Journal of Educational and Social Research最新文献

The Factors Contributing to School Dropout in Schools in Aqaba Governorate, Jordan: The Perspective of School Principals 导致约旦亚喀巴省学校辍学的因素：校长的视角

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0108

Tharwh Abed Almajid Alsagarat

{"title":"The Factors Contributing to School Dropout in Schools in Aqaba Governorate, Jordan: The Perspective of School Principals","authors":"Tharwh Abed Almajid Alsagarat","doi":"10.36941/jesr-2024-0108","DOIUrl":"https://doi.org/10.36941/jesr-2024-0108","url":null,"abstract":"The research aims to identify the factors contributing to school dropout from the perspective of school principals; and to demonstrate the impact of a set of variables including gender, educational qualifications, and teaching experience. The research sample consisted of 123 male and female principals, selected randomly. A questionnaire was developed comprising three domains: school factors, social factors, and economic factors. The results were as follows: The factors contributing to school dropout for students in the schools of Aqaba Governorate were of moderate degree. There were statistically significant differences in the gender variable in favor of females, while there were no differences in the educational qualifications and teaching experience. In light of the results, some recommendations were proposed, including expanding the development of training programs for school counselors to deal with dropout students and conducting further studies on the satisfaction of students' parents with the counseling and social services provided to their children to mitigate the phenomenon of dropout as a preventive measure. \u0000 \u0000Received: 16 March 2024 / Accepted: 24 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141675493","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}

引用次数: 0

Gender Equality at Public Universities in Saudi Arabia: Achievements and Ambitions 沙特阿拉伯公立大学的性别平等：成就与抱负

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0084

Yasin Elhadary Hillo Abdelatti

{"title":"Gender Equality at Public Universities in Saudi Arabia: Achievements and Ambitions","authors":"Yasin Elhadary Hillo Abdelatti","doi":"10.36941/jesr-2024-0084","DOIUrl":"https://doi.org/10.36941/jesr-2024-0084","url":null,"abstract":"Gender equality is one of the 17 fundamental targets of the Sustainable Development Goals to be achieved by 2030. Many countries including Saudi Arabia have made intensive efforts to close gender gap. This paper aims to uncover how Saudi Arabia is addressing gender inequality in higher education, mainly at public universities. The paper employs both Gender Parity Index (GPI) and Gender Gap Global Index (GGGI) generated by the World Economic Forum (WEF). This is enhanced by the critical analysis of the most recent documents and statistical data related to the topic published inside and outside Saudi Arabia. The main sources of statistical data include UNESCO, the World Bank, and the United Nations organizations. The paper affirms that gender parity in higher education is almost achieved and even indicates a reversal of the situation. Political will, political stability, and the implementation of rational policies are the key factors behind achieving gender parity in higher education. The gross enrolment ratio (GER) has risen from 1% in 1975 to 70.6 % in 2020, with 67.9% for males, and 73.5% for females. Moreover, the GPI measure in 2021 was 1.15 indicating that females are surpassing males and dominating public universities. Despite these positive remarks, gender disparities do exist in the field of study, university staff and leadership positions. The paper fills in the research gap as there is a scarcity of comprehensive studies addressing gender inequality in Saudi higher education. Further studies are needed to address this issue and ensure equal representation and opportunities. \u0000 \u0000Received: 3 March 2024 / Accepted: 16 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673181","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}

引用次数: 0

Towards Learner-Centered Teaching: The Case of Mathematics Teachers 实现以学习者为中心的教学：以数学教师为例

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0083

Aicha Ouailal, Jamal Mouline

引用次数: 0

Learning Styles and Mental Health in Higher Education Students 高校学生的学习风格与心理健康

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0109

Verónica Adriana Freire Palacios, Ramiro Eduardo Torres Vizuete, Adriana Carolina Sánchez Acosta, Renata Patricia Aguilera Vásconez, Diego Armando Santos Pazos, Adriana Salomé Polo Ureña

{"title":"Learning Styles and Mental Health in Higher Education Students","authors":"Verónica Adriana Freire Palacios, Ramiro Eduardo Torres Vizuete, Adriana Carolina Sánchez Acosta, Renata Patricia Aguilera Vásconez, Diego Armando Santos Pazos, Adriana Salomé Polo Ureña","doi":"10.36941/jesr-2024-0109","DOIUrl":"https://doi.org/10.36941/jesr-2024-0109","url":null,"abstract":"The study examines the relationship between learning styles and mental health in university students through a systematic review and bibliometric analysis. Three specific research questions are formulated: (1) Is there an association between learning styles and mental health outcomes? (2) Do these associations vary based on sociodemographic characteristics? and (3) What are the most used instruments to assess these constructs? The methodology includes a systematic review, bibliometric analysis, and evaluation of methodological quality. After applying strict criteria, 30 relevant observational studies are selected. The NIH tool assesses the risk of bias, and bibliometric analysis identifies patterns in academic production. The diversity of instruments is notable, with the Kolb questionnaire being the most prevalent. Academic production has increased since 2018, with Scopus as the main source. In mental health, depressive symptoms are the most evaluated. Most studies have a low risk of bias. The review provides an updated synthesis of the relationship between learning styles and mental health in university students, identifying patterns and gaps. Although methodological quality is generally high, potential biases and variable instruments are acknowledged. Future research is proposed to explore specific associations and consider contextual factors, emphasizing the importance of addressing this complex relationship in the university environment. \u0000 \u0000Received: 6 March 2024 / Accepted: 26 May 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674572","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}

引用次数: 0

Underachieving, At-Risk, and Distressed Students Within the Ultra-Orthodox Education System: A Comprehensive Review 极端东正教教育系统中的成绩不佳学生、高危学生和问题学生：全面回顾

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0081

Flora Mor

引用次数: 0

Teaching Strategies for Improving Creative Writing in English First Additional Language 改进以英语为第一附加语言的创意写作的教学策略

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0106

Sthembiso Brian Dlamini, Samantha Govender, H. Mhlongo

{"title":"Teaching Strategies for Improving Creative Writing in English First Additional Language","authors":"Sthembiso Brian Dlamini, Samantha Govender, H. Mhlongo","doi":"10.36941/jesr-2024-0106","DOIUrl":"https://doi.org/10.36941/jesr-2024-0106","url":null,"abstract":"Research suggests that most South African learners are struggling to write effectively. Previous studies show misconceptions about teaching strategies for teaching creative writing skills. This paper sought to establish teachers’ views about how they teach creative writing skills to English First Additional Language learners in grade 12. This research analysed process writing approach and genre-based approach in teaching creative writing skills. The study is grounded in an interpretive research paradigm within a qualitative approach. Purposive sampling technique was employed to select ten teachers from five schools in uMkhanyakude district in KwaZulu Natal Province in South Africa. Socio-cultural theory and genre-theory underpinned this study. Data were collected using semi-structured interviews, non-participatory classroom observations and document analysis. Thematic analysis was employed for data analysis. Findings revealed that teachers were poorly aligning their pedagogical practices to the Curriculum Assessment Policy Statement. Moreover, there were teacher misconceptions of teaching strategies. Teachers lacked Pedagogical Content Knowledge to effectively teach complex skills required for creative writing. The findings in this study also suggest that teachers are poorly trained in curriculum interpretation. Furthermore, many teachers were unable to effectively utilise teaching strategies that enhance creative writing skills and design engaging writing activities that stimulate learners imagination. It is therefore recommended that teachers are capacitated on effective pedagogies and various genres that will improve and broaden their learners writing skills. The Department of Basic Education would need to strengthen their support and regularly monitor and evaluate teachers regarding policy implementation to avoid policy misinterpretation. \u0000 \u0000Received: 29 March 2024 / Accepted: 29 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673695","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}

引用次数: 0

Visual Literacy in the Lived Experiences of BSED Students in Utilizing Canva 本科教育学生利用 Canva 的生活体验中的视觉素养

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0090

Mark Joreez A. Catubig, Ronnel Victor B. Kilat, Mia E. Laurito, Trisha Marie T. Patoc, Lislee C. Valle

{"title":"Visual Literacy in the Lived Experiences of BSED Students in Utilizing Canva","authors":"Mark Joreez A. Catubig, Ronnel Victor B. Kilat, Mia E. Laurito, Trisha Marie T. Patoc, Lislee C. Valle","doi":"10.36941/jesr-2024-0090","DOIUrl":"https://doi.org/10.36941/jesr-2024-0090","url":null,"abstract":"In the 21st century education, the advent of highly developed technology resulted in integrating technological innovations such as software and applications that promote efficiency and productivity. An exemplification of this is the utilization of the graphic design platform Canva as a medium of instruction in the academe. This qualitative study aims to formulate a theory on understanding students' lived experiences of using Canva and its ability to improve visual literacy. The research uses a triadic coding procedure: open, axial, and selective coding and theory generation based on a grounded theory to uncover the significant impact of Canva on the student's visual literacy. After a thorough analysis of the lived experiences of the students on using the graphic design platform, four essential themes emerged under the core category, namely: (1) Assessing college students' familiarity with Canva; (2) Investigating the effectiveness of Canva as a visual communication tool; (3) The influence of visual design on learning outcomes; (4) Visual communication and its significance in the digital age. With further refinement of the essential themes, the study concludes with the emergence of Ritoca's Theory which explains the general influence of Canva. Ritoca's Theory can be divided into three parts: Familiarity, Efficiency, and Creativity, which follow a sequential pattern from being familiar with the graphic design platform to unveiling its efficiency and, lastly, discovering the ability to be creative. \u0000 \u0000Received: 6 March 2024 / Accepted: 30 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141676135","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}

引用次数: 0

Tasks that Influence Overall Job Satisfaction Among Academics in Albania 影响阿尔巴尼亚学者总体工作满意度的任务

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0091

Megi Çali, Malvina Mesuli, Xheni Rusi

{"title":"Tasks that Influence Overall Job Satisfaction Among Academics in Albania","authors":"Megi Çali, Malvina Mesuli, Xheni Rusi","doi":"10.36941/jesr-2024-0091","DOIUrl":"https://doi.org/10.36941/jesr-2024-0091","url":null,"abstract":"Measuring and understanding job satisfaction is increasingly crucial over time, both for organizations and academics. Identifying factors influencing job satisfaction is pivotal for taking proactive measures to enhance it. The task itself has been found to be one of the elements influencing academics' job satisfaction. This study focuses on investigating the specific tasks influencing the overall job satisfaction of university professors. Through hierarchical regression analysis involving 301 professors from Albanian universities, it was found that tasks related to teaching and knowledge transfer, and supervising PhD students positively impacted job satisfaction. Additionally, gender emerged as a demographic factor affecting this relationship, with women reporting higher satisfaction levels than men. Other demographic variables were not found to be significant. The study highlights key tasks contributing to academics' job satisfaction, providing valuable insights for policymakers and administrators in higher education. These findings underscore the necessity for tailored strategies aimed at addressing task-related issues and enhancing satisfaction levels. \u0000 \u0000Received: 2 May 2024 / Accepted: 30 June 2024 / Published: 5 July 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141676977","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}

引用次数: 0

The Impact of Digital Marketing on Tourism in Albania 数字营销对阿尔巴尼亚旅游业的影响

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0094

Blerim Kola, Jehona Gjermizi, Ikbale Tepelena

引用次数: 0

Effects of Motion Infographics on High School Students’ Programming Skills 运动信息图对高中生编程技能的影响

Journal of Educational and Social Research Pub Date : 2024-07-05 DOI: 10.36941/jesr-2024-0099

Jufayn Abdullah Alqahtani

引用次数: 0