International Journal of Educational Innovation and Research

Preservice Teachers’ Perspectives on the implementation of Inclusive Education

David Uwumborlame Bunbun, Teddy Afriyie Owusu — Wed, 31 Jul 2024 00:00:00 +0700

The study sought to explore preservice teachers’ perspective on the implementation of inclusive education in the university of Education, Winneba, specifically, the department of Special Education. The study employed a phenomenological design. Semi-structured interviews were used to gather data for the study. The population of the study comprised preservice teachers in their final year. The purposive sampling technique was used to select the participants. The sample size of the study was 21 preservice teachers within the department of Special Education. Majority of the respondents perceived that, the implementation of inclusive education is a movement away from segregation, it is a tool for effective inclusive teaching. The study recommends that, Policy makers such as the Ministry of Education should make available copies of the inclusive education Policy book to preservice teachers. This would enable preservice teachers to have indebt knowledge on the policy and as well as its practice. It is also recommended that, the University of Education, Winneba should organize and schedule frequent workshop trainings on inclusive education professional development for preservice teachers.

Enhancing Efficient Mathematics Teaching and Learning through Professional Teachers' Standards: The Mediating Role of Technology in Education

Emmanuel Oppong-Gyebi, Francis Ohene Boateng — Wed, 31 Jul 2024 00:00:00 +0700

The study analyzed the impact of professional standards on quality teaching and learning strategies among mathematics teachers in Ghana. 365 teachers from selected secondary schools in Greater Kumasi of the Ashanti Region were evaluated using structural equation modelling. The research found that teachers' professional values and attitudes significantly influence their instructional delivery. However, teacher-professional mathematics knowledge and pedagogical practices do not directly impact quality teaching and learning. Technology in education does not mediate between these factors. The study recommends that mathematics teachers be trained in accordance with professional standards through professional learning community workshops on integrating technology into their knowledge and pedagogical practices. The National Teaching Council should emphasize the importance of flexible knowledge acquisition methodologies, embracing instructional risks, and using current intervention tools to improve attitudes towards technology integration and engage in 21st-century teaching with professional standards.

Teachers Development Programs in Family and Everyday Life Skills in Saudi Arabia

Mashael Alharbi — Wed, 31 Jul 2024 00:00:00 +0700

Developing teacher training programs is one of the essential objectives of Saudi Arabia’s Vision 2030. This research highlighted one of the Ministry of Education's initiatives, the Optimum Utilization of Teaching Staff Project (OUTSP), to enhance teachers' knowledge and skills. This research focuses on the Family and Everyday Life Skills (FELS) program under (OUTSP). The study provided the results of 23 universities in 2021-2022 and 24 universities in 2022-2023 in more detail. For the data analysis, Microsoft Excel was used to show the results of the universities in different years. The results show that the universities' performances generally increased for both graduation classes, which could explain the increase in university performance. The research concludes that (FELS) as a program of the (OUTSP) project is an effective achievement for teachers' development through professional training program. The research further concludes that it is possible to provide adequate teacher training programs to teach (FELS) subjects to teachers from different specializations. The study recommended further qualitative research to understand the program's effectiveness better.

Group counseling intervention module cognitive behavioral therapy effectiveness in addressing the problems of body dissatisfaction, anxiety and self-esteem in higher education institution teenagers

Nordiana Terence, Norzihan Ayub, Patricia Kimong — Sat, 10 Aug 2024 00:00:00 +0700

This pilot study examines body image dissatisfaction, anxiety, and self-esteem, particularly among university and college students, which can significantly impact their mental well-being. Obsession with weight satisfaction and physical attractiveness can lead to depression, eating disorders, and social disorders. Twenty Psychology and Education students participated in this study, using tools such as the multidimensional body self-relations questionnaire-appearance scale, the physical appearance state and trait anxiety scale, and the body esteem scale for adolescents and adults. Additionally, a Cognitive Behavioral Group Counseling Intervention Module was utilized to restructure thinking and modify behavior. The module results of 0.897 suggested that this intervention can help individuals change their assumptions and beliefs regarding self-image dissatisfaction, particularly on physical appearance.

Preschool teachers’ self-efficacy and children’s motivation on science

Aslı Bekirler, Ayperi Dikici Siğirtmaç — Sat, 10 Aug 2024 00:00:00 +0700

This study focuses on two critical factors in science education: Teachers' self-efficacy beliefs and children's motivation. The purpose is to examine the relationship between preschool teachers' self-efficacy beliefs towards science education and children's science motivation, while also exploring potential variations based on specific variables. The sample for this quantitative research included 298 children aged between 60 and 72 months (149 girls, 149 boys) and their 149 teachers. The participant children are randomly selected from each teacher's class, with an equal representation of girls and boys. Data were collected using the Self-Efficacy Scale for Preschool Science Education, the Science Motivation Scale for Preschool Children, and a Personal Information Form. According to the results of the analysis, there is a positive correlation between preschool teachers' self-efficacy beliefs in science education and their professional experience and educational qualifications. Furthermore, the study revealed that children's science motivation was not affected by their age and gender. Moreover, there was a positive relationship between the frequency of hands-on science activities and both teachers' self-efficacy beliefs and children's science motivation. Above all, a significant positive relationship was found between children's science motivation and teachers' self-efficacy perceptions towards science. In conclusion, this study suggests that more time should be allocated to science activities in preschool education and that programs that support the development of preschool teachers' self-efficacy in science should be included. In this way, teachers' confidence and competence in teaching science can be increased and positive effects can be created on children's interest and motivation in science from an early age.

Metaverse Applications in Education 4.0

Khalid Ghoulam, Belaid Bouikhalene — Sat, 10 Aug 2024 00:00:00 +0700

The advent of Education 4.0, which aligns with the fourth industrial revolution, has been significantly influenced by advancements in digital technologies. Central to this evolution is the metaverse, a virtual shared space that merges augmented reality, virtual reality, and physical reality. This paper delves into the metaverse's applications within Education 4.0, highlighting its potential to revolutionize learning experiences, enhance collaboration, and improve access to quality education. By reviewing current literature and case studies, we identify the primary benefits, such as increased engagement, personalized learning, and broader accessibility. Additionally, we address the challenges associated with metaverse integration, including technical limitations, privacy concerns, and the need for new pedagogical approaches. Through a mixed-methods research approach, combining qualitative and quantitative data along with expert interviews, this paper provides a comprehensive overview of the metaverse's role in future education. The findings suggest that while significant hurdles remain, the metaverse offers a promising avenue for transforming educational practices to meet the demands of the digital age, ultimately fostering more dynamic, inclusive, and effective learning environments. Future research should focus on evaluating long-term impacts and developing standards for metaverse applications in education.

Impacts of Blended Learning on Students’ Learning Motivation and Attitudes

Quy Khuong Luu, Ngoc Bao Trang Luu — Sat, 10 Aug 2024 00:00:00 +0700

This study investigates the impacts of Blended Learning (BL) on Vietnamese EFL students' motivation and attitudes. It aims to determine whether BL instruction can enhance these aspects of language learning compared to traditional methods. A quasi-experimental design was used with 100 fourth-year EFL students divided into control and experimental groups. The experimental group received BL instruction with online materials and LMS support, while the control group received traditional face-to-face instruction. Both groups completed surveys measuring motivation and attitudes before and after the semester. The findings suggest that BL can improve EFL students' motivation and attitudes. The experimental group showed a statistically significant increase in motivation compared to the control group. Students in the BL class report a stronger desire for self-directed learning and enjoyment in the classes. The study also explores limitations and future research directions, including sample size, short-term impact, and comparative studies.

Challenges facing the implementation of Chemistry and Physics as separate and stand-alone subjects in the revised Secondary School curriculum in Malawi

Arthur Vizyalona, Grames Wellington Chirwa, Precious Nyoni — Thu, 22 Aug 2024 00:00:00 +0700

It is impossible to overestimate the importance of chemistry and physics to society, but in Malawi, secondary schools do not adequately teach these subjects. The purpose of this study is to investigate the obstacles to the efficient teaching of physics and chemistry and to suggest ways to improve their application. Using Cornbleth's framework for curricular implementation as a guide, the study looks into the challenges instructors in these areas confront. The qualitative case study, which took place in two secondary schools in Malawi's Blantyre District, involved 28 participants which were two head teachers, three chemistry teachers, three physics teachers, and twenty students. Data was collected through classroom observations in addition to interviews. The results show that there are a number of issues, such as a lack of certified teachers, inadequate resources and labs, a dearth of textbooks, inadequate teacher orientation, poor teaching and evaluation techniques, and a lack of supervision. To improve Chemistry and Physics education in secondary schools, recommendations include hiring more trained instructors, constructing well-equipped laboratories, and enhancing teacher preparation and oversight.

Multimedia in Social Work Education: An In-Depth Exploration of Current Practices and Challenges in Bangladeshi Government Colleges

Md. Habibul Ahasan — Sun, 25 Aug 2024 00:00:00 +0700

The purpose of this study was to investigate the current practices, opportunities, and challenges of using multimedia in social work teaching at a government college in Bhola, Bangladesh. Qualitative research methodology was used to get information from the respondents. The data was gathered using three different methods: semi-structured interviews, focus group discussions (FGDs), and classroom observations. The respondents included both faculty and honors-level students from social work backgrounds. Interviews were conducted with two instructors, observations were made in two classes, and ten students took part in two focus group discussions (FGDs). Finally, using a thematic approach, data were analyzed, interpreted, and presented. The study's findings revealed that incorporating multimedia in the classroom makes teaching easier and is beneficial for the students. Students can actively engage in a multimedia classroom, which often inspires them to study. People perceive multimedia-based classes to be more structured than traditional teaching methods. Conversely, the research shows that the social work classes are deficient in the essential resources, infrastructure, and funding required for effective functioning. The study was self-funded, completed within a short timeframe, and conducted during the global outbreak of the Corona pandemic. The study's implication was that it helped the researcher explore the current scenario of using multimedia for teaching social work in the context of government college education in Bangladesh.

Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject

Thu, 29 Aug 2024 00:00:00 +0700

Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was used for the qualitative data. The findings showed that, SHS students perceived elective mathematics as a difficult subject. Nonetheless, they perceived the teacher-learner activities employed by their teachers in elective mathematics classroom as motivating. Further, they perceived as constructive, the teaching methods used by their elective mathematics teachers. In addition, the study revealed that students’ performance in elective mathematics was not significantly influenced by their perceived difficulty of elective mathematics, teacher motivation and teaching methods although the students expressed favourable dispositions towards these attributes. Thus, the need for Heads of High Schools, to do background check of students’ prior performance, interest and motivation in mathematics as a prerequisite condition for students to pursue elective mathematics is implied in this study. This could stem the tide in the students’ abysmal performance in elective mathematics. Implications for policy, practice and further research are discussed.