Edukasiana: Jurnal Inovasi Pendidikan最新文献_第2页

Assessing the influence of teacher leadership styles on motivation and academic outcomes among secondary school students 评估教师领导风格对中学生学习动机和学习成绩的影响

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2024-04-04 DOI: 10.56916/ejip.v3i2.676

Insaf Khoudri

{"title":"Assessing the influence of teacher leadership styles on motivation and academic outcomes among secondary school students","authors":"Insaf Khoudri","doi":"10.56916/ejip.v3i2.676","DOIUrl":"https://doi.org/10.56916/ejip.v3i2.676","url":null,"abstract":"The quality of teaching, teacher leadership style, student satisfaction, and academic outcomes collectively serve as crucial predictors of the competence of graduates and the overall success of educational institutions. This study aimed to investigate the significance of classroom and teacher leadership in the context of enhancing students’ motivation and academic achievements. Employing a quantitative approach via a questionnaire, the study focused on Moroccan EFL students, specifically targeting first- and second-year baccalaureate students majoring in physics and first-year experimental sciences at Al Ahd Al Jadid Secondary School in the Taounat region. The study’s findings revealed that a substantial 97.9% of participants favored transformational leadership, with 61% opting for transactional leadership, and a modest 14.2% choosing laissez-faire leadership. These results suggest that effective teachers may employ a combination of transformational and transactional leadership styles, depending on the specific circumstances and needs of the classroom. This study highlights the importance of flexible and adaptive leadership in education and its potential impact on students’ motivation and academic success.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":"9 s5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742174","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

Probing secondary school students' test anxiety in biology using Inquiry-based instructional approach in Anambra State 在阿南布拉州采用探究式教学法探究中学生的生物考试焦虑

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2024-03-25 DOI: 10.56916/ejip.v3i2.656

I. Nwuba, Isaac-Martin C. Mmodum, Cynthia C. Agwuna, Chioma S. Mbaegbu, S. O. Egwu, O. F. Awosika

{"title":"Probing secondary school students' test anxiety in biology using Inquiry-based instructional approach in Anambra State","authors":"I. Nwuba, Isaac-Martin C. Mmodum, Cynthia C. Agwuna, Chioma S. Mbaegbu, S. O. Egwu, O. F. Awosika","doi":"10.56916/ejip.v3i2.656","DOIUrl":"https://doi.org/10.56916/ejip.v3i2.656","url":null,"abstract":"The study investigated the effect of inquiry-based instructional approach (IBIA) on secondary school students’ test anxiety in biology. The study is a quasi-experimental research, adopting specifically the non-randomized control group design. 4,755 (2,067 males and 2,688 females) Senior Secondary year two (SS2) students offering biology in the 62 government owned secondary schools, in Awka Education Zone of Anambra State, Nigeria constituted the population. 52 (20 males and 32 females) SS2 biology students drawn from, two intact classes, in the two sampled schools, using multi-stage sampling procedure constituted the sample size. The instrument for data collection was an adapted Biology Test Anxiety Scale (BTAS), validated by three experts with reliability coefficient of 0.78 established using Cronbach Alpha. In analyzing the collected data, mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was employed to test the null hypotheses. The findings revealed that students taught biology with IBIA significantly showed low test anxiety in biology than those taught with the conventional lecture method, irrespective of gender. Based on the findings, the study concluded that IBIA is a gender friendly, activity-based approach that boosts students’ confidence, and promotes meaningful learning in biology. In light of this, it was recommended among others that IBIA should be adopted by biology teachers in secondary schools to actively engage students in the learning process which will in return help boost their confidence during tests and thus, reduce their anxiety.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382356","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 overview of knowledge management for the benefits of service-based value in the university libraries: 知识管理促进大学图书馆服务价值效益概述：

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2024-03-25 DOI: 10.56916/ejip.v3i2.609

S. M. Mostofa

{"title":"The overview of knowledge management for the benefits of service-based value in the university libraries:","authors":"S. M. Mostofa","doi":"10.56916/ejip.v3i2.609","DOIUrl":"https://doi.org/10.56916/ejip.v3i2.609","url":null,"abstract":"There is an exclusive chance for university libraries to contribute to the future reimagining of library services. In this regard, the job of KM might be extremely successful. As a result, university libraries may provide excellent user services by utilizing KM. This research is to explore the existing models of Knowledge Management (KM) and how the existing models of KM are implemented at university libraries, to recognize how KM is being implemented at university libraries as reported in earlier research, and the benefits of KM practices for creating service value for libraries. This research was performed following the “Preferred reporting items for systematic reviews and meta-analyses (PRISMA)” guidelines. The study found that a skilled workforce and expertise are required for effective KM implementation in university libraries. Outdated skills may serve as a starting point for KM in university libraries, but they are insufficient for providing service-based value. There is a need for Library and Information Science (LIS) professionals to develop additional competencies for KM practice in university libraries. Based on the findings and discussion, it can be concluded that all the authors have recognized the importance of KM in libraries. This finding would aid the university libraries and offer current KM knowledge to other libraries. Therefore, this research would be an excellent addition to the application of KM in university libraries.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383785","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

Factors influencing student learning outcomes and Satisfaction: A case study approach 影响学生学习成果和满意度的因素：案例研究法

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2024-03-24 DOI: 10.56916/ejip.v3i2.576

Najwa AL-Harsoosi, Yuzah AL-Harsoosi, M. M. Thottoli

{"title":"Factors influencing student learning outcomes and Satisfaction: A case study approach","authors":"Najwa AL-Harsoosi, Yuzah AL-Harsoosi, M. M. Thottoli","doi":"10.56916/ejip.v3i2.576","DOIUrl":"https://doi.org/10.56916/ejip.v3i2.576","url":null,"abstract":"Purpose: Learning outcomes play a critical role when evaluating educational programs' success and educational institutions' responsibility to deliver high-quality instruction. Educational institutions may consider improvements to fulfill the requirements of students better and enhance their emotional elements to increase interest in learning by identifying areas of strength and weakness through student learning outcomes and satisfaction evaluations. Hence, the study examines the factors for assessing student learning outcomes and Satisfaction. Methodology: A quantitative research method was utilized in this study, and 180 sample data was collected. This study employed a quantitative research design, collecting 180 sample data from students at the College of Economics, Management, and Information Systems, University of Nizwa, Oman. SEM-PLS software has been used to analyze the collected data. Findings: According to the study, educational quality (EQ) significantly impacted students' Satisfaction (SS) but not learning outcomes. There was no discernible impact of student involvement on learning outcomes or Satisfaction. Similarly, support resource quality (SRQ) does not significantly affect student learning outcomes. However, SRQ has a substantial effect on students' Satisfaction. Thus, high-quality education indicates that enhancing the learning environment should be a top priority for educational institutions. For students, self-regulated learning and metacognition are essential. Educators should constantly update and improve the curriculum to incorporate cutting-edge teaching techniques and current pedagogical trends.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":" 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385962","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

Exploring the challenges and coping strategies of rural high schools in resuming to in-person classes 探索农村高中恢复面授课程的挑战和应对策略

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2024-03-24 DOI: 10.56916/ejip.v3i2.578

F. R. H. C. Petiluna, Genesis Naparan

{"title":"Exploring the challenges and coping strategies of rural high schools in resuming to in-person classes","authors":"F. R. H. C. Petiluna, Genesis Naparan","doi":"10.56916/ejip.v3i2.578","DOIUrl":"https://doi.org/10.56916/ejip.v3i2.578","url":null,"abstract":"This study intends to explore the challenges and coping strategies of selected public rural high schools in transitioning from modular to in-person classes. It utilizes a qualitative-case study design gathering primary data by interviewing school heads, ancillary coordinators, teachers, and parents from 3 public high schools in the rural districts of Pagadian City. Coding was the strategy used to analyze the data gathered. Analysis reveals that amidst the implementation of full in-person classes, schools experienced challenges in adapting to the new normal, managing misbehavior, academic unpreparedness, mental health concerns, maintaining health and safety standards, and sustaining school operations. Consequently, schools applied measures to address such challenges by applying systematic response, resourcefulness, effective communication, sustaining productivity, and creating an encouraging environment. Hence, recommendations to further address challenges were discussed. The primary contribution of this study lies in providing a deeper understanding of the challenges and coping strategies faced by rural high schools in transitioning to the \"new normal\" of education. This study contributes to providing a deeper understanding of the challenges and coping strategies faced by rural high schools in transitioning to the \"new normal\" of education.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":" 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386613","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

Strengthening outcome-based education: Capability approach perspective 加强成果教育：能力培养方法视角

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2024-03-24 DOI: 10.56916/ejip.v3i2.550

Givheart C. Dano

{"title":"Strengthening outcome-based education: Capability approach perspective","authors":"Givheart C. Dano","doi":"10.56916/ejip.v3i2.550","DOIUrl":"https://doi.org/10.56916/ejip.v3i2.550","url":null,"abstract":"This paper explores the integration of the Capability Approach into Outcome-Based Education (OBE) to enhance the quality and inclusivity of educational practices. While OBE has gained acceptance for its structured approach, critics raise concerns about its potential limitations in fostering holistic development. The Capability Approach, rooted in the work of Amartya Sen and Martha Nussbaum, offers an alternative perspective, emphasizing human capabilities and freedoms. The paper advocates for a broader view of education, asserting that it should empower learners with skills beyond predefined outcomes. It discusses the theoretical foundations of both approaches, their key principles, and the potential synergies between them. The study employs a comprehensive qualitative methodology, analyzing various sources to enrich the understanding of the research topic. Criticisms of OBE include a perceived narrowing of the curriculum and concerns about its impact on individual excellence. Case studies from different countries highlight challenges and varying outcomes in OBE implementation. The integration of the Capability Approach into OBE is proposed as a transformative avenue, emphasizing the cultivation of capabilities alongside traditional knowledge. Practical implications are outlined, including designing comprehensive learning outcomes, adapting curriculum and pedagogy, and employing diverse assessment methods. The integrated approach is seen as a means to empower learners for personal and societal flourishing, fostering inclusivity and equity in education. The paper concludes that this integration signifies a paradigm shift, redefining education as a transformative force for individual and societal progress.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385657","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 Assessment of Parental Involvement on Public Secondary School Adolescents’ Academic Performance in Sciences, in Lagos State, Nigeria 评估家长参与对尼日利亚拉各斯州公立中学青少年科学学习成绩的影响

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2023-12-02 DOI: 10.56916/ejip.v3i1.472

Bamidele Segun Donald Odeyemi

引用次数: 0

Role of Organizational Culture on Relationship between Knowledge Management and Teacher's Performance for National Security 组织文化对国家安全知识管理与教师绩效之间关系的作用

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2023-12-02 DOI: 10.56916/ejip.v3i1.493

Aminu Hussaini, Mansur Shehu, Bello Garba Dagawa

{"title":"Role of Organizational Culture on Relationship between Knowledge Management and Teacher's Performance for National Security","authors":"Aminu Hussaini, Mansur Shehu, Bello Garba Dagawa","doi":"10.56916/ejip.v3i1.493","DOIUrl":"https://doi.org/10.56916/ejip.v3i1.493","url":null,"abstract":"The safety and security of any nation depend on its organizational culture, knowledge management and teachers' performance. Good organizational culture leads to good performance, likewise, knowledge management helps in improving good organizational culture which in general can lead to safety and security in any State. This paper explores the role of organisational culture in the relationship between knowledge management and teacher's performance for national security. The study has two research objectives and two research hypotheses. The study adopted a quantitative research design. The population was 7986 out of which 370 were selected. The sample was selected using a multi-stage sampling technique. The data was collected via a questionnaire. Survey questionnaires were distributed and analyzed using Smart PLS (4.0) statistical software. The findings revealed a positive relationship between knowledge management and teacher performance. It further highlights the importance of effective knowledge acquisition, sharing, storage, and application processes. Equally, the moderating role of organizational culture indicates that a strong and supportive culture enhances the impact of knowledge management on teachers’ performance. The study recommends among others that; government and educational administrators in Sokoto State should model cultural values and take responsibility for nurturing the desired culture. The Ministry of Education should put in place policies promoting effective teacher management and engagement, which are critical for developing a positive image for any educational organisation and creating a strong organisational culture.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":"63 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138606689","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

Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry 全班朋辈辅导对高中生化学成绩的影响

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2023-12-02 DOI: 10.56916/ejip.v3i1.490

Stephen Chinedu Nwafor, Maureen Chinyere Ezeanya, Blessing Ukamaka Onuigwe

{"title":"Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry","authors":"Stephen Chinedu Nwafor, Maureen Chinyere Ezeanya, Blessing Ukamaka Onuigwe","doi":"10.56916/ejip.v3i1.490","DOIUrl":"https://doi.org/10.56916/ejip.v3i1.490","url":null,"abstract":"There is an urgent need to improve students’ achievement in Chemistry in Nigeria using innovative teaching methods due to the available empirical evidence. This study therefore examined the effect of CWPT (class-wide peer tutoring) on the academic achievement of chemistry students in Anambra State, Nigeria. Additionally, it looked into the moderating effect of gender on students' chemistry achievement as well as the interplay between gender and instructional tactics. Data was gathered from 78 Senior Secondary two (SS2) Chemistry students using a 30 multiple-choice items Chemistry achievement test created by researchers. The Kendall's Coefficient of Concordance (w) was used to get the reliability index for CAT, which was 0.92. Pre-test and post-test non-equivalent control group quasi-experimental design was the methodology utilized in the study. Mean and standard deviation were used to respond to the study questions, and ANCOVA was used to assess the hypotheses. The findings of the investigation showed that CWPT improves students' achievement in chemistry more than the lecture technique does. Additionally, neither gender nor the interaction between gender and instructional strategies had a statistically significant impact on students' achievement in chemistry. It was concluded that CWPT promotes gender equity in chemistry learning and Improves students’ achievement in Chemistry.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138607003","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

Students’ self-efficacy in mathematics academic achievement: Do teachers’ personality traits matter? 学生在数学学习成绩中的自我效能感：教师的个性特征重要吗？

Edukasiana: Jurnal Inovasi Pendidikan Pub Date : 2023-12-02 DOI: 10.56916/ejip.v3i1.522

Peter Emeda Tengaa

{"title":"Students’ self-efficacy in mathematics academic achievement: Do teachers’ personality traits matter?","authors":"Peter Emeda Tengaa","doi":"10.56916/ejip.v3i1.522","DOIUrl":"https://doi.org/10.56916/ejip.v3i1.522","url":null,"abstract":"Students' academic achievement is influenced by a wide range of factors, ranging from individual, family-related, school-related, and societal factors. The current study explores the effect of students’ self-efficacy (SSEF) on math academic achievement among secondary students, with a specific focus on the potential moderating role of teachers' personality traits (TPTS). To achieve the study objective, an epistemological-positivist research paradigm and cross-sectional research design were used to guide the study. Confirmatory factor analysis (CFA) and PROCESS macro were employed for data analysis. The results reveal a significant and positive correlation between SSEF beliefs and their math academic achievement (β = 0.4525, p = 0.0000). Moreover, the results demonstrate that the effect of SSEF on math academic achievement is significantly increasing at the increased level of TPTS (β = 0.0572, p = 0.0089), affirming the crucial role of TPTS in shaping SSEF and math academic endeavours. These findings hold relevant for educators, schools’ administrators, and policymakers. Among others, the study recommends the need to design and implement training programs, workshops, seminars and offer teaching tools that nurture and cultivate SSEF, self-esteem, and TPTS in shaping students' trajectories of math success. This study unravels the intricate interplay between self-efficacy, TPTS, and secondary students' achievements in the realm of mathematics. By so doing, the study contributes to both theoretical knowledge and practical insights, offering a deeper understanding of the complex factors influencing academic success in math among secondary students.","PeriodicalId":321345,"journal":{"name":"Edukasiana: Jurnal Inovasi Pendidikan","volume":"118 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138607557","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