bluuebunny/crossref_metadata_2025_split huggingface dataset:
DEVELOPMENT OF ENERGY SECURITY MODEL IN THE PHILIPPINES
Authors: Uy Marigold A. 
Published: November 2024

<p>The rationale behind conducting this study lies in the Philippines' lack of a comprehensive energy security model, leading to weaknesses in the energy sector that affect accessibility, cost-effectiveness, technological advancements, environmental sustainability, and governance and innovation. This study aims to address the need for a comprehensive energy security model specifically tailored for the Philippines. By employing various research methodologies, including Principal Component Analysis (PCA) and Structural Equation Modeling (SEM), the study aims to identify significant relationships between variables and energy security dimensions, providing valuable insights for informed policy decisions and strategic directions in the energy sector. The findings of the study reveal a complex and interconnected energy security landscape in the Philippines.</p><p><strong> </strong></p><p><strong>JEL: </strong>O10; O13; O21<strong> </strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0601/a.php" alt="Hit counter" /></p>
CORPORATE GOVERNANCE, INVESTMENT STRATEGY, MACROECONOMIC VARIABLES AND FINANCIAL PERFORMANCE OF PENSION SCHEMES IN KENYA
Authors: Akwimbi William , Ochieng Duncan , Lishenga Josephat 
Published: November 2024

<p>The study investigated the impact of corporate governance (CG), investment strategy (IS) and macroeconomic variables on the financial performance of pension schemes in Kenya, thereby addressing the key research question: What is the effect of CG, IS and macroeconomic variables on the financial performance of pension funds in Kenya? Qualitative, quantitative and correlational research designs were used to assess the effect of these factors on the financial performance of pension funds. Quantitative data on the annual return of pension funds and macroeconomic variables from 2012 to 2020, as well as qualitative data on CG indicators and IS, were used in the study. Return on investments proxied pension fund performance. Primary data was collected using survey questionnaires from the pension schemes from both the CG and IS indicators to develop both CG and IS indices. The findings show that CG, as well as IS and macroeconomic variables, impact pension funding differently. The effect of CG indicators on pension performance was positive and significant. The intervening effect of IS on the link between CG and pension performance was significant, while the moderating effect of macroeconomic variables was significant. The individual contribution of both CG indicators and macroeconomic factors on pension performance, nonetheless, varied. The main conclusion of the study is that pension fund financial performance is influenced by CG, IS and macroeconomic factors implying that there is a need to take into account the impact of these factors in the execution of investment plans of pension funds to ensure the generation of adequate funds for retirement benefits.</p><p> </p><p><strong>JEL: </strong>G23, G32, G34, E44, O55<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>
EFFECTS OF DISAGGREGATED TAX REVENUES ON ECONOMIC GROWTH IN NIGERIA (1995-2023): ARDL BOUND TEST APPROACH
Authors: Idebi Alesanmi Abraham , Agunbiade Olabode , Adesina-Uthman Ganiyat Adejoke 
Published: November 2024

<p>Tax revenue has been a great tool of fiscal policy harnessed toward the economic development of a nation. Its different components have collective effects on the economic growth of a nation. This study examined the effects of disaggregated tax revenue on Nigeria's economic growth from 1995 to 2023. The data was sourced from the Central Bank of Nigeria and the Federal Inland Revenue Service databases. This study examined the effects of disaggregated tax revenue on Nigeria's economic growth from 1995 to 2023. The data was sourced from the Central Bank of Nigeria and the Federal Inland Revenue Service databases. Employing multiple regression analysis within an Autoregressive Distributed Lag (ARDL) model, the study assessed the impact of Value Added Tax (VAT), Companies Income Tax (CIT), Petroleum Profit Tax (PPT) and Personal Income Tax (PIT) on economic growth. The diagnostic tests confirmed the model's validity, with unit root tests showing that all variables, except PIT, achieved stationarity after differencing. The findings revealed that each tax revenue component positively influences economic growth. Based on these results, the study recommends enhancing the legal and regulatory frameworks for businesses, including regular evaluations and updates of tax laws and stronger enforcement mechanisms. It also underscores the need to strengthen anti-corruption efforts, promote property rights, uphold the rule of law, and prioritise good governance to foster public confidence and ensure the effective use of tax revenues for economic development.</p><p><strong>JEL: </strong>C32, H20, H24, H25</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0785/a.php" alt="Hit counter" /></p>
THE EFFECT OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON THE TEACHING OF READING COMPREHENSION IN ENGLISH AS A SECOND LANGUAGE
Authors: Shapaka Rehabeam K. 
Published: November 2024

This article investigated the effects of teachers’ instructional strategies on the teaching of reading comprehension in English as a second language. Data was collected through an interview schedule, field notes and an open-ended questionnaire. A purposeful criterion sampling technique was used to select ten teachers from ten schools. Data analysis was conducted using typological analysis, content analysis and Atlas.ti. The findings established the effect of teachers’ instructional strategies on the teaching of reading comprehension, the dominant instructional strategies used and the association between instructional strategies and the existing reading comprehension at schools. Teachers need to study and learn the application of instructional strategies apply strategies to optimise success and enhance teaching and learning, which results in positive students’ academic outcomes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0735/a.php" alt="Hit counter" /></p>
THE IMPACT OF PEER COACHING ON MOROCCAN EFL TEACHERS: ENHANCING PROFESSIONAL DEVELOPMENT, MOTIVATION, AND REFLECTIVE PRACTICE
Authors: Yassine Raha , Fatiha Abahlous , Mourad Lahoual , Mohammed Ben Mhamed , Azize El Ghouati , Hdouch Youssef 
Published: November 2024

This study explores the effects of peer coaching on Moroccan EFL teachers' motivation, self-efficacy, and professional growth. Teachers' opinions and experiences with peer coaching are investigated through focus group talks. Peer coaching is considered a useful instrument for professional development, promoting reflective teaching methods and boosting teacher confidence, according to the findings. However, time constraints and inadequate training were mentioned as obstacles. We noticed that novice and experienced teachers differed in their excitement. Peer coaching can improve teacher development in Morocco and other similar educational situations, according to the study, provided that it receives institutional support.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0796/a.php" alt="Hit counter" /></p>
PRINCIPAL LEADERSHIP, POLITICAL SKILLS AND TEACHER EMPOWERMENT: A PATH MODEL ANALYSIS ON SCHOOL CLIMATE AMONG PUBLIC SCHOOLS
Authors: Bastasa Jover L. , Guhao Jr. Eugenio S. 
Published: November 2024

The study tried to find the Best Fit Path Model for school climate in public schools as influenced by principal leadership, political skills, and teacher empowerment in public schools using descriptive-correlational technique through Path Model Analysis among 400 teachers in Davao Region, Philippines. Findings revealed very high levels of all variables, namely: principal leadership, political skills, teacher empowerment, and school climate. Further, significant correlations were revealed between independent variables and dependent variables, principal leadership and school climate; political skills and school climate; and teacher empowerment and school climate. Further, results showed that the generated Model 3, The Best Fit Path Model exhibited the relationship between principal leadership and teacher empowerment as they both impacted political skills. Additionally, it also displayed that teacher empowerment and the perceived political skills of the school heads are predictive factors of school climate. The findings of the study could be a significant baseline for policy-making for school programs and initiatives in maintaining school climate in public schools and a reference for further studies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>
A CRITICAL ANALYSIS OF KEY PHILOSOPHICAL, METHODOLOGICAL AND ETHICAL RESEARCH ISSUES IN RELATION TO TEACHER’S PERCEPTION ON THE EFFECT OF ASSESSMENT ON COGNITIVE DEVELOPMENT OF THREE TO FIVE YEARS CHILDREN IN ENGLAND
Authors: Oluwatosin Oluwafunmilola Rebecca 
Published: November 2024

The study critically analysed key philosophical, methodological, and ethical research issues related to teachers' perceptions of the effect of assessment on the cognitive development of three to five years of children in England. The study revealed philosophical issues such as tensions between positivist and interpretivist paradigms in understanding assessment’s impact and debates around the nature of childhood, learning, and development. Methodological issues such as challenges in measuring cognitive development in young children chosen methods’ potential impact on finding and interpretation. Ethical issues include concerns about labelling, stigma, and potential long-term consequences. Balancing accountability with development sensitivity and equity. The findings showed that teachers’ perceptions are influenced by philosophical beliefs, methodological approaches and ethical consideration.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0703/a.php" alt="Hit counter" /></p>
A CRITICAL ANALYSIS OF THE SCIENCE, TECHNOLOGY, AND INNOVATION POLICY IN THE UNITED ARAB EMIRATES, WITH A PARTICULAR FOCUS ON HIGHER EDUCATION
Authors: Dawood Manal N. 
Published: November 2024

This paper critically analyzes the Science, Technology, and Innovation (STI) policy in the United Arab Emirates (UAE), with a particular focus on its implications for higher education. The study explores how the UAE's STI policy, driven by a shift towards a knowledge-based economy, emphasizes human capital development, economic growth, and global competitiveness. It examines the role of higher education in fostering innovation and entrepreneurship and the alignment of the UAE's policies with global standards, such as those of the OECD. The analysis highlights key challenges, including the need for greater integration of STEM education, the underrepresentation of Emiratis in STEM fields, and the reliance on expatriate talent. Furthermore, the study critiques the STI policy's neoliberal underpinnings, which prioritize economic outcomes over social and cultural considerations, particularly in a collectivist society like the UAE. The paper concludes with suggestions for future policy revisions, emphasizing the need for more inclusive and context-sensitive approaches to innovation and education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0796/a.php" alt="Hit counter" /></p>
A LONGITUDINAL STUDY OF ANGLAIS QUESTIONS PAPERS IN THE BEPC CERTIFICATE EXAMINATIONS IN CAMEROON
Authors: Nguemkom Olivier 
Published: November 2024

This paper analyses what and how the English Language (Anglais) was assessed at the BEPC certificate examinations in Cameroon over the period of 16 years (2009-2024). It considered Anglais question papers set under both the objective-based approach (2009 to 2016) and competency-based approach (2017 to 2024) so as to find out the change brought by the introduction of the newer approach. The content and statistical analyses of data have shown that the theoretical CBA assessment principles are yet to be fully implemented. Essential knowledge-wise, the effective implementation of the novel approach from 2018 has marked the end of testing pronunciation; it has introduced integrative testing (46.87%) in grammar (62.5%) and vocabulary (31.25%) in the forms of cloze passage and dialogue completions, with the old OBA discrete-point testing in the form of sentence completions resisting the change. Skills-wise, listening and speaking are unaccounted for in favour of reading comprehension and writing composition. While there is little change in what and how OBA and CBA assess reading comprehension, CBA has introduced new composition writing principles in structuring topics like context definition, instruction clarification and indicators or task specification, thus lengthening composition topics. The syllabus coverage in terms of situation assessment decreases as one goes from the first to the fifth situation under both OBA and CBA. Some suggestions and recommendations have been made to BEPC examination stakeholders for the effective implementation of CBA assessment principles.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0765/a.php" alt="Hit counter" /></p>
DETERMINANT OF UNDERGRADUATE STUDENTS’ INTEREST AND ENGAGEMENTS IN THE STUDY OF GENETICS AT THE UNIVERSITY OF EDUCATION, WINNEBA
Authors: Owusu-Fordjour Collins , Kumi-Manu Rosemary Naana , Koomson Charles Kwesi 
Published: November 2024

Genetics is a fundamental aspect of biological education, crucial for understanding heredity, variation, and molecular mechanisms in life. Despite its importance, student engagement in genetics courses at the University of Education, Winneba (UEW) varies widely. This study investigates the factors influencing undergraduate students' interest and engagement in the study of genetics, focusing on the perceived relevance of genetics, pedagogical approaches, challenges faced by students, and misconceptions. A descriptive survey design was used, with data collected from 150 undergraduate students enrolled in the Biology and Integrated Science Education programs. Results indicate that the perceived relevance of genetics to students’ lives, including its application in health and global issues like food security, is the most significant predictor of interest and engagement (R² = 0.56). Pedagogical approaches, particularly hands-on activities and interactive learning methods were also found to enhance engagement. However, students faced moderate challenges in understanding genetic concepts, which reduced their overall engagement. Misconceptions about genetics were less impactful but still contributed to shaping students’ attitudes. The findings suggest that aligning teaching strategies with real-life applications and addressing student misconceptions can improve student engagement in genetics education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0115/a.php" alt="Hit counter" /></p>
PRE-KINDERGARTEN TRANSITION PROGRAM (PTP) FOR CHILD DEVELOPMENT WORKERS (CDWs)
Authors: Guiang Jeremy Adrian D. , Dela Cruz Andrian A. 
Published: November 2024

Utilizing the descriptive research design, integrating the Research &amp; Development (R&amp;D) methodology, this study developed the Pre-kindergarten Transition Program (PTP) for Child Development Workers (CDWs) based on the identified factors that affect common adjustment issues of pre-kindergartners and the various experiences of CDWs in handling adjustment issues during the transition period. The study was conducted in the five districts of Child Development Centers (CDCs) in Laoag City. Using a purposive sampling technique, this study involved 19 CDWs and three experts in the field of early childhood education (ECE). A structured interview guide for the Focus Group discussion (FGD) and a validation tool adapted from Valdez (2023) were used in gathering data. Data gathered from the FGD were analyzed using Braun and Clark’s (2006) thematic analysis, while the mean was used to determine the validity of the PTP. Findings reveal that the factors that affect the common adjustment issues of pre-kindergartners during the transition period are lack of social exposure, separation anxiety, time and routine adjustments, and excessive use of gadgets at home. On the other hand, the CDWs employ interactive learning activities, open communication, and parental involvement and support in handling adjustment issues during the transition period. Findings also reveal that the developed PTP is highly valid in terms of objectives (3.77), content (3.88), staff/persons involved (3.66), duration (4.00), and assessment/evaluative technique (3.78), along with the overall mean of 3.82. Thus, the PTP is recommended to be implemented to capacitate the CDWs in managing effectively the common adjustment issues of pre-kindergartners during the transition period.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>
ASSESSMENT FOR LEARNING IN HIGHER EDUCATION IN MOROCCO: THE STUDENTS’ PERCEPTIONS
Authors: Bouziane Abdelmajid , Rouijel El Hassan 
Published: November 2024

Assessment for learning has been a topic of study for decades, with a focus on how learners can benefit from the tests they take. The major issue with this type of assessment is its implementation. This article investigates the benefits of assessment for Moroccan university learners. 1148 of these learners filled out a questionnaire that included questions about the fundamentals of assessment and how it can serve learning purposes. The findings show that although the majority of the learners report that their tests meet the requirements of good tests, some students still doubt this. They also show some good practices of alternative assessment and feedback. However, there is still room for improvement as some students do not benefit from the assessments they take.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0763/a.php" alt="Hit counter" /></p>
IRANIAN EFL TEACHERS AND CHALLENGES OF MANAGEMENT IN WRITING CLASSES
Authors: Rashtchi Mojgan , Porkar Reza 
Published: November 2024

Classroom management is one of the most significant yet challenging issues in EFL settings, mainly when L2 writing, as a productive skill, is in focus. The present qualitative study explored EFL teachers’ challenges in managing their classes when instructing writing. Twelve Iranian university instructors selected based on purposive sampling volunteered to participate in the study. The data were collected through semi-structured interviews and thematically analyzed, resulting in four main themes in response to the study’s research questions. Two themes were related to teachers’ challenges: instructional challenges and students’ misbehavior challenges. One theme was associated with the participants’ negative feelings about managing writing classes, and the last theme included suggestions for better management of writing classes. The study highlights the problems EFL teachers encounter in their writing classes, hoping to attract policymakers’ and administrators’ attention to the teaching profession in EFL settings. The study has implications for teachers, teacher trainers, and educators.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0765/a.php" alt="Hit counter" /></p>
SYNTACTIC FEATURES OF PREPOSITIONS AND PRO-FORMS IN CAMEROON FRANCOPHONE ENGLISH
Authors: Nguemkom Olivier , Apuge Michael Etuge 
Published: November 2024

This paper examines the syntactic features of prepositions and pro-forms by Cameroon Francophone English (CamFE) users with a tertiary education level. Written and spoken data were drawn from 95 participants from various domains encompassing administration, education, sports, and politics. A corpus of 136,767 words was built and exploited following the corpus linguistics methodology. The AntConc analytical toolkit was used in sorting out data. Quirk and Greenbaum’s (1973) structural approach to grammar was used as the analytical framework to establish the common core features (CCFs) and the interfered features (IFs). It was found that the English by Francophone Cameroonians is characterised by features that drift away from the common core features. Items were inserted, substituted, anticipated, delayed or clustered. The French language has impacted those features in a considerable degree. The conclusion that is drawn from the analysis is that CamFE is a francophonised non-native variety of English in Cameroon.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0717/a.php" alt="Hit counter" /></p>
AFRICAN CONCEPT OF HAPPINESS IN THE LIGHT OF CHINUA ACHEBE’S THINGS FALL APART: A HERMENEUTICAL APPROACH
Authors: Chukwuebuka Egbo Anthony 
Published: November 2024

Chinua Achebe’s Things Fall Apart, reflects a deeply relational and communal worldview. Happiness in African thought is not merely tied to individual fulfilment or material wealth, as often seen in Western perspectives, but is rooted in harmonious coexistence with others and the environment. For Africans, happiness arises from a balanced relationship with all forces in the hierarchy of beings, a notion which emphasizes interconnection and collective well-being. This contrasts with Western metaphysical views that tend to prioritize individual pleasure or material achievement. African happiness extends beyond this life, focusing on a state of blessedness in both life and the afterlife. Understanding this concept requires grasping the African notion of Being, which is seen as relational, where existence is defined by one’s connection to others. Achebe’s work exemplifies these ideas, showing how happiness is experienced through peaceful co-existence and the absence of egocentric attitudes. This study established the African philosophy of "Being-with," where happiness is an ontological experience derived from natural and collective existence, rather than self-centred pursuits.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0851/a.php" alt="Hit counter" /></p>