Volume 6 Issue 3

July 2021

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The Implementation of National Service Training Program

Eleanor Gatchalian-Garingan
Pages: 194-207

The aim of the current study is to ascertain the level of operation of NSTP also the degree of weightiness of complications encountered by the respondents along choices of anxiety as program aims, management and operation, program activity workforce and personnel expansion, civic packaged, resource management in addition data organization then database assessment. Within the scope of this general aim the following question is sought an answer: Do degree of weightiness of complications encountered by the respondents in joining the activities change significantly in terms of (1) gender, (2) age (3) civil status, (4) ethnic affiliation (5) educational attainment (6) number of years of experience in NSTP variables? The present study has the characteristics of descriptive model. The participants include 286 implementers and students who take weightiness of complications at 2014- 2015 Academic year at Quirino State University. Questionnaire was used to gather evidence from the respondents. Facts were statistically evaluated by means of mean, t-test also F-test: all were employed in SPSS. According to results, areas of concern of the program should be fully implemented, supervised, and monitored. Sex, age, civil status, ethnic affiliation, highest educational attainment, and years in NSTP affects the degree of weightiness of complications encountered by the respondents in joining the activities.

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Towards a Resilient Model of Education in Cameroon

Michael Nkwenti Ndongfack
Pages: 208-217

The emergence of Coronavirus herein referred to as COVID-19 shut down schools globally for a while. The closure of schools negatively impacted educational systems that had not developed a resilient or alternative model of instructional delivery such as the Cameroon Ministry of Basic Education. Tentative measures were taken to ensure the continuous delivery of teaching while hoping to build a resilient model of education that can guarantee continuous learning in times of emergencies. With the desire to develop an e-learning platform, the following research question: What are the factors that will foster the use of e-Learning Among Primary School Teachers in Cameroon? To respond to the research question, survey research design methodology was employed targeting n = 378 primary school teachers. The collected data was analysed using Pearson r correlation to examine the direct relationship between two variables. The findings revealed a positive relationship between the variables: relative advantage; compatibility; trialability; observability and attitude towards behaviour intention to use the e-learning platform. The relationship between attitude and behaviour intention was the strongest. An indication that attitude is a strong predictor of behaviour intention. It was concluded that relative advantage, compatibility, trialability and observability were predictors of teachers’ attitude towards a behaviour intention to adopt the e-learning platform. On the other hand, the relationship between complexity and attitude was negative indicating that teachers perceive the e-learning platform as complex. It was recommended that teachers should be: thoroughly sensitised on the advantages of adopting the e-learning platform to innovate teaching and learning; and provided with the opportunity to experiment with the platform before it is finally rollout.

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Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia

Kemal Abdulbasit Yilfashewa Seyoum
Pages: 218-225

The aim of this study is to examine the status of learning facilities for primary school physics curriculum implementation in Harari Region, Eastern Ethiopia. A survey design and a mixed approach were used to deliberate the study. Stratified and purposive sampling techniques were employed to select respondents (317 students, 12 cluster supervisors, 34 physics teachers and 34 principals). Quantitative and Qualitative data were obtained through questionnaire, interview guide, and observation checklist and document analysis. Descriptive statistics and independent sample t-test were used as a means for data analysis. The findings revealed that the status of learning facilities for physics curriculum implementation was inadequate in the region. There exists no significant difference between urban and rural schools on the availability of learning facilities (availability of learning facilities for urban and rural schools are corresponding). It was concluded that due attention was given to both urban and rural schools. However, the inadequacy in availability of learning facilities results in ineffective implementation of physics curriculum in the region. Therefore, collaborative efforts need to put in place among government, NGOs and the community to improve status of learning facilities for physics curriculum implementation in all schools.

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The Effect of Using Multiple Mathematical Representations of Rational number concepts in Basic stage Grades Students in Jordan

Khaled Ahmed Aqeel Alzubi
Pages: 226-234

This study, aimed at the effect of using multiple mathematical representations of rational number concept in basic grades students in jordan. The current study employed the content analysis approach to investigate the multiple mathematical representations and transitions among them in 8th Grade Mathematics Textbook. An observation method was used to analyses the teacher practices (n=35 observations), and record the representations and transitions. The results showed that there was an existence of symbol and verbal representations in the textbook and teachers' implementation. Meanwhile, the other three representations (pictures and figures, models and Cutters, and life situations). And This study explored the nature of difficulties of eighth-grade students who struggled to build their conceptual understanding of early fraction ideas. interviews with Pre and post of students were conducted for a sufficient identification of the nature of the students’ difficulties. The study revealed The students also minimal use of informal ordering strategies that involve more conceptual than a procedural understanding of the concept of initial fraction ideas.

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Centralized Secondary School Examination, Basic Education Certificate Examination and Mathematics Test Anxiety As Predictors of Students’ Achievement in Mathematics

Okoi A. Okoi Nkechipatricia-Mary Esomonu
Pages: 235-239

The purpose of the study was to investigate centralized secondary school examination (CSSE), basic education certificate examination (BECE) and mathematics test anxiety as predictors of students’ achievement in mathematics. Two research questions and two hypotheses guided the study. Expo-facto research design was adopted for the study. The population of the study comprised all the students who took Senior Secondary Certificate Examination (SSCE) in 2017/2018 academic session in Imo state. The sample of this study comprised of 850students who took SSCE drawn through multi-stage sampling technique. CSSE 2017 result sheet, BECE 2016 result sheet, SSCE 2018 result sheet and mathematics test anxiety questionnaire (MTA) was used to collect data. The data collected were analyzed using multiple regression analysis. Results of the study revealed that CSSE, BECE and mathematics test anxiety had both composite and relative influence on students’ achievement in mathematics. It was recommended that CSSE should be taken as a core component of the assessment process in mathematics at the SSII level as it prepares the students to face public examination situation, also BECE should be maintained in JSSIII third term by junior school board and avoid examination malpractice capable of destroying it. It was also recommended that students should be exposed to anxiety reduction activities like relaxation, exercises, debate, inter and intra class quiz competitions.

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The Degree of Availability of Skills Needed to Build and Employ Electronic Exams for Faculty Members at the University of Jeddah

Ali bin Muhammad Al-Kalthmi Al-Shehri Majed Abdallah Al Harthi
Pages: 240-249

This study aims at identifying the degree of availability of skills needed to build and employ electronic exams for faculty members at the University of Jeddah in light of the global trend in e-learning. The study used the descriptive and analytical approach and used a scale applied to a sample of (297) faculty members from the University of Jeddah in the Kingdom of Saudi Arabia. The results of the study concluded that the skills needed to build electronic exams for faculty members had a high degree, with a mean score of (3.45) and a standard deviation of (0.444). The results revealed that the necessary skills to employ electronic exams had a high degree of response, with a mean score of (3.45) and a standard deviation of (0.789). The study recommends conducting training courses for faculty members at the University of Jeddah on building electronic exams and attracting experts to train faculty members on the methods of employing electronic exams.

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Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings

Theodoto W. Ressa Derek E. Daniels Sheri Wells-Jensen
Pages: 250-263

Formal education is schedule driven yet time as a hidden curriculum pertaining to students with disabilities is understudied. The authors share different challenges around disability: The first author has a physical disability and is a wheelchair user and teaches disability and equity studies in education, the second author stutters and teaches speech-language pathology, and the third author is blind and is a white cane user and teaches linguistic and disability courses. Informed by personal and educational disability experiences, the authors examine three case scenarios related to the schooling of learners with mobility, speech, and visual disabilities in P-12 settings to understand the interaction of time and curriculum and the impact on their education. Since time as a hidden curriculum can be a barrier for students with physical, speech, and visual disabilities, then there is a need for the reconceptualization of time within the frame of curriculum development to genuinely support the schooling of students with disabilities.

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Development and Validation of a Test to Measure the Secondary Students’ Critical Thinking Skills: A focus on Environmental Education in Bangladesh

Uddin Mohammed Rashel Shimuzu Kinya
Pages: 264-274

Environmental Education (EE) is a learning process that provides necessary knowledge, attitudes, and skills toward the achievement of Sustainable Development Goals (SDGs). Critical Thinking Skills (CTS) is one of the vital Higher Order Thinking Skills (HOTs) necessary to acquire by the young generation to face the challenges of 21st-century education. Countries worldwide are focusing on the inclusion of EE and revising their curriculum and textbooks to improve the students' attainment of CTS achievement. As the focus of developing the CTS increases, the assessment of CTS has become more vital nowadays. The primary purpose of the current study was to develop and validate a test to measure students' critical thinking skills in a specific subject of environmental education. A Critical Thinking Skills Test of Environmental Education (CTSEE) was developed and validated with 444 secondary (grade 8) level students of Bangladesh. The developed test comprises 27 multiple-choice type items under three skills-conclusions, inferences, and identifying bias. Results were analyzed to measure the quality of individual test items, establish reliability estimates, and ensure the developed instrument's validity. Results showed substantial validity and reliability of the test items, along with a moderate level difficulty. It is hoped that the developed test contributes to the future educators and researchers by filling up the gap of a systematically designed and valid instrument for measuring the CTS among secondary level students in different environmental issues.

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The Assessment of Multiple Writing Activities in Teaching the "Ecosystem Ecology" Subjects

Pages: 275-282

In this study, the effect of multiple writing activities in teaching "Ecosystem Ecology" subjects on the academic achievements of students was analyzed. The study was conducted in a high school in the Kaynarca district of the Sakarya province in the second term of the 2018-2019 academic years. The sample of the study consists of 48 students studying in the 10th grade. 48 students, which formed the sample, randomly formed Experiment 1 and Experiment 2 groups. While the Experiment 1 group was taught the "Ecosystem Ecology" subjects with traditional teaching methods (direct instruction-catechize), the Experiment 2 group was taught with multiple writing activities. The study is a quantitative research and the data were collected by using pretest-posttest with a quasi-experimental control group. The "Ecosystem Ecology" success testthat was developed by the researcher was applied as the pre-test and post-test in the study as the data collection tool. The obtained data were analyzed by using the SPSS 20 statistical program with Mann Whitney-U Test" and "Wilcoxon Sign Rank Test". Analysis results showed that compared to the traditional teaching method, teaching “Ecosystem Ecology" subjects by using multiple writing activities positively affected the student's success.

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Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science

Peter Abayomi ONANUGA Adebola IFAMUYIWA Kehinde ALEBİOSU
Pages: 283-297

Constructivist-based approaches to teaching typically make extensive use of problem-based learning (PBL) and learning-by-doing (LBD) which were used to investigate their effects on psychoproductive skills in Agricultural science in secondary school. The research design adopted was a pretest, post-test, non-randomised control group quasi-experimental. The sample comprised eighty-four students from three schools (intact classes) with thirty-one, twenty-three and thirty in experimental 1, 2 and control groups respectively. The Psycho-productive Skills Performance Test (PSPT) and Psycho-productive Skills Performance Rating Scale (PSPRS) were the two instruments developed by the researchers and administered as pre and post tests. The PSPT was subjected to content validity and item analysis, its reliability test through spilt-half method gave a co-efficient value of 0.74 and for the PSPRS, using Cohen’s Kappa statistic when subjected to inter-rater reliability it gave a value of 0.84. The data collected were analysed with the use of frequency counts, percentages, mean, standard deviation, t-test and ANOVA. The results reveal significant effect of instructional strategy on psycho-productive skills performance in Agricultural Science. Furthermore, it shows no significant effect of parents’ education level on the students’ psycho-productive skills performance in Agricultural Science. Arising from the findings, it was recommended among others that PBL and LBD learning strategies should be incorporated in the teacher education programmes as part of their training

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Improving the Students’ Writing Skills Through Peer-Editing Technique

Satrio Ardi Nugroho Sumardi Suparno
Pages: 298-305

This research was conducted in order to identify: 1) whether peer-editing technique can improve the students’ writing skill and 2) the classroom situation when peer-editing technique is used in the classroom. The method used in this research was classroom action research which consisted of two cycles. Each cycle comprised of planning, acting, observing, and reflecting. The subjects of the research were grade XI class of Bahasa dan Budaya Department of an SMA in Kudus in the academic year of 2019/2020 consisted of 35 students made up of 23 girls and 12 boys. The qualitative data in this research were gathered using observation, interview, and questionnaire, while the quantitative data were collected by conducting pre-test, post-test 1, and post-test 2. The qualitative data were analyzed by using interactive model of analysis (Miles, et al 2014), while the quantitative data were analyzed by comparing the mean score of pre-test, post-test 1, and post-test 2. The result of the research showed that there were improvements in the students’ writing skills when they were taught using peer-editing technique. The result of the research also showed that the students became more active when peer-editing technique was implemented in the writing classroom. Based on the findings, it is suggested that the teacher implement peer-editing technique by using interesting activities. In addition, it is recommended that other researchers carry other studies about peer-editing techniques involving other variables.

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