Showing papers in "International Journal of Education and Literacy Studies in 2019"

An Examination of Needs Analysis Research in the Language Education Process

Abstract: The aim of this study is to analyze research methods, data collection tools, and data analysis methods of the needs assessment studies conducted in the language education and teaching process. In this study, the general screening model, which is based on an examination of research on needs analysis, was used. The data collected in accordance with the general screening model were examined by the content analysis method based on the examination of the documents. The methods of these studies, data collection tools, and data analysis methods were reviewed. In accordance with the results from the review process, the frequency of use, efficiency, and functionality of the research method, data collection tool and data analysis methods used were evaluated. Next, during the needs assessment process, the importance and priority of students’ and teachers’ needs were discussed. The results of these discussions have been included at the end of the research. In the light of the findings of the research and the results, suggestions were made regarding the importance of teacher and student needs factors in the process of identifying and analyzing language education needs. The classification made shows that researchers generally concentrate on four models which are mixed, survey, descriptive and experimental models. As for the data collection tools, it is understood that different data collection tools are used in the sample studies to determine the needs.

Causes and Consequences of Streetism among Street Children in Harar City, Ethiopia

Abstract: The purpose of this study was to investigate the life of Harar City street children. In view of that, the following research questions were forwarded; what are the major causes that make children leave their homes for the streets? Do street children use psychoactive substances? What type of psychoactive substance do street children use? Based on these basic questions, descriptive survey design including quantitative and qualitative data gathering approaches were employed. Questionnaires and interviews were thus used to solicit information from 57 street children. The data collected through questionnaires were analyzed using descriptive statistics such as mean and standard deviation and frequency whereas the data gathered through interview were analyzed through narration. As the Study revealed, the major causes which forced children to runaway are ranging from escaping abusive parental punishment followed by poverty, hate of step parents to parental alcoholic behavior. Benzene sniffing, smoking, chewing chat, use of plastic are some of the substance abuse street children have commonly used. Even some of them also reported as if they have already begun using marijuana and hashish pretending to stand with hunger and cold. The research also distinguished as there are two types of street children. These categories include the street children who have completely lost touch with their families and relatives and entirely live on the streets and street children who have contact with their families. The study recommends how to properly address street children’s socio-economic and psychological problems. For further studies, it is also recommended that research should be undertaken to explore the role of streetism in psychological wellbeing of street children.

The Nitty-gritty of Language Learners’ Errors – Contrastive Analysis, Error Analysis and Interlanguage

Abstract: The major aim of the current paper is to review and discuss three prevailing approaches to the study of Second Language Acquisition (SLA) since the middle of the twentieth century: Contrastive Analysis (CA, henceforth), Error Analysis (EA) and Interlanguage (IL). It begins with a general overview of how the CA approach was formulated and developed and discusses the three versions of CA which were displaced later by other approaches, such as EA and IL. The paper also provides an in-depth theoretical discussion of the notion of EA in terms of its definitions, goals, significance, development, causes and procedures. The discussion about the SLA approaches concludes with a review of IL which claims that language learners produce a separate linguistic system with its own salient features, which differs from their L1 and target language. Additionally, a bulk of previous studies conducted on EA in different contexts are reviewed throughout the paper.

A different Analysis with the Literature Circles: Teacher Candidates’ Perspectives on the Profession

Abstract: This study aimed to determine the perceptions of teacher candidates and to use the literature circles method to help them to develop a positive attitude towards the profession. Given that the study of literature circles in the national literature is only for a specific area, this study is the first study in which the literature circles are used for a different purpose. The research was carried out with eight teacher candidates who were studying in two different undergraduate programs of a public university in the spring term of the 2018-2019 academic year. Participants were selected by using convenience sampling and purposeful sampling methods. In the study, which was formed by selecting the case study from qualitative research designs, data were analyzed by the content analysis method. Findings from the books and sessions performed within the literature circles show that the process has a positive effect on the teacher candidates’ perspectives.

Examining Reading Cultures of Pre-Service Teachers: A Case Study from an Education Faculty in Turkey

Abstract: In this study, it has been intended to examine reading cultures of pre-service teachers depending on multiple variables. The study group of this research consists of 377 pre-service teachers who are studying in fourth grade at Turkish Education, Psychological Counseling and Guidance, Primary School Mathematics Education, Computer and Instructional Technologies, Fine Arts-Music Education, English Education, and Special Education departments during the fall semester of 2017-2018 education year. “Reading Culture Scale”, which was formerly developed by the researchers, was carried out in order to designate the reading culture of pre-service teachers. With reference to the produced statistical analyses, the total average point on reading culture of pre-service teachers, who had attended the study, was found as medium. When variables affecting reading cultures of pre-service teachers were examined, a significant difference was observed in the variable of gender, and female pre-service teachers were identified to have higher average points in RCS comparing to male pre-service teachers. There are significant differences in RCS total points of pre-service teachers as regards to the variables of membership to the library, owning a bookcase, having a habit of reading. It has been designated that pre-service teachers with membership to the library, owning a bookcase and having a habit of reading had more RCS total average points than others. Through outcomes of this study, status evaluation, concerning reading cultures of pre-service teachers, had been conducted; and several suggestions were made upon adopting a reading culture to an individual with the aim of future studies.

The Mediating Role of School Engagement in the Relationship between Attitude toward Learning and Academic Achievement

Abstract: The aim of the present study was to investigate the mediating role of school engagement in the relationship between attitude toward learning and academic achievement. The study was carried out on 438 high school students. The Scale of Attitudes Toward Learning and the School Engagement Scale were applied to the participants, and students’ academic achievement scores were obtained from the school administration. In the study, the Pearson product-moment correlation coefficient and the ordinary least squares regression-based approach and Bootstrap method were used to determine the effects of the mediation model. According to the research findings, a relationship between attitude toward learning, academic achievement, and school engagement was found. It was determined that school engagement plays a partial mediating role in the relationship between attitude toward learning and academic achievement. The results revealed the importance of school engagement in improving students’ attitude toward learning and academic achievement, and it was recommended to discuss and interpret the results.

Parenting Style as Correlates of Adolescents’ Academic Achievement Motivation of Bate Secondary School, Haramaya, Ethiopia

Abstract: This study aimed at examining the relationship of adolescents’ academic achievement motivation and parenting styles. Data were collected from randomly selected 192 adolescent students (93 males and 99 females) through standardized scales of achievement motivation self-report inventory and parenting style scale. The data analysis has been done through both descriptive and inferential statistical methods. To this end, finding revealed that authoritarian parenting style is the most commonly practiced parenting style in the families of respondents among other three parenting styles (authoritative, indulgent and neglectful). There is a statistically significant relationship between authoritative parenting style and students’ academic achievement motivation. Significant relationship between authoritarian parenting style and students’ academic achievement motivation has also been reported. There is strong and negative relationship between neglectful parenting style and students’ academic achievement motivation. That it means, neglectful parenting negatively affects students’ academic motivation. As expected, significant relationship between indulgent parenting style and students’ academic motivation was not reported. In the end, some points were forwarded to suggest ways of properly addressing the gaps noted in this research.

Using Hybrid Problem-based Learning (HPBL) Approach to Enhance Libyan EFL Students’ Engagement with English Language

Abstract: This article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners’ performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.

The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

Abstract: This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

Labeling English Learners: Teachers’ Perceptions and Implications

Abstract: In the U. S., given the growing number of students who are speakers of languages other than English, this article brings attention to a need for a nuanced perspective on the definition of English learners. The study was designed to investigate teachers’ perceptions of English learners and the implications for classroom instruction. Teachers classified English learners as Latinos and conflated race and ethnicity with language proficiency. Although Amish students were included on classroom demographic forms, race/ethnicity and language were confused in teachers’ explanations of their accommodations for linguistically diverse students. In conflating language with race/ethnicity there are several implications for the Latina/o community and likewise for White bilingual communities with mostly deficit frames that are enacted in pedagogy for Latinos.

Relationship between Parental Involvement and Students’ Academic Achievement in Model Primary and Secondary School of Haramaya University, East Hararghe Zone, Oromia Regional State, Ethiopia

Abstract: The purpose of this study was to examine the relationship between parental involvement and students’ academic achievement in Model Primary and Secondary School of Haramaya University, Oromia Regional State, Ethiopia. Correlational research design was employed to carry out the current study. Questionnaire interview and document analysis were employed to was employed to collect the data from selected respondents. The sample consists of 52 parents and 60 students purposively selected. The students were selected by their academic rank which means 50% were high achievers whereas below50% were lower achievers from the 8th, 10th and 12th grades. Parents of 30 top scoring and 30 low scoring students were selected purposively. Parental involvement was measured by using self-developed questionnaire with 10 items and eight interview guide questions were used, and students’ academic achievement was measured by their recorded scores by their respective grades in the past three years four interview guide questions were employed. The first finding was that there was statistically significant positive relationship between parental involvement and students’ academic achievement, (r=0.64, p<0.01). The second finding was that the portrayed students who ranked from 1st to 10th from grades 8, 10 and 12 were highly involved, supported and followed by their parents on their education. The third finding was that students who were scored below 50% and ranked last 10’s from perspective grades were children whose families were less encouraged and involved. In general, parents’ involvement in supporting their students to boost their academic achievement is moderate. It is recommended that more detailed studies can be conducted in the future in different areas as well as country wide.

Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

Abstract: A considerable body of research has investigated the effectiveness of extensive reading on incidental vocabulary acquisition in second language (L2) learners. However, we still know very little about the relationship between extensive reading and vocabulary development among Saudi learners of English as a foreign language (EFL) where language classroom is the predominant source of learning, if not the only one. In the present case study, a single participant was instructed to read extensively for eight weeks as an informal activity outside the classroom. The participant’s written receptive vocabulary knowledge was measured before and after the treatment. Results indicated that extensive reading contributed largely to the participant’s vocabulary gain, suggesting that a vocabulary uptake of about eight words from extensive reading intervention has occurred compared to about two words per contact hour from language classroom input where reading texts are short and scattered throught the textbook. Finding is interpreted in order to provide some pedagogical recommendations.

Nationalism, Patriotism and Global Citizenship: A Comparison in between the Social Studies Teacher Candidates in the US and Turkey

Abstract: The aim of this research is to introduce the opinions of the social studies teachers who receive education in USA and Turkey in relation to the concepts of nationalism, patriotism and global citizenship comparatively. The basic research design belonging to the research is of a case study model. The multiple techniques have been used to transform the data sets to findings. According to the results of the research, it becomes evident that the constructive patriotism attitudes that belong to the participants from both countries are high and if comparison is made, the blind patriotism attitudes that belong to the participants from Turkey are higher than the participants from USA. On the other hand, if the global citizenship attitudes are taken as a basis, the participants from USA are more prone to global citizenship in comparison to the participants from Turkey.

Understanding Employers’ Perception of Employability Skills and Career Development in Morocco

Abstract: Research into employability issues is currently receiving considerable attention. In Morocco, a significant number of employers are satisfied with the skills of their newly hired employees. However, other employers express their dissatisfaction with the newly hired workers and believe that they lack some of the most basic skills needed for successful employment. The present paper proceeds by providing a systematic review of employability skills from the perspective of employers. It aims to research the gap between employers’ requirements of graduates and their actual skills with particular focus on employers’ perception. The participants in this study are 20 employers from three sectors, primary education, banking and tourism in the region of Marrakesh-Safi, Morocco. The instrument used for data collection is an on-line questionnaire. More specifically, the study reported that a majority of respondents perceive innovation and creativity as fundamental employability skills. In light of the results, the study recommends that universities should make great efforts to ensure that they are equipping their graduates with employability skills as identified in the industry.

Assessing Attitudes towards Knowledge and use of Evidence-Based Practice among Nurses Working in a Teaching Hospital in Kuala Lumpur

Abstract: Evidence-based practice provides the most effective care that is available with the aim of improving clients’ outcome. However, despite existing policies related to encouragement to or requirement of evidence-based practice (EBP), results of reviewed studies show nurses do not generally incorporate research evidence in their daily practice. This study aimed to assess nurses’ attitudes towards knowledge and use of EBP in a teaching hospital in Kuala Lumpur. This study used descriptive cross-sectional survey among 265 nurses (out of 851), working in the different adult medical-surgical wards, who were selected through the quota sampling. Participants in this study, reported positive attitudes towards EBP, good knowledge of EBP, but poor utilization of evidence in their practice. Results of this study affirmed the findings of previous researches, showed despite having positive attitude and perception of good knowledge/skill regarding EBP; nurses did not incorporate evidence into practice. Application of EBP in clinical setting increases the quality of patient care, clients’ outcome and nurses’ job satisfaction and retention. In this regard, nursing managers and authorities have an important role in providing supports, facilities and persuading environment to focus nurses on evidence-based practice. It is recommended that the effect of personal and professional agents on actual EBP activities among nurses should be assessed through the observational studies rather than self-report questionnaire.

Crafting a Critical Literacy Skillset: An Improved Use of Visual Modalities

Abstract: The goal of literacy development at schools is a standing feature of the curriculum. In spite of this, the means to develop critical thinking in students often comes up short. The development of literacy and critical thinking can be presented in engaging and memorable ways, but schools often defer to what they have done in the past; namely through textbooks and worksheets. This article will argue that the greater and structured incorporation of graphic novels and comic literature, but from a critical literacy perspective, will have the effect of increasing engagement of the subject matter. A closer engagement through visual means, coupled with a teaching pedagogy that directly supports critical literacy skill development builds the best experience and engagement of student learning.

Assessment of Psychological Counseling Service for Higher Education Institution Students.

Abstract: Guidance and counseling programs are effective in assisting young students in various aspects like academic achievement, study habits and choosing appropriate careers. A study was conducted in a public university in Ethiopia among 605 regular undergraduate students. Its objective was to investigate the students’ awareness and use of Psychological Counseling Service at Higher Education Institutions. The study results show that demographic variables were strongly accounted for the variances in awareness of psychological counseling and use of the service. Majority of the male students (67.8%) had not heard about the presence of psychological counseling service while 24.3% of female students did not know about such a service. More than 60% of the study participants gave top priority for psychological counseling service in higher education institutions. Students’ year of study and place of residence were significantly associated with the students rating of crisis intervention and emergency services, χ2 (9)=23.40, p<.01. The importance given to psychological counseling services also varied based on the place of origin and academic year of the students. Students believed psychological counseling service contributed to their academic success. Implications are discussed.

Parents', Teachers' and Students' Beliefs about the Use and Study of Mother-Tongue in the Secondary Schools in Akinyele Local Government Area, Oyo State, Nigeria.

Abstract: The study explored parents, teachers, and students’ beliefs about the use and study of mother tongue (MT) in selected secondary schools in Akinyele Local Government Area, Oyo State, Nigeria. Descriptive survey design was adopted. Twelve public senior secondary schools were randomly selected. Purposive sampling technique was used to select at least 15 literate parents, 12 teachers from different subject areas, and 20 students from each school. Overall, 211 literate parents, 195 teachers and 237 SSII students participated. Three instruments used were: Parents’ Questionnaire (r=0.87), Teachers’ Questionnaire (r=0.90) and Students’ Questionnaire (r=0.87). Data were analysed using frequency count, percentage, mean and standard deviation. Results show that parents, teachers and students have strong beliefs that using the MT to teach will facilitate the learning of English and other subjects and enhance participation in lessons. They also believe that studying the MT as a school subject would promote students’ sense of identity and positive attitude towards the Nigerian culture. Students believe that the MT remains the best language to learn with. The study has shown that the participants have strong beliefs about the pedagogical and sociocultural relevance of the MT in education. There is a positive indication that the main stakeholders (parents, teachers and students) are ready to embrace the study of MT as a subject in the secondary school. It is therefore recommended that the governments should endeavour to invest in the development of the orthographies of the Nigerian languages to make them usable in education.

An Analysis of the Structure of Group Writing Activities in English Textbook

Abstract: The main purpose of this study was to analyze how effectively pair/group work writing activities in the currently in- use Grade 11 English textbook were structured or organized to promote CLL. To this end, the pair/group work writing activities were identified and analyzed based on the six basic elements of the CLL. Findings of the study show that less weight is given to the activities compared to that of the non-group work writing activities in the textbook. The promotion of most of the basic elements of CLL in the designed cooperative writing activities is limited to only the pre-writing stage. It has been found that only a small number of the writing activities allow and encourage learners to work cooperatively at drafting and revising stages. It is also noted that there is no writing activity in the textbook that encourages students to process group interaction. It is, therefore, recommended that textbook developers should incorporate the six basic elements of CLL at each stage of writing to structure group writing activities while preparing teaching materials.

Using Science Fiction Films to Advance Critical Literacies for EFL Students in China

Abstract: As a unique literary genre, science fiction can serve as a motivating text to develop students’ critical analytical skills and to promote critical thinking about new technology and its societal controversies under proper guidance. In the field of English as Foreign Language (EFL) learning, using science fiction films in the classroom affords EFL learners new language-learning experiences. This paper explains how films, as a multimodal resource in EFL classes, can enrich students’ multiliteracies—specifically how the science fiction genre can develop students’ critical literacies under careful meaning-making curriculum design. A preliminary study, taking 30 students in a foreign language high school in China, is reported in this paper. Findings reveal that carefully selected science fiction films such as I am Legend and Blade Runner can serve as pivotal sources for developing EFL learners’ literacy under the multiliteracies pedagogy. Such films can also connect students with Western ideology to reinforce their identity as participants in globalization. This study further suggests that key points in successful design of the course in an EFL classroom include posing critical questions to promote critical thinking and actively analyzing multimodal texts to uncover underlying meanings in source material.

Role of Prosodic Reading in Listening Comprehension

Abstract: This study aims to determine how listening comprehension levels of students are affected by listening to prosodic and non-prosodic readings vocalized by a computer and human. Third-grade students of four different classes at a primary school were randomly selected in a city center in the Western Black Sea Region of Turkey to participate in the study (n=91). Four equivalent classes formed the listening groups of the research in listening comprehension. The groups were (1) the group listening to the model prosodic reading, (2) the group listening to the computer prosodic reading, (3) the group listening to the model non-prosodic reading, and (4) the group listening to the computer non-prosodic reading. Two stories were used in the measurement of listening comprehension, and comprehension skills were measured with open-ended questions. The data obtained were analyzed with the Kruskal Wallis and Conover–Iman tests. Logistic Regression Analysis (LRA) was performed to reinforce the results and increase distinctiveness. According to the results, inferential comprehension scores of the students who listened to the prosodically-vocalized texts differed from other groups significantly. Meanwhile, literal comprehension scores of all students in the listening groups did not differ. The LRA results indicated that the inferential comprehension scores were a significant predictor of the listening groups. Consequently, the relationship between prosody and inferential comprehension was found to be significant in this study. The results also showed that it is necessary to attach particular importance to prosody in listening activities and to use prosodic models suitable for students in reading activities in the early grades of the primary school.

Attitudes to English in the Kaleidoscopic Iranian Context: Second, Foreign or International?.

Abstract: Today’s world seems to be quite overwhelmingly concerned with communication as an incontestable aspect of which is communicating with people lacking a shared linguistic background. A common language (or lingua franca) would, therefore, be needed which can cut across all local, national, and regional linguistic boundaries. This study aimed at exploring the attitudes of 400 bilingual and monolingual college students and EFL learners. It investigated English language status in the linguistically diverse context of Iran. For the purpose of the study, a standardized questionnaire containing 37 Likert-type items was distributed. Descriptive statistics were employed for data analysis revealing that learners from different linguistic backgrounds had significantly different reactions and attitudes to the issues such as: General perception to English, Status of English, text and content matter comprehensibility through English, job prospects, official status, culture learning, integrating with American or British cultures, religion and foreign language learning, English ownership, Adherence to British English, American English or English as an international language.

Digital Storytelling in Secondary School Turkish Courses in Turkey

Abstract: This study aimed to evaluate the digital story-telling activities in Secondary School Turkish textbooks and curriculum. It also sought to determine the learners and teachers’ opinions about digital storytelling activities. The study was designed using the basic qualitative model. The research had two different study groups consisting of students and Turkish language teachers. The data were obtained through the 2018 Turkish curriculum, Turkish textbooks and interview forms. Content and descriptive analysis techniques were used. According to the results, a total of eight learning objectives were found in the 2018 Turkish Curriculum about story writing skills. However, there were no learning objectives related to digital storytelling. No text and activity related to the ability to create digital stories were encountered in the textbooks. Most of the teachers stated that the activities that would be done by creating digital stories would contribute to the language development of the students, and that the ability to create digital stories should be included in the Turkish curriculum. It was found that most of the students wanted to have digital story production activities in Turkish courses, and that they would be interested in preparing their stories with computers. They preferred creating a story by computers instead of writing a story in traditional ways.

Views of Teachers and Students on the Problems of Syrian Children in a Refugee School in Turkey

Abstract: The aim of the study was to shed light on the situations of teachers and students and their perception of the atmosphere in a school where Turkish children were educated in the morning while Syrian refugee students were educated in the afternoon. In this study, the features of the school, and the scope of curriculum applied to Syrian children, and the problems within the education process were examined according to teachers’ as well as to students’ views. Interviews were conducted with 12 refugee students and 4 Syrian teachers at the school. It was found that teaching had not been the original job of most of the teachers who were teaching due to their economic difficulties. It was also ascertained that teachers had problems, especially with the curriculum as well as with teaching materials; their students had forgotten some part of what they had learned due to several years of gap in their education; and that most of these students carried with them the psychological effects of the war. Based on the results of the study, it is suggested that refugees’ education be carried out along with the students of the hosting country, that the curricula be prepared according to their needs, and that teachers working at these schools be equipped with an acceptable level of teaching skills.

The Influence of Demographic Factors on Teachers’ Instructional Practices and Challenges in Including Students with Visual Impairment in Government Secondary Schools of Harari Region

Abstract: The purpose of this study was to examine the influence of demographic factors on instructional practices and challenges teachers face in teaching students with visual impairments in the government secondary schools of Harari regional state. A quantitative method with a survey design was employed. The sample consisted of 100 (with 95% response rate) participants selected using simple random sampling technique. Data was collected using questionnaire in the form of Likert scale. Frequencies, percentages, means, standard deviation, independent t-test and One-Way ANOVA were used to analyze the data. The study revealed that teachers’ level of qualification has implications to the instructional practices, namely their collaboration with other professionals, classroom supplies and equipment and teaching strategies. Teachers with training on inclusive or special needs education were found to use more specialized or individualized teaching strategies in the classroom for SVI than those who did not have training. Furthermore, years of teaching experience was found to influence teachers’ collaboration with other professionals. Teachers with bachelor’s degree and MA/MSc holders were found to face more challenges in adapting teaching strategies, materials and identifying the needs of SVI compared to teachers with diploma holders. The study concluded that the identified demographic factors were found to influence at least one of the teachers’ instructional practices in inclusion of SVI. The study concluded that teachers’ level of qualification has an influence on the challenges they face in teaching SVI in the government preparatory and secondary schools of Harari regional state.

Pre-test the Effect of Teaching Social Studies Course through Performing Arts on the Students’ Academic Achievement and Permanence of their Knowledge

Abstract: The purpose of this study is to identify the effect of social studies teaching through performing arts on the academic achievement and permanence of knowledge of performing arts and students. The participants of this research consisted of 250 6th grade students studying at five secondary schools located in different educational regions within boundaries of the central Elazig Province (from Turkey) in the 2015 and 2016 spring term. The study was conducted on 5 experimental (n = 125) and 5 control (n = 125) groups randomly selected. A mixed method involving qualitative and quantitative methods were used. Academic achievement test and an interview consisting of open-ended questions were used. On quantitative dimension of the study, pretest-posttest control group quasi-experimental design was used. On qualitative dimension, students were interviewed. During the study, while social studies course teaching was carried out with the experimental groups through performing arts, in the control groups, teaching activities stipulated by the current syllabus were carried out. The application period of the study lasted for eight weeks in total with three hours of teaching weekly in both groups. The statistical program (SPSS, version 21) was used analyzing the quantitative data obtained from the study. The N-VIVO-9 program was used for the analysis of qualitative data. As a result of the study, it was found that social studies teaching activities performed through performing arts were more successful in increasing student achievement than the activities stipulated by the current syllabus. However, as a result of the interviews, the results regarding the positive and negative aspects of the teaching activities performed in the experimental groups were obtained. It was found that the data obtained concerning the qualitative dimension of the study supported the data obtained concerning the quantitative dimension.

Examining High School Students’ Writing Self-efficacy Perceptions

Abstract: The aim of this study was to investigate whether high school students’ writing self-efficacy perceptions differ based on their gender, grade level, type of high school and the number of books they read annually. A total of 585 students (Females = 270; and Males = 315) studying in the ninth and tenth grade classes from high schools of different type participated in the study. The results showed that high school students’ self-efficacy perceptions differed based on their gender, grade level, school type and the number of book they read annually. This difference was observed in the writing stages of planning, drafting, revision and modification. Consequently, it was concluded that reading books positively affected individuals’ writing self-efficacy.

Level of Civic Knowledge and Attitude as Antidotes of Civic Engagement among Secondary School Students in Oyo State, Nigeria

Abstract: The study investigated the level of civic knowledge and attitude as antidotes of civic engagement of secondary institution students in Oyo State. It also examined their attitude towards civic engagement. The research design is descriptive of the survey type. Population comprised all 411,912 public schools in urban and rural areas in Oyo State. Sample was 600 public school students selected using multistage sampling procedure. The instrument used was titled ‘Students’ Civic Engagement Questionnaire’ (SCEQ). The instrument was validated through face and content validity while reliability of the tool was established using Cronbach’s alpha method and a coefficient of 0.72 was obtained. Data were analysed using descriptive statistics for the research questions raised. It was found that the level of secondary school students’ civic knowledge and engagement was moderate, while their attitude towards civic engagement was negative. Based on the results it is suggested that students be enlightened to take part in civic obligations in order to develop positive attitudes towards civic engagement. Additionally, non- governmental organisations should intensify efforts in campaigning and promoting civic duties as this could increase the awareness of the citizens.

Preservice Turkish Teachers’ Attitudes Towards Anatolian Dialects

Abstract: The term dialect refers to a variation of a language that is peculiar to a specific place, city or region, and therefore, can be regarded as the richness of that language. This study aimed to investigate preservice teachers’ attitudes towards Anatolian dialects. A screening model was used. Study sample consisted of 143 first-, second-, third and fourth-grade students of the Department of Turkish Language Teaching of the Faculty of Education of Mus Alparslan University in the fall semester of 2018-2019 academic year. Data were collected using the “Attitude Scale towards Anatolian Dialects” (ASTAD) developed by Pehlivan (2012). It is a Likert-type scale consisting of 22 items and 4 subscales. Data were analyzed using the Statistical Package for Social Sciences (SPSS) for Windows 22.0 at a significance level of 0.05. Results showed that participants had a moderate level of attitude towards Anatolian dialects. Participants’ attitudes towards Anatolian dialects significantly differed by bilingualism and grade while gender, mother’s and fathers’ educational levels, and socioeconomic status had no significant effect. Based on the results, it is recommended that activities, seminars and conferences be held to inform teachers and preservice teachers about what to do when they encounter students speaking local dialects. Parents and students should also be taught that local dialects are the richness of languages but that they should not use them in school environment.

Ethnographic and Case Study Approaches: Philosophical and Methodological Analysis.

Abstract: In qualitative methods, there are various approaches that can be used to answer particular social questions, for example ethnography and case study. Two studies conducted by different researchers in China and Australia using these approaches were described and analysed in order to find out their similarities and differences in terms of philosophical and methodological perspectives, in the hope that it will provide an insightful contribution to a critical review of ethnography and case study reports. It is found that the ethnograpic study in China was clasiffied in ethnographic fieldwork, whereas the case study conducted in Australia was categorised in explanatory, multi-cases study. Furthermore, these two studies produced different knowledge within the field of education. The first study revealed that basic education were related to literacy, numeracy, and cultural characteristics of China, whereas the study conducted in Australia offered statistical data that can be used to explain minority languages maintenance program in Wollongong-Shellharbour. In relation to their methodoligal practices, however, focus group discussion and interview conducted in Zhejiang Province, China produced irrelevant data and those had been held in Wollongong, Australia, had limited participants.