Journal of Education最新文献

{"title":"Business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms","authors":"Nduduzo Brian Gcabashe","doi":"10.17159/2520-9868/i92a08","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a08","url":null,"abstract":"There is a growing demand nowadays for teachers to shift from teacher-centred to learner-centred teaching methods. In accordance with this, novel teaching methods such as flipped learning have been devised. This study explores business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms. This qualitative study is underpinned by an interpretive paradigm. A phenomenology research design was adopted and six business studies teachers from six secondary schools located in the KwaZulu-Natal province of South Africa were conveniently sampled. Interviews and classroom observations were used to collect data. Thematic analysis was adopted to analyse data collected through the interviews, and data generated through classroom observations were also analysed thematically. The study found that some teachers did not fully understand and implement flipped learning. Therefore, the study recommends that teachers undergo in-service training to orientate them to novel teaching methods such as flipped learning.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prominent discourses in South African education from the perspective of community psychology: Challenges and opportunities for youth liberation and well-being","authors":"Nqobile Nomonde Msomi, Jacqueline Akhurst","doi":"10.17159/2520-9868/i92a06","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a06","url":null,"abstract":"Community psychology takes an explicitly political stance by identifying where power lies and how it is exercised in ways that maintain privilege and discrimination against particular groups. From this perspective, we consider the challenges facing school education in South Africa today. Education is positioned as an important site for the liberation and well-being of our country's majority. However, the state of education is marked by persistent inequalities. From a Foucauldian perspective, this paper presents a meta-synthesis of school education literature and identifies prominent discourses circulating around the country's basic education sector: the discourses of democracy, human rights, and good governance; rights; development; scarce skills; the crisis in education; and privatisation are discussed. We consider the role of these discourses in the wider social processes of legitimation and power in education, and subjective implications for youth. We note the various ways in which discourses responsibilise youth and surrounding stakeholders, and how others position them as resources for the neoliberal capitalist economy. We argue for the role of counter-discourses and a collective emancipatory perspective to advance transformational educational change and embrace opportunities in the future.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy","authors":"Noah O. Ajayi, Melanie B. Luckay","doi":"10.17159/2520-9868/i92a13","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a13","url":null,"abstract":"Digitisation has transformed art education. This study examines the trends and challenges faced by higher education art lecturers in fine and applied arts (FAA) in Nigeria, focusing on technological literacy- specifically, the availability, accessibility, and usability of digitised teaching and learning tools. A technology-based theoretical framework, namely van Dijk's (2005) resource and appropriation theory formed the theoretical framework. This qualitative study was conducted at two higher education institutions in Lagos State, Nigeria. Data were collected from 20 student teachers and four FAA lecturers through semi-structured interviews, focus group discussions, and classroom observations and analysed by generating themes. The findings suggest that FAA lecturers are guided by their technological literacy-creating pathways for digital usage and access for teaching and learning. The study could encourage curriculum planners to develop policies that advance technological literacy that meet the needs of art education in a global society.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Teaching Strategies on Students’ Competences in Mathematics in Public Secondary Schools in Rwanda","authors":"","doi":"10.53819/81018102t5270","DOIUrl":"https://doi.org/10.53819/81018102t5270","url":null,"abstract":"The level of students’ competency in various subjects like mathematics depends on the effectiveness of teachers while teaching especially teaching strategies used in teaching process. The purpose of this study therefore, thought to examine influences of parent’s involvement in teaching strategies and students ‘competences in mathematics from selected Bugesera Public Secondary Schools. The target population was 454 people that provided the sample size of 146 respondents got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. A descriptive survey design was also employed. The findings revealed that group work, too much tests and quizzes and homework were discovered to be the most commonly used teaching approaches used by teacher and head teachers also good for learners in the selected schools. But ICT was not a teaching strategy favored by both teacher and students. The results showed that teaching strategies have high positive correlation to students’ competences as shown by 0.529 of Pearson coefficient. Multiple linear regression analysis found that teaching strategies have significant influence on students ‘competences at 64.9% of R-Square. Further, there is a highly significant positive correlation between teaching methods and student competencies. Moreover, the study established that there is a highly significant positive correlation between teaching methods and student competencies. The study recommends that Teachers should increase their efforts in finding where mathematics is relevant and applying it to math’s problems when they connect with students in the class. Ministry of Education to supply sufficient teaching and learning materials such as textbooks, computers and internet. In addition, providing training to teachers on how to use effective teaching strategies that influence students’ competences such as ICT and among others is necessary. Keywords: Mathematic competences, Teaching strategies, Group work and assignments","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135819841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Instructional Materials Utilization on Students’ Academic Performance in Twelve Years Basic Education in Rwanda","authors":"","doi":"10.53819/81018102t5263","DOIUrl":"https://doi.org/10.53819/81018102t5263","url":null,"abstract":"The effective use of instructional materials play a significant role in the promotion of students, teachers and school performance which also refers to the effectiveness of utilizing such materials as skills teachers have. The purpose of this study was to determine the relationship between instructional materials utilization and learners' academic achievement in Twelve Years Basic Education in Kicukiro District in Rwanda. The study adopted a cross-sectional survey design including; a descriptive survey design and a correlation research design. The target population for this study was 308 people, which corresponded to a sample size of 174 respondents using Solvin's formula. Interview guide, direct observation, documentations and questionnaire were used as research instruments for data collection. Through data analysis, the study revealed that instructional materials have a great influence on improving learners/students' capacity for understanding and increasing their academic performance and achievement. It was noted that instructional materials are essential to improving quality education. It was also revealed that there will be a significant positive correlation in the performance of students in 12 years of basic education when they are taught the subject with instructional materials. The study concludes that several schools sampled do not have enough suitable instructional materials underutilization.  There is a significant gap between the availability of instructional materials and the educational needs of schools, which could negatively impact student performance. The lack of adequate and accessible instructional materials hampers effective teaching and learning. The study recommends that governments should avail financial resources to ensure equitable distribution of learning materials to schools in both urban and rural areas for effective learning and teaching science related courses. Teachers should encourage students to actively participate in classroom tasks using interactive learning materials.  It is important to provide teachers with additional training on how to effectively use instructional materials to enhance teaching and improve student outcomes.The government should consider expanding the use of technology-based instructional aids in the classroom to engage students more effectively. Keywords: Academic performance, Instructional Material and Twelve Years Basic Education, Rwanda","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135320859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of English as a Medium of Instruction on Academic Performance of Students in Geography Subject in Public Secondary Schools in Rwanda","authors":"","doi":"10.53819/81018102t5262","DOIUrl":"https://doi.org/10.53819/81018102t5262","url":null,"abstract":"Teachers’ competency in the usage of English as a medium of instruction plays a significant role in the promotion of students’ understanding as well as academic performance.  The purpose of this study therefore sought to establish a relationship between English usage as a medium of instruction and the academic performance of students in public secondary schools in Ngororero district in Rwanda. The study adopted a descriptive survey research design and a correlation research design. The target population was 303 people corresponding to the sample size of 172 respondents by using Solvin’s formula. Interview guide, direct observation and questionnaire were used as research instruments for data collection. Through SPSS version 26 used in data management, the findings revealed that 75.3% of head teachers strongly agree that speaking skills, 74.7% of reading skills, and 71.1% of writing skills indicate English usage as a medium of instruction. The results also indicates that 87.9% of geography teachers believe exam scores indicate academic performance, 94.8% believe reading and writing abilities indicate success, 89.7% believe speaking geographical terms indicates academic performance, 79.3% believe students use English in classroom presentations, and 93.1% believe the success rate in geography reflects academic performance. Results shows that there is a statistically significant positive relationship between English usage as a medium of instruction and the academic performance of students in geography indicated that most measures were positively associated with each other.  The study concludes that a high percentage of both teachers and students strongly agree that English is essential in various aspects of teaching and learning, such as speaking, reading, and writing skills. Head teachers and geography teachers, in particular, strongly linked English usage to academic performance in geography.  The study recommends that the Ministry of Education should organize some programs that can motivate the learners, such as English reading, speaking, listening, writing, and singing competitions. It is crucial for schools to invest in teacher training focused on enhancing English language skills. Authorities should also provide ample teaching materials in English, expand public libraries, and encourage a stronger reading culture among students by leveraging resources like radio and TV programs in English. Keywords: Academic performance, Medium of instruction, Official language and public secondary school, Rwanda","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135321296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Teacher Competence on Performance of Learners in Numeracy and Literacy in Rwanda: A Case Study of Public Primary Grade One of Bugesera District","authors":"","doi":"10.53819/81018102t2229","DOIUrl":"https://doi.org/10.53819/81018102t2229","url":null,"abstract":"The main purpose of this research was to examine the effect of teacher competence on performance of P1 learners in numeracy and literacy in public primary schools in Rwanda. Specifically, this study also aims three objectives; to identify qualification levels of teachers in public primary schools, to assess the level of performance of P1 learners in Numeracy and Literacy in public primary schools, and to determine the relationship between teacher qualifications and performance of P1 learners in numeracy and literacy in public primary schools in Bugesera District, Rwanda. Interview guide and questionnaires were used as the primary instruments for data collection. The study, conducted in Bugesera District, Rwanda, involved 122 participants comprising 56 head teachers, 56 Directors of Studies, and 10 Sector Education Officers from public primary schools. The sample size was determined using the Slovene’s formula for the study's statistical significance. The analysis of the data was performed using SPSS version 26, employing inferential statistics to ascertain correlations and regression between variables. Findings indicated a positive trend, with a mean qualification level of 4.35 for head teachers and Directors of Studies, showcasing their capacity to aid student learning. Moreover, the overall mean qualification level for teachers in Bugesera District was 4.26, suggesting a perceived impact on learners' performance. The study also revealed promising results for P1 learners in literacy and numeracy, with a mean of 3.84 signifying good grades, and a mean of 4.31 indicating their enthusiasm for science. Overall, the participants indicated a mean of 4.06, suggesting satisfaction with the learners' performance. On correlation between qualification level of teachers and learners’ performance in literacy and numeracy, the findings revealed that there was a statistical significance relationship between qualification level of teachers and learners’ performance with P-value = .000 which was less than 0.05 as the level of significance. Pearson coefficient of correlation r = .891 which was high and indicated that there was a relationship between the qualification level of teachers and learners’ performance in literacy and numeracy. The study concluded that that the qualification of teachers’ successfully influences the learners’ performance in literacy and numeracy. It recommended that The Ministry of Education should regularly verify the standards of qualification level of teachers to make sure that teachers are well equipped with suitable competence to support the learners. Keywords: Teacher Competence, Performance of Learners, Numeracy and Literacy, Public Primary Grade One, Bugesera District, Rwanda","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Burnout and Student Learning in Secondary Education in Kalundborg, Denmark","authors":"","doi":"10.53819/81018102t5260","DOIUrl":"https://doi.org/10.53819/81018102t5260","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Arts Education and Socialization in Selected Primary Schools in Varmland, Sweden","authors":"","doi":"10.53819/81018102t5261","DOIUrl":"https://doi.org/10.53819/81018102t5261","url":null,"abstract":"Engaging in the arts enhances socialization by fostering communication, collaboration, self-expression, and empathy, while also providing a platform for individuals to connect, share, and appreciate diverse cultural perspectives. The integration of arts education in primary schools in Varmland, Sweden is commendable, but the specific impact of arts on socialization among students’ remains underexplored, prompting the need for a comprehensive investigation. Understanding the unique effects of arts education on socialization within the local context will provide valuable insights for educational policymakers and practitioners in Varmland. The research findings reveal that arts education in selected primary schools in Varmland, Sweden significantly enhances students' communication skills, fostering more effective expression and interpersonal interactions. Cultural awareness and inclusivity are also prominent outcomes, as students exposed to diverse art forms develop a deeper appreciation for different cultures and traditions, fostering a more inclusive and accepting social environment within the schools. In conclusion, the effects of arts on socialization in selected primary schools in Varmland, Sweden, are highly positive and multifaceted, encompassing improved communication, enhanced self-confidence, cultural awareness, and inclusive social environments. Arts education not only enriches the creative aspects of students' lives but also plays a pivotal role in shaping well-rounded individuals who are socially adept, contributing to a more harmonious and inclusive educational environment in Varmland. It is recommended that primary schools in Varmland, Sweden, prioritize the further integration of arts into their curriculum, providing students with more regular opportunities to engage in artistic activities, and ensuring educators are equipped with the necessary training and resources. Promoting and expanding extracurricular arts activities, making them accessible to a wide range of students, can further enhance the positive effects of arts on socialization and foster creativity and social bonds. Keywords: Arts, Socialization, Primary Schools, Sweden","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship between Instructional Materials Utilization and Learners' Academic Achievement in Public Nursery Schools in Nyamagabe District, Rwanda","authors":"","doi":"10.53819/81018102t5256","DOIUrl":"https://doi.org/10.53819/81018102t5256","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}