International e-Journal of Educational Studies最新文献

{"title":"Perceived Faults that Exist in Laws Governing the Appointment of School Principals in South African Schools","authors":"Agrippa Madoda Dwangu, V. Mahlangu","doi":"10.31458/iejes.1189115","DOIUrl":"https://doi.org/10.31458/iejes.1189115","url":null,"abstract":"The purpose of the article is to explore the faults that exist in the laws governing the appointment of school principals in schools in South Africa. The article advances an argument that there are numerous flaws in the laws that regulate the appointment of school principals in schools. The article will contribute to the revision and strengthening of the laws that are used in the appointment of school principals. Some sections of South African Schools Act 9) SASA regulate the appointment of school principals and are used to militate against the good intentions of the Department of Basic Education (DBE) to have the best suitable candidates appointed as school principals. The appointment processes of educators in schools are seen as fraught with fraud and corruption. A report emerged in the year 2016 that the process of selecting candidates for appointment in the Education Sector is riddled with inconsistencies. The report emanated from the probe by a Ministerial Task Team into allegations of selling of teachers’ posts. Principals should be selected by means of experienced panels inclusive of a DBE representative. It was recommended that Cadre Deployment be done away with. The appointment of candidates as principals was supposed to be made purely on the basis of merit in terms of the report.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132348401","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":"Management of Students in Islamic Boarding Schools","authors":"Hardianto Hardianto, Eddy Setyanto, A. Wulandari","doi":"10.31458/iejes.1102102","DOIUrl":"https://doi.org/10.31458/iejes.1102102","url":null,"abstract":"This article describes the management of Islamic boarding school students in the context of School Based Management (SBM). This study uses a qualitative research approach with a single case study method. Daarul Rahman Islamic Boarding School was chosen as a place of research because it is the oldest Islamic boarding school in Jakarta. This research data collection technique uses observation, interviews and documentation studies. Interviews were conducted with the Boarding School Board of Trustees, Principals, Teachers, students and graduated. The research procedure used in this study consists of several steps of research with case study methods namely research planning, research data collection, research data analysis, and making research reports. The analysis of research is done through pairing patterns. Testing the validity of the data through triangulation of data sources and triangulation of techniques. The results showed: student management in terms of acceptance, learning process, and evaluation of learning as well as graduated ties that helped in organizing education. Islamic boarding schools applied the principles of SBM namely partnership, openness, participation, independence and accountability.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131303801","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":"Correcting Fallacies about Validity as the Most Fundamental Concept in Educational and Psychological Measurement","authors":"Vahit Bademci̇","doi":"10.31458/iejes.1140672","DOIUrl":"https://doi.org/10.31458/iejes.1140672","url":null,"abstract":"Validity is the most fundamental cerebration in educational and psychological testing. That is to say, validity is a crucial concept in psychometrics, but it is still misunderstood and misused. Validity has changed in the last 100 years, in other words, evolved. Validity is the degree to which evidence and theory support the adequacy and appropriateness of the proposed interpretations and uses of the scores obtained from the test or measurement instrument applied to a particular population or sample. In short, validity is not a property of a test or measurement instrument itself, but it is a property of the proposed interpretations and uses of the scores. Thus, such statements as ‘the test is valid’, ‘the validity of scale’ or ‘the scores are valid’ should not be used. The most authoritative source regarding the development and evaluation of educational and psychological tests is published by name of the Standards for Educational and Psychological Testing and briefly referred to as the Standards. The view of content validity, criterion-related validity and construct validity supported in 1966 Standards was quitted in 1999 Standards.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132368809","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":"An Investigation of Middle School Students’ Views on the Contributions of Dioramas to Biodiversity Education","authors":"Hülya ASLAN EFE, Sadreddin Tusun, Ali Osman Alakuş, Rifat Efe","doi":"10.31458/iejes.1131985","DOIUrl":"https://doi.org/10.31458/iejes.1131985","url":null,"abstract":"Dioramas are seen as unique teaching tools for environmental education in general and biodiversity education in particular as they present realistic learning environments that can reflect the components of the biodiversity, relationships among these components and changes occur over time. The aim of this study is to examine middle school students' views on diorama supported biodiversity education. A phenomenological approach based on student experiences were employed for the study. The study group of the research consists of twenty-four 7th grade students studying during the 2021-2022 academic year. Students participated in an 8 hours experimental process included diorama supported 5E constructivist teaching model. Interviews were used as the data collection tool. The analysis of data revealed that dioramas contribute positively to biodiversity education as they enhance learning, mitigate the effects of misconceptions, increase students’ awareness to protect biodiversity and of biodiversity sustainability. Therefore, including and using dioramas in learning environments for biodiversity education can mediate learning as well as help students to benefit from a realistic environment that include living things, the ecosystems they form and the places they live in.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115961870","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":"Information Processing Ability and its Implications for Teaching and Learning","authors":"M. Fourie, Gawie Schlebusch","doi":"10.31458/iejes.1130846","DOIUrl":"https://doi.org/10.31458/iejes.1130846","url":null,"abstract":"The aim of this paper is to explore how the brain processes information, and which factors affect the information processing ability of learners in the classroom. From the hierarchical linear modelling (HLM) analysis, it is evident that the independent variables age, home language, language of learning and teaching (LOLT), and average class size affect the information processing ability of learners in the classroom. The process by which the brain acquires, use, and think about knowledge is known as cognition. Cognition are those intellectual or perceptual processes occurring within us that the typical individual would describe as thinking, rational processing, or the mind. Through learning, an individual’s cognition develops long-term changes in mental representations or associations because of environmental learning and experiences. A quantitative design was followed to gather data from Grade 11 learners by means of a questionnaire. The results revealed that information processing ability of learners as a dependent variable was significantly influenced by the following independent variables: age, home language, language of learning and teaching, and average class size. Recommendations to teachers on how to facilitate efficient information processing are made, which could result in meaningful learning and understanding by the learners. It is hoped by the researchers that, employing these tactics, will render valid results that are consistent with the need to enhance learners’ depth and breadth of processing information, and thereby become sophisticated and complex producers of knowledge.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114896491","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":"Social Issues on the Academic Performance of Secondary School Learners in the Limpopo Province","authors":"Liliian Whylken, Alfred M. Modise, S. Percy","doi":"10.31458/iejes.1143369","DOIUrl":"https://doi.org/10.31458/iejes.1143369","url":null,"abstract":"South Africa, after Apartheid and with a democratic government and newly amended policies, committed to provider equal opportunities to every citizen, including the right and access to education. The purpose of this study, following the state of the education system as it is, is to investigate the social issues that contribute to the poor performance of secondary school learners in South Africa, and specifically the Palala circuit in the Waterberg district, Limpopo. A mixed methods approach was used (qualitative and quantitative) to investigate the possible improvements that could be used to deal with the social issues facing secondary school learners. The target population was 10 secondary schools in the Palala circuit in the Waterberg district, Limpopo. The sample was 10 principals, 10 Head of Departments (HoDs), 10 Life Orientation teachers, and 30 learners, 3 per school in the 10 selected schools. The response rate was 93% and data was collected by using questionnaire surveys and interviews with the same 56 participants. The study revealed the predominant social issues that affect the academic performance of learners in secondary schools in the Palala circuit as poverty, teenage pregnancy, bullying, low self-esteem, and parental unemployment. The strategies to eradicate these social issues are in place and need the input and active participation of all stakeholders, especially government, community members, teachers, parents, and the learners themselves.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"19 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128930183","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":"Challenges Encountered by School Principals and Teachers that Impede the Optimal Use of Instruction Time in South African Schools","authors":"Edmore Dongo, V. Mahlangu","doi":"10.31458/iejes.1147296","DOIUrl":"https://doi.org/10.31458/iejes.1147296","url":null,"abstract":"The purpose of this article is to investigate the challenges encountered by school principals and teachers in South African schools in ensuring that instructional time is optimally used during contact time. Challenges that impede the optimal use of instruction time are extensively investigated as they are encountered daily by school principals and teachers. This article therefore sought to understand the impact of these challenges on the smoothing flowing and delivery knowledge during teaching and learning activities. In this article, data was collected through semi-structured interviews and document analysis. School principals and post level 1 teachers were individually interviewed with the intension to investigate and understand what challenges do they encounter during contact time in regard to the optimal use of instruction time. All interviews were then transcribed, coded and themes developed. School principals and teachers from township schools encounter similar challenges with their counterparts in former Model C schools. However, if all school principals work hand in gloves with teachers and other stakeholders, then a number of challenges encountered they encounter will be minimised resulting in improved learners’ academic performance. Some participating teachers could have some reservations to speak openly particularly if the challenges were as a result of some weaknesses pertaining to how their school principals manage instruction time. As subordinates, teachers could try to protect their school principals in fear of being victimised regardless of being assured of their names’ anonymity and confidentiality of the information shared. This article’s finding and recommendations thereof may be used by the school principals, teachers and the Department of Basic Education as source of information in identifying the timewasters that impedes the optimal use of instruction time and the strategies that can be employed in order to minimise or eradicate them. Based on this study, school principals and teachers can revisit the way they deal with such challenges with the aim to improve the effective use of instructional time. This article provides both theoretical and empirical contribution to the existing literature on the challenges encountered by school principals and teachers pertaining the optimal utilisation of instruction time. In addition, it also highlights some recommendations that give advice to school principals and teachers on how they can minimise or eradicate these challenges for the betterment of learners’ academic performance.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126305088","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":"Comparison of 5th to 8th Grade Mathematics Curricula in Turkey and Greece","authors":"Enta ISMAIL AMET, Gül KALELİ YILMAZ","doi":"10.31458/iejes.1080789","DOIUrl":"https://doi.org/10.31458/iejes.1080789","url":null,"abstract":"This study compares the Turkish secondary school mathematics curriculum and the 5-8th grades mathematics curriculum in Greece, which has an essential place in the history of mathematics in terms of their general structure and content (learning areas, sub-learning areas, achievements, and course hours). In this study, we have used the document analysis method and curricula as a data collection tool. As a result of the research, we have seen that although the Turkish mathematics curriculum is structured as a single document, the Greek mathematics curriculum has a detailed document covering the aims, general objectives, and basic concepts of the interdisciplinary approach. While primary school is 6 years and secondary school is 3 years in Greece, both are 4 years in Turkey. The number of achievements in the Greek mathematics curriculum is higher than in Turkey, but the course hours are less than in Turkey. In addition, sets, linear equations, and similarity learning areas are included in the Turkish curriculum, but not in Greece. Similarly, sub-learning areas such as Functions and Trigonometry are included in the Greek curriculum, but not in Turkey. In line with these results, it can be ensured that the mathematics course hours are different at each grade level, and the course hours increase as the grade level increases in the mathematics curriculum conducted in Turkey, as in the Greek mathematics curriculum. In addition, as in previous curricula, a broader curriculum including activities, educational materials, and mathematical illustrations that will contribute to students' understanding of the subject can be developed in line with re-achievements.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114936285","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":"Teaching of Make Prototype Step of Design Process by E-tutors in Open and Distance e-Learning Context","authors":"M. Sedio","doi":"10.31458/iejes.1187944","DOIUrl":"https://doi.org/10.31458/iejes.1187944","url":null,"abstract":"The ODeL model is noted for its unique approach to courses, especially that aimed at producing future entrepreneurs. The make prototype part of the design process is viewed as a foundation for entrepreneurship education in this article. An objective was set to see how e-tutors' topic expertise affects their capacity to help students envision the make prototype step of the design process in order to attain this goal. 350 postgraduate students enrolling in a semester module in 2020 were the subject of the research. In order to assist students with the make of the make prototype stage of the design process in an ODeL context, an online observation tool was utilized to study the expertise of e-tutors. The data acquired from five different e-tutor websites was evaluated. According to the findings, e-tutors in ODeL settings were unable to conceptualize the make prototype stage of the design process. Suggestions: An alternative technique for e-tutor appointments is proposed based on the current concept.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121954287","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":"Effects of Different Teaching Methods on Nursing Students’ Motivations and Critical Thinking Disposition: A quasi-experimental Study","authors":"Yeter Durgun Ozan, M. Duman, Gözde GÖKÇE İŞBİR","doi":"10.31458/iejes.1059478","DOIUrl":"https://doi.org/10.31458/iejes.1059478","url":null,"abstract":"It is important to replace the traditional teacher-centered teaching approach with other different teaching methods. The present study aimed to determine the influence of different teaching methods used in the course of infertility nursing on students’ motivation and on their critical thinking disposition. The study was conducted as a quasi-experimental study using the one-group pretest-posttest design. The optional course of infertility nursing was taken by a total of 113 students. The results demonstrated that the different teaching methods applied in the study led to a statistically significant difference in the students’ their critical thinking dispositions and in their levels of motivation. It was also found that watching movies, technical visits and doing research were more influential on increasing the students’ motivations than other teaching methods. The results revealed the importance of using different active teaching methods for the development of students’ motivations and critical thinking skills in nursing education.","PeriodicalId":187210,"journal":{"name":"International e-Journal of Educational Studies","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122864967","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}