen Viet Hong. Various obstacles hinder the effective development of teaching staff, namely resource limitations, inadequate training programs, and insufficient support mechanisms. Some suggested solutions might be implemented synchronously, considering specific conditions and timeframes. The prioritization of measures based on feasibility and impact is essential to maximize effectiveness. And the proposed measures aim to address various aspects of management and teaching staff, fostering an environment conducive to the development of high school teachers. By doing so, these measures will contribute to meeting the requirements of the 2018 General Education Program by the Vietnamese Education and Training, thereby enhancing the overall quality of education in Ninh Kieu District, Can Tho City as well. Article visualizations
ARTIFICIAL INTELLIGENCE CREATES FAIRY TALES FOR PHYSICS TEACHING IN PRIMARY EDUCATION
Get PDFThis study explores the potential of Artificial Intelligence (AI) in creating fairy tales to enhance physics teaching in primary education. Traditional methods of teaching physics often fail to captivate young learners and instil a deep understanding of scientific concepts. Integrating storytelling and AI technology can create a stimulating learning environment, fostering curiosity and engagement among students. This paper discusses the theoretical framework behind storytelling and its impact on learning, outlines the development and implementation of AI-generated fairy tales in physics education, and evaluates this approach's effectiveness. The results demonstrate that AI-created fairy tales can significantly enhance students' interest, comprehension, and retention of physics concepts, leading to improved learning outcomes. Article visualizations
IDENTIFICATION OF 8TH GRADE STUDENTS' COGNITIVE STRUCTURES RELATED TO THE CONCEPTS OF BIODIVERSITY, SPECIES AND ECOSYSTEM
Get PDFHuman beings have tried to investigate, explore, and define the environment they live in since the moment they came into existence. Humans have utilized these creatures to discover answers to their changing requirements and to further their own interests by acknowledging their surroundings, adapting their way of life to suit them, and integrating them into their daily existence. Biodiversity is a quite broad concept that covers all living things in the environment we live in. This study aims to reveal the conceptual schemas existing in the cognitive structures of 8th grade students in order to determine their conceptual knowledge levels related to the subject of biodiversity. The study sample consisted of 286 students studying in the 8th grade in the 2022-2023 academic year. The research is a qualitative study conducted using the survey model. “Word Association Test (WAT)” was used as a data collection tool. Article visualizations
A THEORETICAL MODEL OF STUDENT LEARNING IN AN ACADEMIC SERVICE-LEARNING COURSE: DIVERSITY AND CIVIC OUTCOMES
Get PDFA qualitative-quantitative mixed-methods longitudinal research study was conducted to measure differences in civic and diversity outcomes in a cross-sectional sample of 138 undergraduate students. The quantitative results indicate that students improve their social justice attitudes, awareness of White racial privilege, racial-cultural-ethnic identity, and interests in multicultural work from the beginning of the semester. The qualitative findings replicate and extend the quantitative results. Career development and opportunities for growth were detected as unexpected themes that emerged from the data. The use of the mixed-methods approach provided an opportunity to conceptualize how students reformulate their diversity attitudes and acquire civic skills in an academic service-learning course. Implications for teaching and learning are discussed. Article visualizations
THE MEDIATING EFFECT OF ORGANIZATIONAL COMMITMENT ON THE RELATIONSHIP BETWEEN WORK ENVIRONMENT AND TEACHER ENGAGEMENT
Get PDFThis study sought to ascertain the role of organizational commitment in moderating the link between the work environment and teacher engagement. Data were collected from 300 respondents who are public elementary school teachers of the public schools in Baganga North and South District, Division of Davao Oriental, Region XI, Philippines, using a quantitative, non-experimental design using a correlational approach. The researcher collected data through a survey method and a universal sampling approach. Additionally, the researcher used the Pearson r, Medgraph employing the Sobel z-test, and mean statistical methods. According to the study's findings, organizational commitment and teacher engagement have very high levels of mean scores, while the work climate has a high level of mean scores. A significant association between organizational commitment and teacher engagement, a significant relationship between organizational commitment and work environment, and a significant relationship between work environment and teacher engagement were also found, according to the data. Further investigation found that the association between the work environment and teacher engagement was fully mediated concerning the impact of organizational commitment. Creating a positive workplace culture would boost teachers' organizational commitment, raising their work engagement in the classroom. Article visualizations
ACCESS ARRANGEMENT PRACTICES, ITS EFFECTIVENESS AND INFLUENCE ON THE PERFORMANCE OF LEARNERS WITH DYSGRAPHIA IN PUBLIC LOWER-PRIMARY SCHOOLS IN VIHIGA COUNTY, KENYA
Get PDFThe study explored the access arrangement practices, their effectiveness, and their influence on the performance of learners with dysgraphia in public lower-primary schools in Emuhaya Sub-County, Vihiga County. This study was anchored on Robert Gagne’s Conditions of Learning theory, proposed in 1965. A descriptive research design was adopted. The study aimed to include all 163 learners diagnosed with dysgraphia enrolled in lower public primary schools within the Emuhaya sub-county. Additionally, the study targeted 16 headteachers from public primary schools, 153 teachers, and 10 sub-county Education officers in the same sub-county. The researcher utilized stratified sampling to select 5 public primary schools. Purposive sampling was used to select 5 headteachers from the sampled schools. Similarly, purposive sampling was employed to select 6education officers from the Emuhaya sub-county. The researcher sampled 50 lower primary school teachers and 50 learners identified with dysgraphia from grade 1 to grade 3 in the sampled schools using simple random sampling. The researcher employed a combination of open and closed questionnaires, as well as interview guides, to gather data from different categories of participants. A pilot study was conducted in two public primary schools, which were not included in the main data collection. Qualitative data underwent content analysis, while quantitative data was analyzed using frequencies and percentages with SPSS. Results indicated that schools in Emuhaya utilized various access arrangements for students with dysgraphia. Dysgraphia was found to impact academic performance negatively, but with intervention, student performance improved by 5%–10% in successive exams. Students reported a positive change in attitude towards education due to the intervention, feeling supported by the school. The study concluded that access arrangements have an impact on the academic performance of students with dysgraphia. Before the intervention, dysgraphia hurt students' academic performance, as evidenced by poor performance in previous exams. The study recommended that the government need to implement a systematic identification method for documenting students with learning disabilities early in their academic journey. Early identification and intervention can significantly improve outcomes for dysgraphia students and facilitate timely support and resources. Schools should prioritize the implementation of recommended interventions to support dysgraphia students, promote inclusivity, and foster a positive attitude towards education among all students, regardless of their learning needs. Article visualizations
EARLY CHILDHOOD EDUCATION IN CAMEROON: THE SEARCH FOR A CONTEXT SPECIFIC CURRICULUM APPROACH FOR ALL LEARNERS / L'ÉDUCATION DE LA PETITE ENFANCE AU CAMEROUN : LA RECHERCHE D’UN CONTEXTE APPROCHE CURRICULAIRE SPÉCIFIQUE POUR TOUS LES APPRENANTS
No full textThe objective of this article is not to advocate that early childhood education and development is an imperative objective to pursue; this has already been established. Rather, the purpose is to examine the status of early childhood Education provision in countries in Sub-Saharan Africa (SSA) such as Cameroon, and to determine if current support for pre-primary activities can inform educational policy strides within the context of Cameroon. The emphasis that African governments are placing on improving the education of children is seen in national Poverty Reduction Strategy Papers (PRSPs), which set goals and targets aligned with the MDGs. Cameroon is not left out in this quest. In essence, poor children are likely to grow up to become poor adults and give birth to children who are poor, perpetuating the poverty cycle. In contrast, children are more likely to go to school and perform well if they have support during the earliest years and if their parents are educated and supported in providing appropriate care. Research backs up the link between a supportive environment for the young child and poverty reduction. The economic, private, and social returns on investments in nutrition, health, and education early in life have been demonstrated by van der Gaag and Tan (1998), Myers (1998), and Schweinhart, Barnes, and Weikart (1993). Meeting the basic health, nutrition, and education needs of young children is key to breaking the poverty cycle.L’objectif de cet article n’est pas de prétendre que l’éducation et le développement de la petite enfance constituent un objectif impératif à poursuivre ; cela a déjà été établi. L’objectif est plutôt d’examiner l’état de l’offre d’éducation de la petite enfance dans les pays d’Afrique subsaharienne (ASS) tels que le Cameroun, et de déterminer si le soutien actuel aux activités préscolaires peut éclairer les avancées en matière de politique éducative dans le contexte du Cameroun. L’accent que les gouvernements africains mettent sur l’amélioration de l’éducation des enfants est visible dans les Documents de stratégie pour la réduction de la pauvreté (DSRP), qui fixent des objectifs et des cibles alignés sur les OMD. Le Cameroun n’est pas en reste dans cette quête. Essentiellement, les enfants pauvres sont susceptibles de devenir des adultes pauvres et de donner naissance à des enfants pauvres, perpétuant ainsi le cycle de la pauvreté. En revanche, les enfants ont plus de chances d’aller à l’école et d’obtenir de bons résultats s’ils bénéficient d’un soutien dès leurs premières années et si leurs parents sont éduqués et soutenus pour leur prodiguer des soins appropriés. La recherche confirme le lien entre un environnement favorable au jeune enfant et la réduction de la pauvreté. Les retours économiques, privés et sociaux des investissements dans la nutrition, la santé et l’éducation dès le début de la vie ont été démontrés par van der Gaag et Tan (1998), Myers (1998) et Schweinhart, Barnes et Weikart (1993). Répondre aux besoins fondamentaux en matière de santé, de nutrition et d’éducation des jeunes enfants est essentiel pour briser le cycle de la pauvreté. Article visualizations
THE MEDIATING EFFECT OF THE USE OF ICT ON THE RELATIONSHIP BETWEEN TLE TEACHERS’ ATTITUDES AND ICT COMPETENCY LEVEL
Get PDFThis study aimed to establish the role of Information and Communication Technology (ICT) usage in influencing the attitudes and competency levels of TLE Teachers in the field of Information and Communication Technology (ICT). This study used non-experimental quantitative research and descriptive correlation to collect data on the 340 teacher respondents teaching TLE in the Division of Davao de Oro and identify the relationship between various variables. The study's objectives were evaluated using the mean, which revealed a significantly very high level of TLE teachers' attitudes, a high level of ICT competency, and a high level of ICT utilization. The utilization of the Pearson correlation coefficient showed a statistically significant association between the attitudes of TLE teachers and their use of ICT. There was a substantial relationship between the Use of ICT and ICT competency levels. Also, a notable correlation existed between the attitudes of TLE teachers and their degrees of ICT competency. Moreover, employing path analysis, the study revealed a partial mediation in the effect of ICT on the correlation between TLE teachers' attitudes and their level of ICT competency. Hence, TLE Teachers in Davao de Oro have shown a commendable level of attitude, utilization, and proficiency in Information and Communication Technology (ICT), which aligns with the effective integration of ICT in the classroom. The results demonstrated how important it is for school heads and master teachers to encourage a positive attitude and offer ongoing professional development and support to help teachers use ICT more effectively and improve students' learning. Article visualizations
UNRAVELLING THE TRANSFORMATIVE IMPACT OF LABORATORY PRACTICAL APPROACH ON STUDENTS' MANIPULATIVE SKILLS AND ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCIENCE
Get PDFThis study delves into the transformative influence of the Laboratory Practical Approach on students' manipulative skills and academic achievement in senior secondary science. A non-randomised pre-test and post-test quasi-experimental research design were used. Three intact classes drawn from three co-educational senior secondary schools (SSS) involving a total of 98 SSS II students from Education District V, Lagos State participated in the study. Two research instruments: Students’ Manipulative Skills Test (SMST) and Students’ Academic Achievement Test (SAAT) with reliability indices of 0.80 and 0.79 respectively were used for data collection. Two intact classes (experimental groups) were engaged in the laboratory practical approach while one intact class (control group) received the lecture teaching method. Data obtained were analysed using mean, standard deviation, and one-way ANCOVA at 0.05 level of significance. Results revealed that students’ manipulative skills and achievement in science were significantly higher in the laboratory practical group compared to those exposed to the lecture method [F(1,91)=399.85; p<.05] and [F(1,91)=21.33; p<.05] respectively. A statistically significant difference was not found for gender in manipulative skills [F(1,61)=.94; p>.05] and achievement [F(1,61)=.24; p>.05] of students in science. The study provides evidence that the laboratory practical approach is more beneficial for students’ manipulative skills and academic achievement in science than the lecture teaching approach. It is therefore recommended that teachers should ensure that all science topics taught are supported with practical tasks for the students to relate the theoretical and practical aspects to enhance their manipulative skills development as well as improve their academic achievement. Article visualizations