European journal of education studies最新文献_第7页

CONTRIBUTIONS OF FACILITY FINANCIAL ACCOUNTING AND REPORTING SYSTEM TOWARD TRANSPARENCY AND ACCOUNTABILITY IN FINANCIAL MANAGEMENT AMONG PUBLIC PRIMARY SCHOOL HEADS IN MOSHI MUNICIPALITY, TANZANIA 设施财务会计和报告制度对坦桑尼亚莫希市公立小学校长财务管理透明度和问责制的贡献

European journal of education studies Pub Date : 2023-11-04 DOI: 10.46827/ejes.v10i12.5093

Jacqueline Nicholaus, Peter N. Siamoo, Eugene Lyamtane

{"title":"CONTRIBUTIONS OF FACILITY FINANCIAL ACCOUNTING AND REPORTING SYSTEM TOWARD TRANSPARENCY AND ACCOUNTABILITY IN FINANCIAL MANAGEMENT AMONG PUBLIC PRIMARY SCHOOL HEADS IN MOSHI MUNICIPALITY, TANZANIA","authors":"Jacqueline Nicholaus, Peter N. Siamoo, Eugene Lyamtane","doi":"10.46827/ejes.v10i12.5093","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5093","url":null,"abstract":"The study aimed to assess the contributions of Facility Financial Accounting and Reporting System (FFARS) toward transparency and accountability in financial management among public primary school heads in Moshi Municipality. The study problem was answered by using one research question. This study was guided by financial control theory. A mixed method was employed under which a convergent design was used. The target population of this study consisted of 37 public primary schools, 37 head teachers, 1 District Education Officer, 1 District school internal auditor, and 1 District IT manager in Moshi Municipality. The sample size was eleven 11 public primary schools, 11 head teachers, 1 District Education Officer, 1 District school internal auditor, and 1 District IT manager. Questionnaires and interview guide research instruments were used during the data collection process. The validity of the instruments was determined by three experts chosen from the field of educational research at Mwenge Catholic University. The reliability of the instruments was assessed by using Cronbach Alpha. Qualitative data and quantitative data were analysed accordingly. The study found out that FFARS had contributed to transparency and accountability among heads of schools in financial management since the head teachers were able to share financial information with staff members and other stakeholders. The study concluded that head teachers were being transparent by keeping all financial records to the FFARS. The research recommended that the government should provide sufficient training to all the head teachers concerning the use of FFARS in managing school funds to equip the head teachers with financial management skills. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139289519","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

TEACHERS’ PERCEPTIONS OF PLAY WAY STRATEGIES OF LEARNING IN DEVELOPING DIGITAL LITERACY AMONG PUPILS IN PRIMARY SCHOOL 教师对培养小学生数字素养的游戏式学习策略的看法

European journal of education studies Pub Date : 2023-11-02 DOI: 10.46827/ejes.v10i11.5090

Sarah Jemutai, M. J. Kemboi, V. Nabwire

{"title":"TEACHERS’ PERCEPTIONS OF PLAY WAY STRATEGIES OF LEARNING IN DEVELOPING DIGITAL LITERACY AMONG PUPILS IN PRIMARY SCHOOL","authors":"Sarah Jemutai, M. J. Kemboi, V. Nabwire","doi":"10.46827/ejes.v10i11.5090","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5090","url":null,"abstract":"Early learning and subsequent academic achievement are based on play. Play and early learning have attained and will continue to achieve global awareness. Playing with digital devices can help learners develop digital skills. However, little to no research has been documented on the use of play and the development of digital literacy skills. The purpose of this paper is to explore teachers’ perceptions of Play Way strategies of learning in developing digital literacy among pupils in primary school. The study is underpinned by Constructivism Learning Theory. The study utilized a qualitative research method, and a case study research design, and adopted an interpretivism research paradigm. The target population comprised 30 primary schools. 13,500 pupils and 450 teachers. Data was collected from twelve public primary schools in Chesumei Sub County in Nandi County, 12 head teachers, 12 grade one teachers, 480 learners, and one education officer using purposive sampling methods. Purposive in that existing grade one classes were used, the teachers teaching the grade and schools that received the government-donated laptops and tablets. The research instruments that were used were teacher reflective journals and interview schedules. The data was analyzed thematically. The study findings revealed that: teachers perceived the Play Way method of learning as digital skill acquisition, a child-centred approach, and a method that changed the role of the teacher. The paper concludes that Play Way method of learning can be used to aid in the development of digital literacy skills in the competency-based curriculum. The paper recommends that schools entrench a system of supporting the teachers to use digital devices for learning and acquisition of 21st century skills. Digital devices have become a valuable resource in the teaching and learning process. The findings of this study are useful in curriculum innovation in Kenya and other parts of the world. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139290376","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

MEASURING HIGHER-ORDER THINKING SKILLS IN SCIENCE AMONG PRIMARY SCHOOL STUDENTS USING ITEM RESPONSE THEORY 利用项目反应理论测量小学生的科学高阶思维能力

European journal of education studies Pub Date : 2023-11-01 DOI: 10.46827/ejes.v10i12.5089

Sandag Gendenjamts

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TEACHING PHOTOSYNTHESIS USING AN INQUIRY-BASED APPROACH VIA A DIGITAL EDUCATIONAL PLATFORM TO PROMOTE STUDENTS’ UNDERSTANDING 通过数字教育平台，采用探究式方法教授光合作用，促进学生对光合作用的理解

European journal of education studies Pub Date : 2023-10-31 DOI: 10.46827/ejes.v10i12.5088

Maria Fermani, Martha Georgiou

{"title":"TEACHING PHOTOSYNTHESIS USING AN INQUIRY-BASED APPROACH VIA A DIGITAL EDUCATIONAL PLATFORM TO PROMOTE STUDENTS’ UNDERSTANDING","authors":"Maria Fermani, Martha Georgiou","doi":"10.46827/ejes.v10i12.5088","DOIUrl":"https://doi.org/10.46827/ejes.v10i12.5088","url":null,"abstract":"Our research aimed to identify whether inquiry-based learning via Go-LAB platform, could enhance students learning about photosynthesis. The study sample consisted of 92 second-year high-school students, and the educational intervention consisted of three teaching hours. We conducted a pre- and a post- test via a questionnaire with closed-ended questions to detect the possible results of our teaching intervention. The statistically significant difference between the pre- and post-test surveys indicated that the inquiry-based intervention via Go-LAB platform helped students to better understand the concept of photosynthesis. At the same time, positive learning effects in our study were found to be gender-independent, a finding that is in line with a multitude of studies. Students gave more correct answers about the photosynthesis process, and several alternative ideas seemed to be overturned. Consequently, according to our findings, inquiry-based learning supported by the Go-LAB platform seems to represent an efficient way of teaching complex biological concepts like photosynthesis. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139306447","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 MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONCEPT AND STUDENT ENGAGEMENT 学校氛围对学术自我概念与学生参与之间关系的中介效应

European journal of education studies Pub Date : 2023-10-28 DOI: 10.46827/ejes.v10i11.5084

Raymunda L. Apostol, Lovelle Shayne P. Delos Santos

{"title":"THE MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONCEPT AND STUDENT ENGAGEMENT","authors":"Raymunda L. Apostol, Lovelle Shayne P. Delos Santos","doi":"10.46827/ejes.v10i11.5084","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5084","url":null,"abstract":"This study aimed to determine the mediating effect of school climate on the relationship between academic self-concept and student engagement in public secondary schools in Cateel I District that offer the Senior High School Program. The researcher used a quantitative, non-experimental design of research using correlational techniques to gather data from 224 senior high school student respondents, who were stratified randomly. The data was collected through a survey method using validated questionnaires. Further, the results were collated and statistically analyzed using mean, Pearson r, and regression utilizing Medgraph to determine the mediation. The study revealed that academic self-concept, student engagement, and school climate exhibited high mean scores. This study also showed a significant relationship between the level of academic self-concept and student engagement, a significant relationship between academic self-concept and school climate, and a significant relationship between student engagement and school climate. Lastly, the results of this study showed that there was a partial mediation of school climate on the relationship between academic self-concept and student engagement. It implies that the school climate conveys good academic self-concept and student engagement. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312190","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

MORAL COMPASS AND UNETHICAL PRACTICES IN ACADEMICS AMONG SECONDARY SCHOOL STUDENTS IN BARINGO COUNTY, KENYA 肯尼亚巴林戈县中学生的道德观和学术不道德行为

European journal of education studies Pub Date : 2023-10-27 DOI: 10.46827/ejes.v10i11.5083

Daniel Kimutai Kemei, C. Wawire, P. Ndambuki

引用次数: 0

ACADEMIC ENJOYMENT AND PROFICIENCY IN ENGLISH: THE MEDIATING ROLE OF ORGANIZATIONAL STRATEGIES BY SECONDARY SCHOOL STUDENTS IN CHINA 学术乐趣与英语水平：中国中学生组织策略的中介作用

European journal of education studies Pub Date : 2023-10-27 DOI: 10.46827/ejes.v10i11.5080

Meihong Jiang

引用次数: 0

EFFECTS OF LABORATORY METHOD ON STUDENTS’ ACQUISITION OF SCIENCE PROCESS SKILLS IN SENIOR SECONDARY SCHOOL CHEMISTRY IN DELTA STATE, NIGERIA 实验法对尼日利亚德尔塔州高中化学学生掌握科学过程技能的影响

European journal of education studies Pub Date : 2023-10-24 DOI: 10.46827/ejes.v10i11.5078

Akpomudiare Helpus Efe, Emmanuel Ikechuku Abamba

{"title":"EFFECTS OF LABORATORY METHOD ON STUDENTS’ ACQUISITION OF SCIENCE PROCESS SKILLS IN SENIOR SECONDARY SCHOOL CHEMISTRY IN DELTA STATE, NIGERIA","authors":"Akpomudiare Helpus Efe, Emmanuel Ikechuku Abamba","doi":"10.46827/ejes.v10i11.5078","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5078","url":null,"abstract":"The study was designed to investigate the effects of laboratory method on students’ acquisition of science process skills in senior secondary school Chemistry. To guide this study, three hypotheses were raised and tested. The design of the study was a non-randomised pre-test, post-test control group quasi-experimental design. Six secondary schools were selected using a stratified random sampling technique. Three schools were used as the experimental group and the other three as the control group. One hundred and ninety-eight (198) students of six (6) intact classes made up of the sample for the study. The instruments for the study consisted of Chemistry Practical Ability Test (CPAT) and Chemistry Process Skills Rating Scale (CPSRS). The major findings of the study are: the laboratory method enhances students’ acquisition of science process skills in both quantitative and qualitative analyses more than the lecture method, the laboratory method contributed about 74% to students’ acquisition of science process skills and students acquire more science process skills in quantitative analysis than in qualitative analysis. Based on the findings, some recommendations were made among which are that the laboratory method should be used for teaching practical aspects of Chemistry always; Chemistry practical work should commence from senior secondary school one with separate periods per week instead of keeping students till senior secondary school three before such exposure. The conclusion of the study is that the laboratory method enhances students’ acquisition of science process skills in both quantitative and qualitative analyses rather than lectures. The following recommendations were made: the use of laboratory method should be employed in teaching practical aspects of Chemistry always, and a separate period per week should be given for laboratory activities with reference to the scheme of work among others. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139314680","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 MEDIATING EFFECT OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR ON THE RELATIONSHIP BETWEEN ORGANIZATIONAL JUSTICE AND COMMITMENT OF PUBLIC ELEMENTARY SCHOOL TEACHERS 组织公民行为对公立小学教师组织公正与承诺关系的中介效应

European journal of education studies Pub Date : 2023-10-24 DOI: 10.46827/ejes.v10i11.5077

Raymunda L. Apostol, Gladys S. Torcino

{"title":"THE MEDIATING EFFECT OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR ON THE RELATIONSHIP BETWEEN ORGANIZATIONAL JUSTICE AND COMMITMENT OF PUBLIC ELEMENTARY SCHOOL TEACHERS","authors":"Raymunda L. Apostol, Gladys S. Torcino","doi":"10.46827/ejes.v10i11.5077","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5077","url":null,"abstract":"The purpose of this study was to determine the mediating effect of organizational citizenship behavior on the relationship between organizational justice and the commitment of public elementary school teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents who are public elementary school teachers of North and South Districts, Baganga, Davao Oriental. The researcher utilized a stratified random sampling technique using the face-to-face and online survey modes of data collection. The researcher also utilized the statistical tools Mean, Pearson r, and Medgraph using Sobel z-test. From the results of the study, it was found out that there are very high levels of mean scores for organizational justice, organizational commitment, and citizenship behavior of teachers. Also, results revealed that there is a significant relationship between organizational justice and organizational citizenship behavior, a significant relationship between organizational citizenship behavior and organizational commitment and a significant relationship between organizational justice and organizational commitment of teachers. Further, it was revealed that there was partial mediation on the effect of organizational citizenship behavior on the relationship between organizational justice and the commitment of public elementary school teachers. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139314854","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

INCLUSIVE EDUCATION AND POLICY IMPLEMENTATION IN NIGERIA: AN IMPLICATION FOR EDUCATIONAL DEVELOPMENT IN THE 21ST CENTURY 尼日利亚的全纳教育与政策实施：对 21 世纪教育发展的影响

European journal of education studies Pub Date : 2023-10-23 DOI: 10.46827/ejes.v10i11.5076

Bartholomew Godstime Orlunga, Oroma Alikor

{"title":"INCLUSIVE EDUCATION AND POLICY IMPLEMENTATION IN NIGERIA: AN IMPLICATION FOR EDUCATIONAL DEVELOPMENT IN THE 21ST CENTURY","authors":"Bartholomew Godstime Orlunga, Oroma Alikor","doi":"10.46827/ejes.v10i11.5076","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5076","url":null,"abstract":"Even though it is a clear fact that inclusive education as a policy is stated in Nigeria’s national policy on education, our point of interest is centered on its practicability. This is because the issue of policy implementation is virtually in every policy outline in Nigeria up to this day. Inclusive education which is aimed at integrating persons with special needs and those without any form of impairment to learn side by side in the same classroom environment has failed largely in its regards, especially at its implementation stage, which is a result of the unperturbed nature of both government and other state actors who are piloting the affairs of the country. Certain constraints relating to corruption, lack of proper sensitization, inadequate educational facilities, location of institutions, etc. were some factors considered in this work as responsible for the failure of educational development in the 21st century in Nigeria. Hence, the workability of inclusive education now rests in the hands of every meaningful Nigerian. Those with questionable characters must not be involved in any policy-making process and the government must streamline approaches on how its policies will be attended to at all levels. Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315371","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