Social Education Research

Influence of Heads of Schools' Instructional Supervision on Senior High School Students' Performance in the North East Region of Ghana: Implications for Orientation

2024-10-30T08:35:19+08:00

The study investigated the influence of instructional supervision of Heads of Senior High School (SHS) on students' academic performance in the North East Region, Ghana and its consequences for their orientation. The study utilized a cross-sectional survey design guided by two research questions and a null hypothesis. Using simple random sampling, 5 SHSs accounting for 35% of 14 schools were selected for the research. Self-developed questionnaires served as the primary tool for data collection. The internal consistencies of the items in the surveys were verified by the Cronbach alpha calculation which yielded r = 0.80. The data was analyzed using mean, standard deviation and multiple regression. The study revealed that the level of instructional supervision of heads of schools was generally moderate. It was further discovered that the oversight provided by heads of schools did not significantly affect students' academic performance. Lack of time, overload of tasks, and lack of means of transport were the challenges highlighted. The study concluded that it would take more than moderate instructional supervision to influence students' academic performance and recommends that the Ghana Education Service and the National Schools Inspectorate Authority (NASIA) strengthen their monitoring of school administrators and regional education directorate. It has also been recommended that the same organizations provide clear instructional supervision targets for SHS heads along with appropriate motivation rewards to enhance regular and effective instructional supervision by the heads to improve the overall quality of teaching and learning. The SHS heads should also be given budgetary support, vehicles, and further training on effective instructional supervision by the Ministry of Education and its agencies.

Exploring Key Factors in Faculty Professional Development Programs for Seamless Integration of Modern Technology

2024-11-08T08:39:20+08:00

This study investigates the relationships between faculty use of new technologies and professional development programs. Within the framework of a shifting educational landscape, this study aims to identify the specific characteristics that lead to successful technology integration in this unique setting. A qualitative technique was used in the process, which involved interviewing 86 participants, administrators and faculty members from 12 Ugandan universities. Key elements of successful integration were identified through thematic analysis. These elements included infrastructure and accessibility, incentives and recognition, customization and relevance, hands-on learning opportunities, continuous support mechanisms, flexibility and adaptability, institutional leadership and culture, and evaluation and feedback mechanisms. The results are consistent with international literature highlighting the significance of incentives, efficient assessment, sufficient infrastructure, and customized, useful, and ongoing support in professional development initiatives. The study provides insightful information about the unique requirements and difficulties experienced by faculty members, illuminating tactics for maximizing the uptake of technology. This study is significant for educators, administrators, and policymakers in education who want to improve the effectiveness of professional development programs in higher education. Through an understanding of the factors that influence faculty adoption of technology, academic institutions can design initiatives that support faculty innovation and technological competency, improving the learning environment for both teachers and students.

Emergency Remote Education During the COVID-19 Pandemic: Lesson Learnt from Higher Education in Bangladesh

2024-04-02T17:31:55+08:00

During the COVID-19 pandemic, the education systems in almost all parts of the world came to a sudden standstill followed by an expedited transition to emergency remote teaching and learning. Traditional universities in Bangladesh, a country with minimal resources and expertise in online teaching, also hurriedly transitioned to online education. This article focuses on the first phase of the pandemic and the impact that lockdown and social distancing had on the teaching and learning methods used in Bangladesh's higher education sector. The study highlights the need for strategic planning to improve future preparedness for emergency remote education. Using a mixed-method research approach, a dataset was developed through an online survey of public and private university teachers' views and experiences. Findings revealed that private university teachers tended to be significantly more engaged in emergency remote teaching and learning than their public sector peers. Although teacher participation was mainly driven by university initiatives, almost a quarter of this drive could be attributed to personal initiatives. Further, previous online teaching experience and training had a significant positive effect on full engagement. In addition to identifying important factors affecting the transition from conventional face-to-face to online teaching in Bangladesh, the recommendations for the future of emergency teaching and learning proposed in this article have important implications for higher education policy-makers in any resource-constrained context.

The Effect of Human Presence on the Representations of Children 4-6 Years Old in the Case of Air Within Vases

2024-11-01T14:22:15+08:00

A distinctive direction within the framework of Early Childhood Science Education research is the study of young children's mental representations of natural world phenomena and concepts in science. The study of representations offers the possibility of developing activities that address the real difficulties of children and lead to the construction of new representations compatible with school science knowledge. The current research presents a study on the potential effect of the presence of humans on the representations of children aged 4-6 years regarding the case of air within vases. 41 children attending a kindergarten in Patras (Greece) participated in the study. During individual semi-structured interviews, children were presented with 3 different images displaying a vase with people standing next to it in different settings and were asked to indicate whether there is air in the vase and whether this is related to that people. The results showed that the presence of air in the containers was best identified in the outdoor environment, while few children attributed the air to human presence, especially when the vases were placed indoors. Based on the frequency table, it seems that regarding the outdoor environment, there are more adequate responses, as the presence of human elements influences less the participants, while in indoor settings there are more intermediate and inadequate responses, suggesting that the presence of the human element has a greater impact in participant's responses.

Correlating Computer Laboratory Environments with Student Attitudes and Efficacy: A Study in Indian Secondary Schools

2024-09-03T08:44:29+08:00

This study examines the relationship between computer laboratory environments, attitudes toward computers, and academic self-efficacy among middle and secondary school students in Jammu, India. Utilising quantitative methods, the research employed the computer laboratory environment inventory (CLEI) and the attitude towards computers and computer courses (ACCC) questionnaire to evaluate students' perceptions of their computer laboratory settings and their attitudes toward computers. Additionally, the academic efficacy scale was used to measure students' beliefs in their academic capabilities. The sample comprised 122 students from seven private schools. Results confirmed the reliability and validity of the CLEI, ACCC, and academic efficacy scales. Findings indicate that students perceive their computer labs as cohesive, well-integrated with theoretical instruction, and technologically adequate. Positive attitudes towards computers were noted, with students finding computer work enjoyable and valuable, experiencing low anxiety, and demonstrating high self-efficacy. However, there were no significant correlations between perceptions of computer lab environments and attitudes towards computers or academic efficacy. Gender analysis revealed differences in some dimensions of the CLEI and ACCC favouring females, but no gender differences in academic efficacy were observed.

Supporting Independent Writers: How Grammarly Shapes Learner Autonomy and Writing Performance in the Ecuadorian Foreign Language Context

2024-11-18T10:46:37+08:00

This mixed-methods study examines Grammarly's impact on learner autonomy and writing performance among Ecuadorian undergraduate English as a foreign language (EFL) students. The research involved 106 participants from a public Ecuadorian university. Data collection incorporated multiple instruments: a learner autonomy survey, pre-and post-intervention writing assignments, and semi-structured interviews. Quantitative and qualitative analyses revealed two key findings: first, students demonstrated significant improvements in writing performance between preand post-intervention tasks; second, Grammarly had a modest but statistically significant positive effect on students' perceived learning autonomy. While existing literature explores technology's role in language learning, research specifically examining Grammarly's dual influence on autonomy and writing development remains limited. This study addresses this gap by providing empirical evidence of how artificial intelligence (AI)-powered writing tools can simultaneously support independent learning and writing skill development in EFL contexts.

Mobile Assisted Language Learning: Ecuadorian Undergraduate Polytechnic Students' Perceptions

2024-08-12T09:41:05+08:00

Despite the increased use of mobile devices for language learning, little research has examined Ecuadorian university students' perceptions of Mobile-Assisted Language Learning (MALL). This study aims to explore undergraduate polytechnic students' perceptions of using MALL for English skills development. Also, it looks at the different factors associated with the acceptance of technology and identifies those that are more common. This quantitative research design uses a survey adapted from the Technology Adoption Model (TAM). It counts with the participation of 126 Ecuadorian undergraduate polytechnic students taking English as a foreign language classes. Participants were very positive about using MALL applications to learn English during their off-classroom time. The average total mean score was 4.373. It was also determined, through multiple regression analysis, that Perceived Usefulness (t = 6.025, p < 0.000), Social Influence (t = 2.876, p < 0.000), and Perceived Outcomes (t = 3.903, p <0.000) were the highest predictors of MALL acceptance. The two main contributions of this study to the literature are that students feel a connection between their language learning aims and attaining them by using MALL. Perceived Outcome is a high predictor of MALL usage. The findings suggest that Ecuadorian educational practices should increasingly integrate Mobile-Assisted Language Learning (MALL) technologies, as students perceive them as highly useful, especially in improving language skills, fostering social collaboration, and offering personalized, flexible learning experiences that align with their technological readiness and cultural context.

Self-Perceived vs. Actual Online Engagement: Relationships with Academic Achievement Among Chinese Undergraduate English Learners in a Blended Learning Environment

2024-11-01T14:26:40+08:00

This study, motivated by the growing integration of digital platforms in higher education, explores the relationships between Chinese undergraduate English learners' online engagement and academic achievement in a blended learning environment. Adopting a quantitative research design, the study involved 138 participants enrolled in an advanced English writing course, delivered through a blended learning approach. Data were collected using an adapted version of the Online Engagement Scale (OES) survey, assessing four constructs: Behavioral Engagement (BE), Cognitive Engagement (CE), Emotional Engagement (EE), and Social Engagement (SE). The study found that learners perceived higher levels of BE and CE compared to EE and SE. Analysis of actual behavioral online engagement revealed significant time spent on tasks, high task completion rates, and strong task performance. Significant correlations were found between BE and CE with total engagement time (TET) and task completion rates (TCR), while EE showed a correlation only with TET. SE did not correlate with any dimension of actual engagement. Despite these correlations, only task engagement scores (TES) significantly predicted academic achievement, with BE, CE, EE, and SE not predicting academic success. These findings contribute to the theoretical understanding of engagement in blended learning contexts, emphasizing that fostering task engagement, particularly task completion and performance, may enhance academic outcomes in such environments.

Teacher: Where are You? About a Scenario for Permanent Teacher Training in Which the Teaching of Geometry is Invited to Think Professionally

2024-09-05T15:27:21+08:00

In this article we share the story of a proposal for permanent training for mathematics teachers who are in charge of the training of students between 12 and 18 years old. We present a task and the fundamentals that lead us to develop it in this training scenario, for the collective construction of specialized knowledge of those who teach topics related to metric geometry and its relationship with optical illusions. We comment on the planning of the scenario and the results achieved from the perspective of the Mathematics Teacher's Specialized Knowledge Model (MTSK Model), which we relate to studies on the use of technologies in mathematics classrooms. We conclude with an analysis of the strengths and weaknesses, opportunities and threats that may arise in scenarios such as the one described for the permanent training of teachers considered teaching professionals.