Showing papers in "American Journal of Educational Research in 2020"

E-Learning During the Period of Pandemic (COVID-19) in the Kingdom of Saudi Arabia: An Empirical Study

Abstract: E-learning is Information Technology (IT) supported virtual education system It has emerged as a dominant channel of learning The value of e-learning in education has led to a substantial development of online courses This study plans to commence with the notion of e-learning, and talk about its need and span in education There is a special focus on how e-learning can solve the disruptions in education sector due to the pandemic (COVID-19) A survey was performed to verify teachers’ preference towards diverse features of e-learning The research results show that the majority of the teachers held positive opinion towards e-learning

Literacy and Adult Education in Egypt: Achievements and Challenges

Abstract: This paper set out to examine the issue of Literacy and Adult Education in Egypt. The paper discussed the current status of Literacy and Adult Education in Egypt and the policies undertaken by either the Government or Non- government Organizations (NGOs) to provide programs to educate Adult Learners, and face the Illiteracy problem which remains one of the principal issues that limit the development and social transformation in Egypt. The paper followed the descriptive research method, and it concluded with some recommendations to explore alternative ways of improving quality and practice of Literacy and Adult Education programs under the rubric of lifelong learning. It argued that Literacy and Adult Education programs should help adult learners to improve their lives as individuals and as positive members in the community, especially after the Egyptian Revolution which called for “Aish, Horreya, Adala Egtema'eya!” or “Bread, freedom, social justice!”.

Transition to Online Education in Palestinian kindergartens During the Coronavirus (COVID-19) Pandemic: Al - Ameen Kindergarten as a Case Study

Abstract: The situation in public and private education in Palestine changed in 5 march from 2020, when the first case of HIV infection was detected Human Immunization COVID-19, and rose to (14, 875) local case and more than The Coronavirus Cases all over the word was 19,713,999 cases worldwide, by August, 11, 2020. Palestine became one of 188 countries around the world that suspended the education process. This study presents a proposal for the transition process to online education in Palestinian kindergartens during the coronavirus (COVID-19), as well studies the various available extant literature of platforms and indicates those that were applied in other countries around the world , such as the online portal, TV Schools, Microsoft teams for government schools, and alternatives like Zoom, Slack, Google meet, the Edu page that can be used for online education and direct communication and presents examples of its usage. The researchers conducted a case study on (200) students in private Al - Ameen kindergarten in Salfeet governorate / Palestine in which Google Meet platform for online education was implemented that shows the usage statistics generated by the system for two weeks of the online education. Initial results confirmed the successful transition to an online education model, the experience gained can be utilized in the future and researches can be beneficial for other countries that have not yet so far found methods to transition. The lessons learned from the 2020 pandemic (COVID - 2019) will impose a set of laws, regulations, platforms and new solutions in all fields and lifestyles including education in the future when countries, governments and people are more prepared than they are today. Thus, this study is only a modest attempt by researchers in this field.

Strategies for schools to prevent psychosocial stress, stigma, and suicidality risks among lgbtq+ students

Abstract: As key centers for adolescent development, schools present sites for intervention ensuring the wellbeing of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) students. Given mounting evidence on the association between LGBTQ+ identities, negative school climates, and disparities in mental health and suicidality, schools must maintain inclusive environments. This review focuses on strategies for schools to emerge as gateways to improved mental health and resilience among LGBTQ+ students. This study provides clear recommendations, including supporting anti-bullying policies, LGBTQ+-inclusive curricula, and safe spaces, for counselors, educators, school policy makers, and other stakeholders in school ecosystems to intervene professionally on behalf of LGBTQ+ students. The implications of this study help school counselors to be catalysts moving schools to better serve LGBTQ+ students.

Thoughts for the Future Education in the Era of the Fourth Industrial Revolution

Abstract: Rapid industrial and technological development of the last 100-150 years has caused radical changes to traditional human society, transforming it into a modern society of knowledge and globalisation. As a result, formal education at all levels, from elementary to university/tertiary, faces the great challenge of preparing students for the forthcoming era of a new but not yet well-known industrial revolution. This new era could be characterised as the era of the Internet of Things and Energy and Cyber-Physical Systems. This chapter focuses on the role computers and Artificial Intelligence could play in future education as well as the risks hiding behind it. It concludes that it is highly unlikely for computers and other “clever” Artificial Intelligence machines to replace teachers in the future, because all these devices were created and programmed by humans. It is therefore logical to accept that they will never be able to achieve the quality and independence of human thought. However, it is certain that the role of the teacher will dramatically change in future classrooms.

The History of Educational Language Policies in Uganda: Lessons from the Past

Abstract: Education language policies in Uganda are traced way back in 1890’s during the first missionary activities. Since then, Uganda has had several commissions which tried to sort out the issues of language in education. This paper makes a collection and commentary on those commissions. The commissions are presented in different sections in this paper according to the period of occurrence. The sections are: (1) The Colonial Period 1894-1960, (2) The Post World War II Period 1944-1961, (3) The Post-Colonial Period 1963-1988 and (4) The 1989 Kajubi Education Policy Review Commission. In all the debates, arguments were rotating around the use of English only, mother tongue / vernacular only, or both. To date, similar debates are still going on in Uganda. For a multilingual country, the most appropriate language policy in education would be of a multilingual nature.

An Integrative Review of Flipped Classroom Model

Abstract: Blended learning is a style of education that allows the instructors to come up with new and useful approaches and methods for improving the teaching and learning process. According to King , the term 'blended learning' has been defined in a variety of ways in which all commonly entail two things: asynchronous (online) and synchronous (face-to-face). This indicates that blended learning merges the elements of both face-to-face and online instructions to help teachers and learners in the process of teaching and learning. The universal types of blended learning among EFL/ESL teachers are Lab Rotation, Station Rotation, Individual Rotation, Flex, and Flipped Classroom . Although they are popular methods of teaching and learning, limited studies carried out to confirm their implications in educational practice. Multiple pieces of research, generally, conducted on blended learning, not on its specific types . To this end, this paper presents a review of the research related to one of the typical types of blended learning (Flipped Classroom) in teaching different language skills and component to justify its practice in classroom teaching.

Peeping into the Pot of Contraceptives Utilization among Adolescents within a Conservative Culture Zambia

Abstract: In a Christian value-loaded country like Zambia, sexuality education of adolescents is suppressed especially among girls and boys in schools. Given the globalization influence pervading every sector today, this study explored the status of contraceptives utilization among the Adolescents in secondary schools in Chongwe, Zambia. The study rids on a case study to generate evidence on the contraceptives utilization among Adolescents within secondary schools in Chongwe district. The objectives of this study were to explore the use of contraceptives by the school going adolescents in secondary schools, to describe the types of contraceptives used by the school going adolescents in secondary schools, to describe negative and positive effect of contraceptives use by adolescents in secondary schools. Data was generated from a total sample of 60 participants. The main findings of this research were that most of the girls had knowledge about contraceptives and were actually using them mostly to prevent unwanted pregnancies and not having monthly periods. Nearly all the girls were in favour of injectable contraceptives as compared to other ones. Furthermore, girls indicated that contraceptives had both positive and negative side effects such as good flow of monthly periods, delayed pregnancies on positive part as well as abnormal weight gain, blood clots, reduced libido and headaches as negative effects. Therefore, this study concludes that contraceptives have contributed to girls finishing their Secondary education and there is drastic reduction in pregnancies among school girls. Thus, among others, it is recommended that Schools mentor girls on how to concentrate on education to realise their full potential and expose a lot of role models so that school going girls do not put sexual relations as priority.

Design and Development of a Science Literacy Material on Vaccination as an Intervention Campaign for Parents of High School Students in the Philippines

Abstract: The Philippines had an alarming rise in measles cases for the past few years, and one of the reasons for this is the parents’ hesitation in having their kids vaccinated. For this reason, this study aims to formulate and design a science literacy material on vaccination as an intervention campaign for parents of one high school in the Philippines. The study utilized a pre-experimental pre-test-posttest research design with 100 randomly selected parents of the Grade 7 students enrolled for the academic year 2018-2019. A standardized test on parents' knowledge and perception of vaccines with internal consistency value of 0.7185 was used. In the pretest, respondents scored low on vaccine knowledge. However, a significant improvement was shown in the levels of knowledge on vaccines before and after the conduct of the symposium and the distribution of the brochures. There was also a significant difference between the parents’ perception on vaccination before and after the vaccination intervention campaign. Based on the study's findings, it is recommended that the school, in cooperation with the DOH and the local government unit, must conduct a massive educational or information drive to the parents to reduce the number of hesitant parents.

The Effect of Islamic Oriented Problem-Based Learning towards Spatial Ability and Self-Regulated Learning of Madrasah Aliyah Students

Abstract: This intervention study focused on: (1) analyzing whether there is a significant effect of islamic oriented problem based learning model towards student’s mathematical spatial ability or not and (2) analyzing whether there is a significant effect of islamic oriented problem based learning model towards student’s self regulated learning or not and (3) analyzing whether there is a significant interaction between learning model and prior mathematical ability towards student’s mathematical spatial ability or not. (4) analyzing whether there is a significant interaction between learning model and prior mathematical ability towards student’s self regulated learning or not. This study is a quasi experimental research that used mathematical spatial ability test and self regulated learning quisionaire. Population in this study are all students in MAS Nurul Hikmah Tinjowan Academic Year 2019/2020 and the samples are 32 students in class XII-1 IPS taught by using islamic oriented problem based learning model and 32 students in class XII-2 IPS taught by using convensional learning. The data was analyzed by using t-test. Hypothesis test used by Two Way Anova and found that: (1) there is a significant effect of islamic oriented problem based learning model towards student’s mathematical spatial ability and (2) there is a significant effect of islamic oriented problem based learning model towards student’s self-regulated learning (3) there is no a significant interaction between learning model and prior mathematical ability towards student’s mathematical spatial ability. (4) there is no a significant interaction between learning model and prior mathematical ability towards student’s self regulated learning.

Students’ Online Learning Readiness and Internet Connectivity: Bases for the Customization of QSU e-Aral

Abstract: The declaration of pandemic due to CoViD-19 in March 2020 brought a radical change and shift of instructional modalities in education towards online modality due to the non-contact policy of the Philippine government as well as to the governing board of the Commission on Higher Education. Learning Management System involves synchronous and asynchronous learning modalities that can be offered in online and offline modalities. In this regard, the Quirino State University system tried to determine the online learning readiness of its students in its quest of customizing a Learning Management System - the QSU e-Aral. Employing the survey of the Descriptive Research and Developmental Research designs, the following are known: students at QSU are ready in going online classes except for being focused and being able to manage their time in going online; albeit, most of them lack a-priori online activities; students in QSU Maddela vouched inferior concordances in focusing themselves to online tasks and managing their time when compared to their counterparts in Diffun and Cabarroguis; and students at QSU are burdened with computer and internet rentals in cafes in their locality. Aptly, the proposed QSU e-Aral may be customized to have an offline and online feature to suit best the readiness, needs, and financial capability of QSU students.

Out of School Children: Enhancing Factors and Consequences for Sustainable Development in North Central Geo-Political Zone, Nigeria

Abstract: Education is a key to development and sustainable development. Children out of school deter development and sustainable development. The purpose of the study is an investigation on Out of school children: enhancing factors and consequences for sustainable development in North Central Geo-Political Zone, Nigeria. The design of the study was a survey research design which involves the retrieving of data from selected respondents representing the entire population comprising of teachers and parents in the North Central Geo-Political zone of Nigeria. The sample size of 800 respondents was selected from the 2 sample states drawn through simple random sampling techniques. Four research questions and four hypotheses were formulated to guide the study. The study employed both qualitative and quantitative research strategies in analyzing the data. Data was gathered through questionnaire titled ‘Out of School Children Questionnaire’ (OSCQ). The research questions were answered using mean and standard deviation scores and independent t test statistic was used to test the hypotheses at 0.05 alpha level of significance. The finding of the study revealed that poverty, child labour, teenage pregnancy and distance to school are the major causes of children out of school in the North Central Geo Political zone. Also menial jobs were major implication of out of school children. Based on the findings of the study the recommendations made were that punishment should be prescribed for parents whose children are out of school and there should be poverty reduction strategies in the development of appropriate policies and intervention strategies to help poor people improve their living standard.

Project Based Learning in General Chemistry to Develop the Problem-Solving and Creativity

Abstract: Project Based Learning is one of the modern learning methods. However, at present there are not many project-based learning materials to develop problem-solving and creative capabilities for students of technical universities in Vietnam. Therefore, the research and application of project-based learning through the general chemistry module to develop problem-solving and creative capacity for students is very necessary. This article will be introduced the general chemistry course under the project based learning method to develop problem-solving and creative capacity for technical university students.

Improving Pre-service Teachers’ Memory and Retention Using Durable Memory Strategies in an Instructional Technology Course

Abstract: There are evidence that human learning can generally be mediated. Learning takes place when learners interact with learning materials and the environment of the learner has been sufficiently modified in such a way that a specified learning outcome occurs. But how can leaners apply an acquired knowledge or skill if you have not committed it to memory? Durable memory is the basis on which effective inquiry, thinking and learning are done; the ability to remember things. Hence, this study examines how durable memory strategies (Memory Palace and Mind mapping) influence pre-service teachers’ memory and achievement and find out if Intelligence Quotient is a proxy for memory and Achievement. This study adopted the Pretest Posttest Control Group Quasi-Experimental Design. The results show that there was significant main effect of treatment (mind map and Memory Palace) on pre-service teachers’ Memory and Achievement. This study shows that learning using durable memory strategies could make a difference in helping learners retain and recall content that can be used in problem solving, creating things, and thinking critically.

Unlocking Graduates’ Employability: The Case of Technical High School Graduates of the Diamaré Division, Far North Region, Cameroon

Abstract: The 21st century job market has become very competitive and exigent, as it commands relevant and quality skills as the main prerequisite for graduates to obtain gainful job positions. It therefore becomes imperative for formal education and training institutions to rethink and reshape their skill development plans, strategies, and actions, in order to squarely respond to the challenging needs imposed by this permanently evolving labor market. This means that graduates smooth transition and being maintained in a gainful job position in today’s labor market could be hampered if they are not in possession of the right skills. Using Government Technical High school (GTHS) graduates undergoing further training at the National Employment Fund(NEF), this paper investigated the extent to which Technical, Vocational Education and Training(TVET) Inputs in GTHS Maroua and SALAK influence graduate employability in the Diamare division. TVET inputs were understood in terms of educational policy implementation, curriculum, infrastructures, and partnership. The methodology consisted of a mixed design, data was collected through likert scale questionnaires, and semi-structured interviews. The multi-regression was used to determine the degree of association between variables. The results revealed that, at an alpha level of 0,05, all four TVET inputs are statistically significant predictors of graduate employability in the Diamare. This means that technical high school graduates will continue to swell unemployment and underemployment figures if TVET inputs in these schools are not revitalized. Suggestions called for the adaptation of policy definitions and curriculum to local realities, enforce policy implementation, increase finances to obtain quality basic and workshop infrastructures, and to engage in systematic volunteerism, and an equilateral partnership between government- training schools-business world.

Predictors of Teaching Learning Process

Abstract: Teaching Learning Process (TLP) is an important construct in the education domain as it explains how teaching aids the learning process. The present study is an extension of the same TLP concept, wherein an attempt has been made to examine the relationship between perceived teacher attribute and student achievement. Using a quasi-experimental design, the efficacy of 16 perceived teacher attributes and student achievement were measured on 121 students for one full academic year. The results suggested that five key attributes of teacher viz. optimism, attitude, aptitude, inclusive, and cultural affinity were significantly responsible for higher academic achievement among students. EFE enable to emerge three factors namely Systemic perspective; Emotional and critical perspective; and Role and identity perspective. Subsequently Confirmatory Factor Analysis (CFA) was performed using SEM wherein the relationship between the three factors and the student achievement were examined which was found to be significant.

Utilizing Problem-Based and Project-Based Learning in Developing Students’ Communication and Collaboration Skills in Physics

Abstract: Education plays an essential part in the progress and development of a particular country. With the rapid economic and social changes resulting from technological advancement, it is indeed that globalization and internationalization of education are considered as challenges that every nation should uphold. This study aimed to utilize problem-based learning and project-based learning methods in developing students’ communication and collaboration skills in physics. This study used a quasi-experimental pretest-posttest non-equivalent research design. Two different sections were utilized as participants of the study; one intact class was assigned as the first experimental group (n=42) using problem-based learning and the other intact class as the second experimental group (n=36) utilizing project-based learning method. The communication and collaboration was measured using an open-ended questionnaire and was scored using a researcher-made rubric with a Krippendorff’s alpha of 0.97. Results revealed that significant improvement in communication and collaboration skills was shown in both teaching methods. Furthermore, there is no significant difference in students’ communication and collaboration skills as influenced by the two teaching methods. The absence of difference could imply that the two teaching methods improved the scores of students equally. Based on this finding, it is recommended to use the two teaching methods in other science subjects that require content development and mastery of 21st-century skills.

SESEMAT In-service pedagogical strategies and students’ achievement in science at ordinary level in Tororo SESEMAT region.

Abstract: Across the globe, nations have put in place interventions to boost learners’ achievement in science at various levels because science plays a key role in development. In Uganda, secondary science and mathematics teachers (SESEMAT) program is one of the major interventions set up to improve students’ academic performance and their attitude towards science. This study aimed to establish whether implementation of SESEMAT in-service pedagogical strategies has resulted in improved student achievement in science at secondary schools in Tororo Region. A cross-sectional survey research design was adopted. Quantitative and qualitative data were collected from a probability sample of 380 senior four students; and a non-probability sample of 20 head teachers, 12 teachers. The results revealed that SESEMAT strategies were being implemented at a moderate level (M = 19.88, SD = 4.49). SARB was by far the most implemented strategy while lesson study was the least. Student achievement was high (M = 37.96, SD = 5.70) while the strategies greatly enhanced teachers’ knowledge and practices (M = 35, SD = 5.40). The indirect effects of teachers’ classroom practices on implementation of SESEMAT strategies significantly improved students’ achievement in science (z = .16, p k2 = .28). In conclusion, the implementation of SESEMAT strategies enhanced teachers’ knowledge and classroom practices, boosting student achievement in science in terms of attitude change, skills acquisition, and daily life application. However, the level of academic performance was still low. The study recommends improved monitoring of the implementation of SESEMAT strategies in addition to SESEMAT trainers helping the science teachers to intensify the use of interactive strategies to enhance learners’ understanding of the subject matter.

Virtual Learning and Readiness of Tutors of Colleges of Education in Ghana

Abstract: COVID 19 has thrown a new challenge to tutors in the colleges of education in Ghana. The purpose of this study was to examine tutors’ readiness in the use of virtual/digital learning classrooms in the Colleges of Education in Ghana. The study employed an analytical survey design. The study targeted tutors in the colleges of education in Ghana. The sample size for the study was 590 (495 tutors and 95 students). Focused group discussion was used to validate the data obtained from the tutors that is why the tutor number is greater than that of the students. The instruments used for data collection were questionnaire and focused-group discussion. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The study found that tutors have not acquired any formal training in how to do the blended learning and also use virtual learning platforms in their lesson deliveries. The study also revealed that tutors’ pedagogical skills in delivering virtual lessons have a positive relationship on students’ achievement. The study recommended that tutors should be adequately trained on how to use virtual learning platforms. The study again recommended that all colleges of education should have a robust LMS that would curb future occurrences, and policies on LMS should be implemented.

Higher Education in the Fourth Industrial Revolution Age

Abstract: The fourth industrial revolution has made an important step in the history of human development and for higher education today under the context that the impact of the industrial revolution 40 has been preparing for great opportunities and challenges Within range of this article, the author focuses on researching important impacts of the fourth industrial revolution in coming time: training activities of higher education institutions; curriculum content, teaching methods; start-up issues in training institutions; learning environment, methods, materials, equipment, demand and process of learners have many changes On that basis, the author analyzes some orientations for the higher education development in Vietnam today in the context of the fourth industrial revolution

Impact of Pre-primary Education on Children in Bangladesh: A Study on Government Primary Schools in Sylhet City

Abstract: Pre-primary education is one of the most important and basic stages of education. The study focuses on the impact of pre-primary education on children to ensure quality education, as part of the fulfillment of the commitment to the Sustainable Development Goals (SDG) by 2030. This study has been conducted based on a social survey (n=60) in Bangladesh's Sylhet city by using explanatory and descriptive research methods. Results delineated that majority of the respondents consider that pre-primary education is important for children’s early age learning to compete in this changing world and ensure better communication for young children. But they also argued that in government schools, there is a lack of infrastructural facilities, funds, number of teachers, and teaching materials in proportion to students to provide lessons properly. So, the government and concerned authority should reduce problems and increase facilities for a good teaching environment at the pre-primary level.

21st Century Skills of Life Career Skills in Productive Learning of Vocational High School of Technical Expertise Engineering in Yogyakarta City

Abstract: This study aims to find out how 21st Century Life Career Skills Overview in Productive Learning of State Vocational Engineering Machining Program in Yogyakarta City. The object of this research is the 21st Century Life Skills Career in Productive Learning of SMK N 2 and SMK N 3 Machining Engineering Skills Program, while the research subjects are productive teachers and 12th grade students. Researchers use simple random sampling techniques to take samples of students, while techniques sampling is saturated in taking samples on productive teachers. This research was a quantitative descriptive study. Data collection techniques used in this study were packaged in the form of questionnaire guidelines, observation and documentation. Data analysis technique used by researchers is quantitative and qualitative descriptive analysis techniques with a range of percentages. The results of this study indicated that 21st Century LCS at the State Vocational School in the engineering engineering program in the city of Yogyakarta in general illustrate the already good application of productive PBM subject teaching theory and practice. The percentage results through the source of student responses obtained by 66.87 percent while the source of teacher responses gained by 61.57 percent, which explains the results of the 21st Century Life Career Skills in the productive learning process of SMK N machining engineering expertise program in the city of Yogyakarta is good (in terms of teachers and students).

Teachers’ Perception of Professional Ethics and Its Impact on Their Professionalism

Abstract: This study was aimed at investigating teachers’ perception of professional ethics and its impact on their professionalism. Four districts from each of two zones, namely, Gamo and South Omo were selected using lottery methods. One primary school and one secondary school were selected using lottery method and further, teachers from the selected schools were taken totally using convenient sampling. To get as dependable data as possible, the study involved a mix of qualitative and quantitative approach. A questionnaire, which was developed by the investigators, was used after carrying out pilot study. To see how teachers perceive their codes of professional ethics, qualitatively gathered data was analyzed through description, frequency tables and histograms. To see the role teachers’ perception of their code of professional ethics in their professionalism, linear regressions was used. To investigate whether teachers’ sex modify the relationship between their perception of professional ethics and professionalism, an independent sample t-test was used. The result has indicated that many teachers perceive that they are fully compliant to the professional ethics, and they thought that their obedience to professional ethics has resulted from their conscience. Besides, the result has given us that for teachers’ who attribute the source of their professional ethical stand to moral responsibility, their professionalism was found to be significantly affected by their perception. An independent sample t-test has shown us that teachers’ there was no significant gender difference in professional ethical stand. Similarly, it has been revealed that there is no significant difference in perception of professional ethics between teachers of primary and secondary schools.

Job Stress as a Sociological Predictor Teachers’ Effectiveness in Senior Secondary Schools in Federal Capital Territory Abuja, Nigeria

Abstract: The study investigated teacher's job stress as a psychological predictor of senior secondary school teachers' effectiveness in the Federal Capital Territory Abuja, Nigeria. The study employed a descriptive survey design. One hundred and sixty-eight participants (principals and teachers) were drawn from the sampled schools. Two self-designed instruments namely: Teachers' Job Stress Scale (TJSS) and Principals' Assessment of Teachers Instrument (PATEI) were duly validated and tested for reliability were used to obtain information from the participants. Data collected were analyzed using descriptive and inferential statistics (Regression and t-test). The study revealed that teacher's effectiveness was poor and job stress low. There was negative and no significant relationship between teachers' job stress and effectiveness. Thus, increase in stress may not lead to increase in teaching effectiveness. There was also no gender difference in job effectiveness and stress among teachers. It is recommended that; stressing conditions be addressed and necessary palliatives be made available to relieve the teacher and thus improve overall teaching effectiveness.

Pandemics and Education in Sub-Saharan Africa: Invest in Education Technology

Abstract: The current outbreak of COVID19 has reflected unanticipated dynamics in the learning programs and a shift in the delivery of learning both in developed and developing countries. It has also depicted the existence of limited preparedness in most countries to confront the effects of global pandemics, especially in teaching and learning. The COVID19 pandemic has occasioned significant negative effects in the learning systems, a factor which calls for long term measures to ensure that the educational programs should not or never be severely disrupted during pandemics. The overall objective of learning programs during disease outbreaks is to ensure that the transmissibility of the disease pathogen is curtailed within the population and continuity of learning. This will subsequently enrich a healthy learning environment that will promote the achievement of the intended goals and learning outcomes. This study intends to investigate the impacts of pandemics in primary and secondary school learning in Sub-Saharan Africa countries, technological preparedness in schools, and suggest remedial measures.

Investigating the Impact of the Duration of Engagement in Socioscientific Issues in Developing Greek Students’ Argumentation and Informal Reasoning Skills

Abstract: Argumentation seems to play a central role in science education. Among other factors that could affect students’ argumentation skills, the duration of their engagement in appropriate teaching environments or teaching interventions have been studied, yielding opposing results. Thus, the aim of this research was to shed light in this direction. For this purpose, we worked with 10th grade Greek state school students divided into two groups. Both groups attended a course called “Research Project” (RP), which aimed to approach the teaching of Biotechnology through socioscientific issues. The first group attended the course for two hours weekly for twenty weeks (long research project group – LRP), whereas the second attended the same course with exactly the same designing for three hours per week for 13 weeks (short research project group – SRP). At the end of the interventions, all students completed a questionnaire of eight open-ended questions on Biotechnology. Students were asked to express their opinion providing arguments which later were assessed using Toulmin’s model. Simultaneously, we estimated the informal reasoning they used to express their arguments, based on the classification: rationalistic, intuitive and emotive. The results revealed that students of the LRP group produced stronger arguments using rationalistic informal reasoning that is arguments of higher level supported by scientific data and multifaceted consideration of each issue of question, compared to the SRP group. Moreover, the intuitive informal reasoning was found to be significantly reduced statistically in the LRP group compared to the SRP group. Consequently, we concluded that the distribution of RP teaching periods throughout the school year was crucial to enhancing both students’ argumentation skills and their informal reasoning when expressing arguments. In other words, an intervention of longer duration can help students formulate more elaborate arguments based on scientific data.

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

Abstract: The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government’s commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.

Fostering Computational Thinking Through Unplugged and Robotic Collaborative Game-Based Learning on Primary School Students

Abstract: Computational thinking is considered one of the skills that individuals should possess in current society. The purpose of this study is to explore the potential of implementing unplugged and robotics game-based learning activity in the context of multidisciplinary learning. A total of 27 fourth-grade students at ten years old on average participated in the teaching experiment. Two research questions were evaluated in this study: i.e., the differential effectiveness of the approach between unplugged and robotic collaborative game-based learning in terms of CT skill and science, and ARCS motivation models of game-based learning carried out in the class for the use of learning tools. There were two phases of the learning process: in phase I, students played with an unplugged activity named Meta-Mind Table Game, and in phase II, students played with robots named Meta-Mind Robotic games. Each phase was then analyzed by both mid-test and post-test. The study revealed the inclusion of both unplugged and robotic game-based learning was beneficial to the students. Students were significantly motivated and greatly enhanced in terms of learning effectiveness.

Contributions of Madrasah Education Program to Counter Violent Extremism

Abstract: This paper assessed the perceptions of the Arabic teachers (Asatidz) and some narratives of the School Heads on the contributions of the Madrasah Education Program (MEP) as Counter Violent Extremism (CVE). A survey was administered to a 313 Asatidz throughout the Autonomous Region in Muslim Mindanao (ARMM) and two sessions of the Focus Group Discussions (FGDs) for the school heads were conducted. The result revealed that the perceptions of Asatidz on the MEP contributions to CVE are significantly different according to the division’s office and ethnicity but not significant on gender and highest educational attainment of the Asatidz. Other factors also identified by the Asatidz and how it contributes to CVE as discussed by the school heads were also provided.

Development of Competency-Based Assessment Model Welding Practices for Vocational School Students

Abstract: Assessment is the final acquisition of student work to measure competence. Therefore we need an assessment model that can describe the results of achieving student competence. In this study, the aim is to design an assessment model that will be used in the learning process in welding practices. The product development procedure uses the steps proposed by Borg & Gall. Research samples are experts in the field of welding and welding subject teachers. Data obtained from interviews and observations then analyzed using qualitative descriptive analysis techniques. The results of this study generally produce an assessment model on welding practices for vocational students consisting of 5 levels, namely: (1) welding parameters, (2) machine settings and work safety, (3) make a welding line, (4) grooves, and (5) the standard of the American Welding Society. The valuation model is completed with a rating scheme, level of assessment, aspects of assessment, assessment indicators, appraisal description, assessment score, and evaluation.