British Journal of Education最新文献

{"title":"Developing Dual Language Skills and Intercultural Communication Strategies in a Bilingual Learning Environment: Investigating a Project Based Learning Programme","authors":"Gareth John Probert","doi":"10.37745/bje.2013/vol12n26381","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n26381","url":null,"abstract":"This study investigated a project-based learning approach and explored developing bilingual language skills and enhanced intercultural communication within an existing Bilingual Learning Community. The study mainly looked at the increased importance of bilingualism and intercultural understanding needed to be successful in a global society. It investigated the effectiveness of using Project-based learning to promote these essential skills and competencies. The research used a mixed methods approach that integrated qualitative and quantitative data collection and analysis methods. The study took place in an international school setting in China within a bilingual learning community using English and Chinese, project-based learning, and STEM activities to enhance language proficiency and intercultural understanding. The qualitative component of the study involved interviews with various teachers involved in the Bilingual Learning Community study, and the specific students in the classes were analysed regarding their understanding of intercultural communication. Questionnaires gathered information about the teacher’s and student’s knowledge of the concepts. Observations and comprehensive notes were utilised, and natural interactions with students were encouraged so they could be observed under normal circumstances. The quantitative phase employed pre-and post-tests to measure the students’ language proficiency and focused explicitly on developing cognitive academic language proficiency (CALP) skills. These tests also measured the student’s intercultural learning and competencies. The data collected was analysed using statistical methods. These statistical methods determined the effectiveness of Project-based Learning as a pedagogy to promote bilingual language acquisition and develop intercultural understanding and communication. The findings of this study contributed to the existing body of knowledge on bilingual learning communities, intercultural understanding, and Project-based learning. The study also significantly contributed to the theoretical scientific knowledge by creating a detailed framework with descriptors that related to bilingual language development for students and intercultural communication competence that other scholars could develop further. It was also expected to contribute significantly to applied scientific knowledge. It provided practical information about the students' language skills, communicative behaviours, and difficulties when dealing with problems and will be helpful for teachers in China and abroad.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 68","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621156","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":"Educational Resource Needs and Access to Tertiary Education among People with Disability in Bayelsa State","authors":"Samuel Joseph Ogbolosingha, E. Eseyin","doi":"10.37745/bje.2013/vol12n11840","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n11840","url":null,"abstract":"The paper investigated educational resource needs and access to tertiary education among people with disability in Bayelsa State. Three research questions were raised and three hypotheses tested in the study. Mixed method approach was adopted in the study while 165 respondents consisting 160 persons with disability, four Deans of Student Affairs and an executive of Joint National Association of Persons with Disabilities (JONAPWD) in Bayelsa State were sampled for the study using multistage sampling technique. Respondents were selected from within and outside four randomly selected tertiary institutions namely; Bayelsa Medical University (Yenagoa LGA), Federal University Otuoke (Ogbia LGA), Niger Delta University (Southern Ijaw LGA) and Isaac Jasper Boro College of Education (Sagbama LGA). Instruments used for data collection were questionnaire for the persons with disability as well as Focus Group Discussion while five Key Informant Interviews (KIIs)was conducted with the other respondents. Data collected quantitatively were analyzed using descriptive statistics such as mean, standard deviation and t-test while the qualitative data was analyzed using content and thematic analysis. The finding of the study indicated that financial resource, policy intervention and assistive technology were the priority educational resource need of the respondents. Inaccessibility to tertiary education has implication on the employment prospects and human rights of the respondents and this can only be corrected through appropriate policies, better infrastructure among other strategies. There were differences between the opinion of students and non-students on the issues interrogated. It was recommended that the government should collaborate with school administrators to create a fund for persons with disability who wish to acquire tertiary education across all spheres.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"42 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437131","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":"Utilization of Information Communication and Technology Among Students in St Philomena Catholic Hospital, Benin City","authors":"Eunice Osian, Yetunde Olawale, Olayide Akinkunmi","doi":"10.37745/bje.2013/vol12n1117","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n1117","url":null,"abstract":"In today’s society, information and communication technologies (ICT) play an important part in almost every area. This descriptive cross-sectional study assessed utilization of information communication and technology among students in St. Philomena Catholic Hospital, Benin City. Convenience sampling approach was used to recruit the 212 participants. The instrument for data collection was structured questionnaire with reliability of 0.786. SPSS version 22 was used to analyze the data. The result shows that the mean ± SD age of the respondent is (22.7 + 4.6 years). Only 29(14.5%) have good access to information communication and technology and 171(85.5%) have poor access information communication and technology. High utilization of information communication and technology was 133(66.5%) while low usage was 67(33.5%). perceived factors affecting utilization of information communication and technology among the respondents include faulty equipment/lack of maintenance 180(90.0%), lack of technical support 178(89.0%), and inadequate computers 165(82.5%), and unavailability of IT equipment in the school 150(75.0%). It is concluded that there is good utilization but poor access to information communication and technology among the students. Therefore, nursing institutions (academic/clinical) should continue to invest in professional development with student-centered ICT labs to encourage students to use modern technology.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"38 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437276","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":"Remuneration and Retirement Benefit as Correlates of Non-Academic Staff Productivity in Nigerian Universities","authors":"Olusola Christianah Abiri, Adesina Ajayi Adedapo, Olubunmi Adejoke Adenagbe","doi":"10.37745/bje.2013/vol12n23244","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n23244","url":null,"abstract":"This descriptive survey research aimed to investigate the relationship between remuneration, retirement benefits, and the productivity of non-academic staff in public universities in Southwest Nigeria. The study utilized a multistage sampling procedure to select 1200 non-academic staff from six universities, incorporating both federal and state institutions. Data were collected through self-designed instruments, namely the Conditions of Service Questionnaire (CSQ) and the Non-academic Staff Job Productivity Questionnaire (NSJPQ), focusing on remuneration, retirement benefits, and job productivity. Validity and reliability checks were performed on the instruments to ensure the accuracy of the collected data. The study concluded that remuneration and retirement benefits do not significantly influence the productivity of non-academic staff in universities. In light of these findings, recommendations were proposed, including an increase in the minimum wages for non-academic staff and the importance of ensuring regular payment of contributory pensions to guarantee a secure future for pension beneficiaries after retirement. These recommendations aim to address potential concerns regarding the financial well-being and job productivity of non-academic staff in Southwest Nigerian universities.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620960","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":"Assessment of Digital Literacy Skills Among Physical and Health Education Students in Secondary Schools in Bayelsa State","authors":"Adata Dickson Diepiribo","doi":"10.37745/bje.2013/vol12n22331","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n22331","url":null,"abstract":"This study assessed digital literacy skills among physical and health education students in secondary schools in Bayelsa State, Nigeria. A “descriptive survey design” was adopted for the study. To direct the study, two research questions were developed along with matching null hypotheses. All PHE students in the 192 secondary schools in Bayelsa state that are owned by the government make up the study population. The research sample consisted of 499 PHE students, 240 of whom were male and 249 of whom were female. The \"Digital Literacy Skill Questionnaire (DLSQ),\" a structured tool created by researcher and approved by specialists, was used to collect data. The Cronbach Alpha formula was used to determine the instrument's reliability, and a coefficient of 0.84 was found. Mean and standard deviation were used to answer the study questions, and t-test statistics were used to assess the hypotheses. The findings showed that Bayelsa State secondary school PHE students do not use their digital literacy skills to a high degree. It was suggested that PHE students be encouraged to develop their digital abilities by the school administration.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621560","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}