European Journal of Education and Pedagogy最新文献_第6页

Learning Android-Based Multimedia for Contextualized Nonfiction Text Materials: A Needs Analysis 学习基于android的情境化非虚构文本材料的多媒体:需求分析

European Journal of Education and Pedagogy Pub Date : 2023-06-06 DOI: 10.24018/ejedu.2023.4.3.681

Endang Sri Mujiwati, K. A. Aka, Rian Damariswara, N. Primasatya, Kharisma Eka Putri

引用次数: 0

Principals’ Managerial Skills and Teachers’ Job Performance: Evidence from Public Secondary Schools in Delta State, Nigeria 校长管理技能与教师工作绩效:来自尼日利亚三角洲州公立中学的证据

European Journal of Education and Pedagogy Pub Date : 2023-06-01 DOI: 10.24018/ejedu.2023.4.3.591

Dorah A. Akporehe, R. Asiyai

{"title":"Principals’ Managerial Skills and Teachers’ Job Performance: Evidence from Public Secondary Schools in Delta State, Nigeria","authors":"Dorah A. Akporehe, R. Asiyai","doi":"10.24018/ejedu.2023.4.3.591","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.591","url":null,"abstract":"Employing correlational survey research design this study examined principals’ managerial skills and teachers’ job performance in secondary schools in Owa communities in Delta State, Nigeria. Two research questions and three hypotheses guided the investigation. The population of the study comprised all the secondary schools in Owa communities of North Senatorial District of Delta State, Nigeria. A sample of ten principals and seventy-eight teachers were selected through random sampling technique. A questionnaire which comprised of two sections was used to collect data for the study. The first part was tagged ‘Principals ’Managerial Skills Questionnaire, PMSQ’ and the second part contained 14 items tagged Teachers’ Job Performance Questionnaire, TJPQ’. The instruments were face and content validated by two professors of educational management. Through split-half technique, reliability coefficients 0f 0.78 and 0.82 were computed for PMSQ and TJPQ respectively, using the Cronbach Alpha formula. The mean and standard deviation scores were used to answer the research questions. The hypotheses were tested using Pearson Product Moment Correlation (r) statistics, and the level of significance was 0.05. The findings revealed that the managerial skills possessed by public secondary school principals for influencing teachers’ job performance are communication, human relations and technical. The level of teachers’ job performance is moderate. There was a significant relationship between principals’ communication skill, human relation skill and technical skill and teachers’ job performance in secondary schools in Owa communities in Delta State, Nigeria. The study recommends capacity building of principals, especially in technical skills on the use of modern techniques and innovative methods in school administration for better teachers’ job performance.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124879253","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 Perception of Teachers on Integration of Information and Communication Technology (ICT) Into Mathematics Teaching and Learning 教师对信息通信技术(ICT)融入数学教学的看法

European Journal of Education and Pedagogy Pub Date : 2023-06-01 DOI: 10.24018/ejedu.2023.4.3.230

Belinda Owusu Mintah, Isaac Owusu-Darko, Henry Apoenchir

{"title":"The Perception of Teachers on Integration of Information and Communication Technology (ICT) Into Mathematics Teaching and Learning","authors":"Belinda Owusu Mintah, Isaac Owusu-Darko, Henry Apoenchir","doi":"10.24018/ejedu.2023.4.3.230","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.230","url":null,"abstract":"Integration of Technology in the teaching and learning process has gained recent attention, most especially whether it favors less endowed countries like Ghana. The purpose of the study was to find teachers' perceptions of the integration of ICT into Mathematics teaching and learning in Ghanaian Senior High Schools and discover the potential barriers hindering effective ICT integration. The population comprised all teachers in the Greater Accra Region. A simple random sampling was used to select the teachers. Two public mixed and one private mixed school from the Ga South Municipality were purposefully selected. A total of twenty-five (25) teachers and sixty (60) students were selected from the three schools. The research design for the study was a mixed method research design. Questionnaires were administered personally to the teacher. The findings revealed that 95.8% of the teachers have not been using computers in their classroom instruction even though they have access to computers in their schools. It was also discovered that 83.3% of the schools do not have specialized software for teaching Mathematics installed on the computers in their laboratories. It is therefore recommended that specialized software for teaching and learning Mathematics be installed on the computers in the various Senior High Schools laboratories to enable the mathematics teachers in the SHS to have access to them and use them in their teaching.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133196623","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

An Investigation into Principals’ Instructional Leadership and Lecturers’ Organizational Commitment Within the Community Colleges in Jamaica 牙买加社区学院校长教学领导与讲师组织承诺的调查研究

European Journal of Education and Pedagogy Pub Date : 2023-05-31 DOI: 10.24018/ejedu.2023.4.3.670

C. Nevins-Bennett, André Martin

{"title":"An Investigation into Principals’ Instructional Leadership and Lecturers’ Organizational Commitment Within the Community Colleges in Jamaica","authors":"C. Nevins-Bennett, André Martin","doi":"10.24018/ejedu.2023.4.3.670","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.670","url":null,"abstract":"The purpose of this quantitative correlational study was to examine the relationship between lecturers’ ratings of principals' instructional leadership and lecturers' views of their organizational commitment (OC) within the community colleges in Jamaica. Quantitative data were collected using a questionnaire that adopted the Principal Instructional Management Rating Scale and the Three-Component Model of Organizational Commitment. A total of 170 lecturers participated in the survey, which used total population sampling, a purposive sampling technique. The Social Exchange Theory, Organizational Commitment Model, and Instructional Leadership Model provided theoretical frameworks for the study. Results of the Pearson Product Moment Correlation showed an overall low but positive association between principals’ instructional leadership and lecturers’ organizational commitment. Defining the college mission was positively correlated with affective and normative commitment but negatively with continuance commitment. Results of the Multiple Regression Analysis indicated that defining the college mission, managing instructional programs, and creating a positive college climate predicted affective and continuous commitment. However, creating a positive college climate was the only predictor of normative commitment. The study concluded that principals' instructional leadership is necessary within the community colleges and was associated with lecturers' organizational commitment.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133135480","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

Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process 入职阶段有师徒关系的早期职业教师:师徒关系评估与师徒过程设计

European Journal of Education and Pedagogy Pub Date : 2023-05-25 DOI: 10.24018/ejedu.2023.4.3.660

Elisabeth Haas, Klaus Schneider, V. Symeonidis, C. Drenowatz, K. Greier

{"title":"Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process","authors":"Elisabeth Haas, Klaus Schneider, V. Symeonidis, C. Drenowatz, K. Greier","doi":"10.24018/ejedu.2023.4.3.660","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.660","url":null,"abstract":"In this article, the results of a survey of early career teachers on their experience with and perception mentorship during their first year of teaching are examined using a quantitative approach. A total of 100 early career teachers (80% female) of which 43 taught at primary school level participated in the study. Half of those surveyed agreed that mentors should be implemented during the induction phase. Primary school teachers, however, were less likely to not need any further mentoring to improve their quality of teaching beyond the induction phase (p=0.028; p=0.007). In general participants rated the mentoring relationship as a particularly trusting collegial and exemplary supportive working relationship. Nevertheless, more primary school teachers considered their mentors to be motivated for carrying out their task compared to secondary school mentees (p=0.036). Half of the respondents already recognized a personal learning success or further development process through the mentoring process in the induction phase. Taken together these results provide initial insights into the benefits of a mentoring process for novice teachers during their first year and highlight some benefits along with some concerns regarding this process.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115810331","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

An Extraordinary Duet: Integration of PjBL and STEM to Promote Student’s Motivation, Scientific Literacy Skills, and Students Learning Outcomes 一个非凡的二重唱:PjBL和STEM的整合，以促进学生的动机，科学素养技能和学生的学习成果

European Journal of Education and Pedagogy Pub Date : 2023-05-25 DOI: 10.24018/ejedu.2023.4.3.639

Nurhayati B, Fathul J. Jamaluddin, F. Daud, S. Saenab, A. Hadis, Nurul I. Romadhana Hadis, Remiza

{"title":"An Extraordinary Duet: Integration of PjBL and STEM to Promote Student’s Motivation, Scientific Literacy Skills, and Students Learning Outcomes","authors":"Nurhayati B, Fathul J. Jamaluddin, F. Daud, S. Saenab, A. Hadis, Nurul I. Romadhana Hadis, Remiza","doi":"10.24018/ejedu.2023.4.3.639","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.639","url":null,"abstract":"This study aimed to investigate the effect of the STEM-integrated PjBL learning model on students’ motivation, scientific literacy skills, and learning achievement. The study used a non-equivalent control group design with a population of eleventh-grade high school Islam Athirah II Makassar students. Science Class 1 and Science Class 2 were included in the sample. The research instruments consisted of a learning motivation questionnaire, a Test of Scientific Literacy Skill (TOSLS), and an achievement test consisting of 20 multiple-choice questions. The Independent Sample t-test was used to assess the research data. The results indicated that the STEM-integrated PjBL learning model had a significant effect on students’ learning motivation, scientific literacy skills, and learning outcomes, with a significance value of 0.00 (<0.05). According to these findings, the STEM-integrated PjBL learning model can be utilized to increase students’ motivation, scientific literacy skills, and learning outcomes.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114483401","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

Effects of Integrated Intervention of Psychosocial Stimulation, Nutritional Support, and Water Sanitation Hygiene on Malnourished Children in Kanam, Plateau State, Nigeria 社会心理刺激、营养支持和水环境卫生综合干预对尼日利亚高原州卡纳姆营养不良儿童的影响

European Journal of Education and Pedagogy Pub Date : 2023-05-23 DOI: 10.24018/ejedu.2023.4.3.644

S. Jacob, A. A. Jatau, J. W. Darbe, Falade J. Olakunle, H. S. Jacob, M. Buhari

{"title":"Effects of Integrated Intervention of Psychosocial Stimulation, Nutritional Support, and Water Sanitation Hygiene on Malnourished Children in Kanam, Plateau State, Nigeria","authors":"S. Jacob, A. A. Jatau, J. W. Darbe, Falade J. Olakunle, H. S. Jacob, M. Buhari","doi":"10.24018/ejedu.2023.4.3.644","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.644","url":null,"abstract":"The study examined the integrated intervention of psychosocial stimulation, nutrition support and water sanitation hygiene (WASH) on the developmental status of malnourished children in Kanam, Plateau State within a time frame of four months. The study had one (1) Objective, one (1) Research question and one hypothesis. Experimental design was employed with a sample size of 16 malnourished children, age 6–59 months, which were purposively sampled based on the consent of the parents/caregivers. The instruments for data collection were Anthropometric assessment proforma, communication and play tracker, and WASH checklist. A focus group discussion with the caregivers/parents on their knowledge and attitudes in childcare practices were also conducted with weekly and monthly facilitation/support of mother-to-mother counseling visitation as part of intervention strategies for the study. Food supplements formulated from flours of cereal which are commonly used for making complementary food in the study area (millet), a protein-rich ingredient (soybean Glycine max)) and a fat-rich ingredient (sesame). A descriptive and inferential statistical method was employed in data analysis through the use of SPSS version 23. Specifically, mean, standard deviation, and analysis of variance (ANOVA) were employed at significance level of P<0.05. The findings revealed a significant improvement between the baseline and after intervention results in the developmental status of malnourished children exposed to integrated intervention. Therefore, the study recommended that an approach such as psychosocial stimulation, nutritional support, water sanitation and hygiene should be used in the management of malnourished children.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114106188","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

European Journal of Education and Pedagogy Pub Date : 2023-05-22 DOI: 10.24018/ejedu.2023.4.3.665

Katerina Tsatzali, Eleftheria Beazidou

{"title":"Suggested Practices for Developing Intercultural Communication Competences in Early English Language Lessons Based on a Systematic Literature Review","authors":"Katerina Tsatzali, Eleftheria Beazidou","doi":"10.24018/ejedu.2023.4.3.665","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.665","url":null,"abstract":"In today’s globalised world, the development of Intercultural Communicative Competence is at the forefront of English Language Teaching, since it enhances students’ effective language learning as well as encourages them to gain a better and broader understanding not only of their own world, but also of the world around them. However, literature review on this topic is quite limited as regards early English language learning. Therefore, the aim of this systematic review is to provide insight on the teaching practices, techniques and learning activities employed by English language teachers in early English language learning so as to integrate the intercultural dimension in their lessons and develop their learners’ intercultural communicative competence. Data was collected from three databases Scopus, Eric, Elsevier and Google Scholar, based on predefined criteria. Findings indicate that various teaching methods, techniques and learning activities, popular in ELT, can be adapted to promote intercultural learning in early English language teaching. Moreover, online learning along with the use of different web tools and platforms, set a positive learning environment for successful intercultural interactions among culturally and linguistically diverse learners.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127927951","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 Readiness of Preservice Teachers for the Distance Education of Physics in Greece 希腊职前教师对物理远程教育的准备

European Journal of Education and Pedagogy Pub Date : 2023-05-22 DOI: 10.24018/ejedu.2023.4.3.668

K. Kotsis, Georgia Nikou, Georgios Stylos

引用次数: 0

Inferred Study Habits of Students from E-Learning – Focusing on Increasing Test Scores in Pre-Enrollment Education 从网络学习中推断学生的学习习惯——着眼于提高入学前教育的考试成绩

European Journal of Education and Pedagogy Pub Date : 2023-05-22 DOI: 10.24018/ejedu.2023.4.3.659

Ryo Sugawara, S. Okuhara

{"title":"Inferred Study Habits of Students from E-Learning – Focusing on Increasing Test Scores in Pre-Enrollment Education","authors":"Ryo Sugawara, S. Okuhara","doi":"10.24018/ejedu.2023.4.3.659","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.659","url":null,"abstract":"In this study, we used the placement test scores, e-learning history, and posttest scores obtained in the pre-enrollment education at University A conducted in 2015, 2016, and 2017 to exploratorily classify seven types of students according to learning habits (types). It was revealed that more than 80% (with the exception of English in 2016) of the highest placement test scores (Japanese ≥ 90, English ≥ 74 in this study) were of learners with learning habits (types) of long-term completion (LTrf) or mid-term completion (MTrf). Although the percentage of learners with LTrf or MTrf learning habits (types) gradually decreased as placement test scores declined, there was no significant change in learning habit trends and learning habits (types) other than for LTrf or MTrf. In addition, learners with large increases in posttest scores (posttest score - placement score) after completing e-learning were classified with learning habits (types) of LTrf or MTrf. However, it is not only the learners who improved their test scores that were progressing without bias during the learning period (LTrf or MTrf). It was also found that more than 65% progressed in their learning (logged in) without being biased during the learning period. These findings suggest that there is no significant difference between learners' learning habits (types), placement test scores, and test score growth.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"332 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116124798","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