bluuebunny/crossref_metadata_2025_split huggingface dataset:
MANAGING CHANGE TO UPGRADE ENGLISH TEACHING IN VIETNAM
Authors: Nguyen Hai-Ha Thi 
Published: July 2023

<p>Managing change in English Language Teaching (ELT) has been implemented to meet the changing requirements and expectations of language learners in a globalized society. This paper investigates the application of change management models in the field of ELT, with particular emphasis on Vietnam. The research employed a document analysis approach by reviewing and analyzing relevant academic papers on change management and managing change in ELT. The study identified five change management models, including Lewin's Change Management Model, ADKAR Model, Kotter's 8 Step Change Model, McKinsey 7S Model, and Kübler-Ross Five Stage Model. Many of these models have been employed in the ELT sector. The best practice of applying change management models in EFL is recommended to Vietnam in order to improve English teaching in its institutions and centers. The paper is expected to provide an in-depth analysis of various change management models and their potential application in the Vietnamese context.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0001/a.php" alt="Hit counter" /></p>
L2 WRITING ANXIETY AND TEACHER’S COMMUNICATION BEHAVIOR AS PREDICTORS OF RESEARCH SELF-EFFICACY OF STUDENTS
Authors: Lumakang Jivina V. , Miralles Tessie G. 
Published: July 2023

The purpose of this study was to determine whether second language writing anxiety and teacher’ communication behavior significantly predict students’ research self-efficacy. The working group for the present study, in which quantitative descriptive-predictive design was employed, included 187 students enrolled in Research 1 and 2 subjects at UM Digos College. The participants answered adapted standard questionnaires to quantify which dimension/s of Second Language Writing Anxiety and Teacher’s Communication Behavior significantly predict/s research self-efficacy. The gathered data were interpreted using the mean in determining the central tendency and Pearson-r. Regression analysis was used to predict the value of research self-efficacy based on the value of writing anxiety and teachers’ communication behavior. The results revealed that the level of L2 writing anxiety of students is moderate. Likewise, the level of teacher’s communication behavior was revealed as high and the level of research self-efficacy is also high. The result also shows that there is no significant relationship between L2 writing anxiety and research self-efficacy but indicators of L2 writing anxiety posed a significant relationship with research self-efficacy while teachers’ communication behavior resulted in no significant relationship to research self-efficacy, but two indicators of TCB posed a significant relationship to RSE. The findings corroborated the four domains for SLWA and TCB, which are cognitive, somatic, challenging, and encouragement and praise; significantly predict research self-efficacy. The findings obtained in this study suggest that students look for ways to enhance their confidence in performing tasks related to research papers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0020/a.php" alt="Hit counter" /></p>
THE MEDIATING EFFECT OF ENGLISH LANGUAGE ANXIETY ON THE RELATIONSHIP BETWEEN CLASSROOM LEARNING ENVIRONMENT AND COPING STRATEGIES
Authors: Abule Merafel Grace S. , Miralles Tessie G. 
Published: July 2023

This study investigated the mediating effect of English language anxiety on the relationship between classroom learning environment and coping strategies among first-year college students of UM Digos College. In order to do so, this study employed the quantitative research design using the descriptive and correlational method via mediation analysis. Using proportionate stratified random sampling, primary data were gathered through the use of online survey questionnaires addressed to 271 respondents who are first-year students with GE 2 subject. In addressing the hypotheses of the study, correlation analysis using Pearson product-moment correlation and mediation analysis using Sobel z test was used. The level of classroom learning environment, coping strategies, and English language anxiety were similarly high among college students. Results also revealed classroom learning environment has significantly predicted coping strategy. However, the classroom learning environment did not significantly predict English language anxiety. Further analysis through Sobel z test confirmed that the mediating effect of English language anxiety on the relationship between classroom learning environment and coping strategies is insignificant.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0071/a.php" alt="Hit counter" /></p>
MISCONCEPTIONS AND PERCEIVED IMPORTANCE OF LITERACY ACROSS THE CURRICULUM AMONG STUDENT TEACHERS IN GHANA
Authors: Arthur Rebecca , Addae Aikins , Nyarko Isaac Owusu , Fenyi Daniel Arkoh 
Published: July 2023

The study sought to ascertain misconceptions and perceived importance of Literacy Across the Curriculum (LAC) among student teachers of Basic Education, University of Education, Winneba. Out of a targeted population of 1,386 student teachers of Basic Education, 490 were selected using a stratified random sampling technique. A closed-ended questionnaire was used to gather data and frequencies, percentages, means, standard deviations, independent samples t-test, ANOVA, and Pearson’s correlation were used to examine the data obtained. The results, among others, revealed that the misconceptions held by Basic Education students at the University of Education, Winneba, was the fact LAC shoul be restricted to the Arts, and not the Sciences. They were of the view that students from the arts background should focus on developing their literacy skill in order to excel in their field. However, the students were of the view that LAC is important since through the use of language, symbols, and text, literacy is promoted across the curriculum to give students the ability to share information about themselves and their experiences. Based on these findings, it was suggested that literacy should be integrated in all aspects of the curriculum. Listening, speaking, reading, and writing are to be taught to students as fundamental abilities for many facets of daily life, not only in English Language lessons. Lecturers and student teachers should ensure that literacy across the curriculum is promoted regardless of the course(s) they teach and study respectively.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0061/a.php" alt="Hit counter" /></p>
STUDENTS’ PARENTAL STATUS AND ENTREPRENEURSHIP INTENTION IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA
Authors: Wagbara Chinyere Dorathy , Mfon Ezekiel Usip 
Published: July 2023

The study investigated students’ parental status and entrepreneurship intention in secondary schools in Rivers State, Nigeria. Four research questions and four hypotheses were answered and tested in the study. A correlational design was adopted in the study while the population of the study was all the students in secondary schools in Rivers State out of which 300 students were sampled for the study using a proportionate stratified random sampling technique. The instrument used for gathering data was a 20 items questionnaire which was face and content validated by three lecturers from University of Port Harcourt with a Cronbach alpha reliability index of 0.88. Out of the 300 copies of the questionnaire administered, 294 copies which was a 98% retrieval rate. Research questions raised were answered using point biserial correlation while the hypotheses were also tested at 0.05 level of significance. The result of the study showed that household head, parental income, parental education status and parental entrepreneurship status had a relationship of r= 0.359, r=0.787, r=-0.407 and r=0.322 with students’ entrepreneurship intention while only the relationship between parental income and students’ entrepreneurship intention of the students was significant. It was recommended that students should be given the required financial and material support to make their entrepreneurship intention a reality in these schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0008/a.php" alt="Hit counter" /></p>
THE CHALLENGES OF SRI LANKAN MINORITY LEADERSHIP IN THE STATE UNIVERSITIES: EQUITY AND EQUALITY
Authors: Selvaratnam Naren D. , Keat Ooi Boon , Tham Jacquline 
Published: July 2023

<p>Sri Lankan minorities constantly face discrimination and experience marginalization. This has reduced their access to education and ability to demonstrate leadership within state campuses. Further, there exists a dearth of minority leadership research in Sri Lanka. As a result, this paper reviews a wide variety of contemporary literature to elaborate on the possible reasons for limited access and leadership within state universities amongst minorities. Based on the reviewed literature, two critical problems were identified. Firstly, the irregular distribution of students, professors, and fiscal resources is a major impediment to university access and leadership. Secondly, systematic ethnocentric policies advocated through responsible authorities are also a reason for limiting educational equality and leadership among minority students within campuses. Because of these two problems, the authors reason how improved diversity and appreciation for all cultures through curricular and policy changes could enhance access, equality, and leadership for everyone including minority groups in the state university system. Further, by understanding the present barriers, the researchers encourage other scholars to consider leadership research in the future to address untapped aspects of minority discourse and related educational reforms in Sri Lanka.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0022/a.php" alt="Hit counter" /></p>
REVOLUTIONIZING EDUCATION THROUGH INSTAGRAM IN THE POST-COVID ERA
Authors: Graefen Bahar , Fazal Nadeem 
Published: July 2023

The (coronavirus disease of 2019) COVID-19 pandemic has brought about unprecedented changes in education, leading to the exploration of unconventional learning tools. This study investigates the use of the popular social media platform Instagram as a means of facilitating self-directed learning. A survey was conducted among university students with 500 respondents participating anonymously. 63% of the respondents were female, and 85.2 %, were aged under 30. Only 7.6% of participants reported negative mental health issues relating to Instagram use, while the majority revealed positive attitudes, competitiveness, and strong focus on their educational goals. Instagram served as a platform for students to form small or large social circles in which they supported one another by addressing their educational needs, assisting each other with challenging assignments, and engaging in small group study sessions and quizzes. Notably, most respondents (65.4%) indicated that they use educational Instagram pages as a source of knowledge and learning, while a significant portion (34.6%) mentioned that while they access the platform with the intention of learning, they also encounter unnecessary or irrelevant posts, resulting in time wastage. In conclusion, this paper suggests that while Instagram may not be the ideal tool for deployment within a teacher's arsenal, it can serve as an effective source of peer mentoring and support in the post-COVID educational world.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0015/a.php" alt="Hit counter" /></p>
STUDY OF THE RELATIONSHIP BETWEEN PRIMARY SCHOOL TEACHERS’ PERCEPTION TOWARDS GAME AND PHYSICAL EDUCATION AND GAME LESSON
Authors: Çelik Senem , Yaşar Fatma Soysüren , Tülücü Oğuzhan 
Published: July 2023

The aim of this research is to study the relationship between Primary School Teachers’ perception towards game and physical education and game lesson according to different variables. 2291 primary school teachers make up the medium of this research. A survey model was used for this research. Primary School Teachers’ Attitudes towards Game and Physical Activities Lesson scale and Game Perception Scale were used as data collection tools. Descriptive statistics, mean, frequency, t-test, one-way analysis of variance (ANOVA), Tukey test from post hoc tests, and Spearman Correlation analysis were used in data analysis. According to the findings, there is a positively meaningful relationship between primary school teachers’ perception towards game and physical education and game lesson. It was found out that primary school teachers have a positive attitude towards physical education and game lesson, that they find physical education and game lesson beneficial, that they see themselves as insufficient in developing materials towards game in physical activity and game activities, and that it would be more beneficial if these activities are conducted by Physical Education Teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0071/a.php" alt="Hit counter" /></p>
A QUALITATIVE INQUIRY ON THE BEHAVIOR OF ENGLISH MAJOR STUDENTS TOWARDS SOCIAL MEDIA DISTRACTIONS
Authors: Sagabala Melissa O. , Regidor Sheena Marie A. , Dela Torre Marie Chris M. , Monteza Ana Mae M. 
Published: July 2023

Online educational platforms and social media applications play a vital role in the learning process of students during the rise of the pandemic since knowledge acquisition and delivering instructions were done through virtual interactions. Hence, this study was designed to explore the behavior of the English major students in UM Digos College towards social media distractions that aimed to determine the influences of these diversions on students’ academic learning perceptions. Moreover, this qualitative study utilized a descriptive study where eight (8) participants were purposively chosen to respond to the different research questions. Collaizi`s method was used in order to provide a significant thematic analysis. As a result, the major findings revealed that the influence of social media distractions on the behavior of the students were students’ loss of eagerness, behavioral interruptions and self-improvement barriers whilst classroom interactiveness, flash notifications and students’ personal interests were found to be the main causes of these social media interferences in which multifaceted strategies such as traditional strategies and multiple digital strategies were asserted as coping mechanisms in overcoming social media distractions. Meanwhile, the study ended up with three implications namely: implication to the learning process, implication to the teaching process and implication to learners’ performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0041/a.php" alt="Hit counter" /></p>
OBSTACLES ON THE EFFECTIVE USE OF SOCIAL NETWORKING TOOLS FOR TEACHERS’ PROFESSIONAL DEVELOPMENT AND THE TRAINING NEEDS TO DEAL WITH THEM
Authors: Koskeris Andreas , Garofalakis John 
Published: July 2023

Social networking /WEB 2.0 is the technology to support connecting people in various ways. The arise of WEB 2.0 allowed users to enhance their actions when accessing the internet not only for searching information but above all to interact, collaborate, and share content. For the specific showcase of school teachers, WEB 2.0 is providing new opportunities to build and gain professional development by assisting them to remain current on skills and issues important for a professional role. Aim of the presented work, it to build on our previous research on which specific tools are considered as the most useful for teachers’ professional development and which are the perceptions of teachers on them, in order to identify the obstacles and drawbacks to their effective utilization, leading to the proposition of a core training program tailored to the teachers’ needs.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0032/a.php" alt="Hit counter" /></p>
THE PROFESSIONAL IDENTITY AND ROLE PERCEPTIONS OF EARLY CHILDHOOD EDUCATORS IN ATTICA-GREECE’S MUNICIPAL EARLY CHILDHOOD CENTERS
Authors: Cheilaki Maria , Sidiropoulou Tryfeni , Sidiropoulou Maretta 
Published: July 2023

<p>Early childhood center is concerned as the first environment of children second to their home, in which they socialize and come into contact with organized learning. Their holistic development and well-being are directly linked to preschool structures that implement high-quality education programs. The role of early childhood education and care educators is crucial in determining the quality provided (Foti &amp; Sidiropoulou, 2019). <br />The purpose is to clarify the frame of the professional habitus and to enrich its understanding. Also, to further investigate if new questions will raise with regards to early childhood education and care educators, extending to students, studies and fellow workers as well as babies, toddlers and their families. All the information collected could be used for decision-making on redefining the aims of the early childhood education sector as well as the early year educators training organizations babies. The followed method was a quantitative approach, using the methodology of questionnaires. The analysis will be descriptive and will include basic descriptive measures (e.g., mean, standard deviation, mode, etc.), as well as frequency tables. Furthermore, we will compare the mean scores by analyzing their variance using One-Way ANOVA. In total, the analyzed questionnaires were 248. From these questionnaires, it appears that early childhood education and care educators select the title that suits their profession depending on the school they graduated. The pedagogical part of their profession is influenced by their studies and the interaction among colleagues. The importance of the pedagogical team and cooperation is recognized. Cooperation with parents is sought. Specialized help to manage children with physical issues is required. They stand in favor of all forms of future training. Compared to the past, the educational level is evaluated as higher. They are more interested in the essence of their educational work and not so much for appearances through events. To conclude, early childhood education and care educators love their profession and fully understand the importance of their work. They keep evolving in terms of their educational level and understand the necessity of their professional development. They desire to be educated in various ways. The results of this research are important to be further used by employment agencies and universities. Given that lectures, seminars, workshops and conferences are often held, it is important to emphasize in-service training and interventions within the actual field of action of the early childhood education and care educators, i.e. the early childhood center.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0091/a.php" alt="Hit counter" /></p>
THE MEDIATING ROLE OF ACADEMIC SELF-CONCEPT IN THE LINKAGE BETWEEN TEACHER SUPPORT AND ACADEMIC PROFICIENCY AMONG SECONDARY EFL LEARNERS
Authors: Wu Yajun , Kang Xia 
Published: July 2023

Based on social support theory, this study aims to verify that the relationship between teacher support and academic proficiency is mediated by academic self-concept in teaching English as a foreign language (EFL) settings. Seventh-grade students (n = 206) and eighth-grade students (n = 293) in a middle school were invited to participate in the questionnaire survey. Structural equation modelling (SEM) and mediation analysis examined the relationship between teacher support, academic self-concept, and academic proficiency among 499 secondary EFL learners. There are three significant findings. First, teacher support positively predicts academic proficiency. Second, academic self-concept was positively correlated with academic proficiency. Third, academic self-concept fully mediated the relationship between teacher support and academic proficiency. This study contributes to the literature by exploring the mediating mechanism between teacher support and academic proficiency in the EFL context. Implications, limitations, and directions for future research are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0094/a.php" alt="Hit counter" /></p>
A META-ANALYSIS ON PUBLICATIONS FOR LECTURERS’ PERCEPTION OF BLENDED LEARNING IN HIGHER EDUCATION FROM 2020-2022
Authors: Ahmed Said Abubakar Sheikh 
Published: July 2023

In this study, a meta-analysis was conducted on 14 articles published between 2020 and 2022, with the Fisher r-to-z transformed correlation coefficient used as the measure of outcome. A random-effects model was employed, using JAMOVI software, to calculate the average Fisher r-to-z transformed correlation coefficient, and the degree of heterogeneity was evaluated using the restricted maximum-likelihood estimator, Q-test for heterogeneity, and I² statistic. The findings revealed that the average correlation coefficient was positive as moderate effect size (0.3528) of the 14 studie<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0021/a.php" alt="Hit counter" /></p>s. The study also provided recommendations for improving meta-analyses.
THE ARTS APPROACH BASED ON THE PRINCIPLES OF DIFFERENTIATED TEACHING AND THE PROJECT METHOD AS A MEANS OF UNIVERSAL DESIGN OF PRESCHOOL EDUCATION. LINKING THEORY TO PRACTICE
Authors: Fousteri Maria , Foti Paraskevi 
Published: July 2023

The diverse and rapidly evolving society at political, social and technological levels makes Universal Education Planning based on the principles of Differentiated Instruction and the Project method a necessary condition. In accordance with the recommendation of the European Parliament and UNESCO, inclusive education needs to be consolidated. This paper attempts to show that a holistic approach to the Arts can be a main instrument for a pluralistic education space that responds to the wide range of diversity of children. The purpose of this paper is twofold. Firstly, to explore through a literature review the contribution of Arts to the development of a holistic approach to Early Childhood Education for all children without exception. Subsequently, a survey will be examined whether Preschool Educators are aware of and implement Art programs based on the modern pedagogical practice of Universal Educational Planning. The method used is quantitative data analysis using SPSS with random sampling after the distribution of a questionnaire after approval of the Ethics Committee of the Educators regardless of their level of study working in Primary Kindergartens in different regions of Attica. The conclusions that will emerge from the analysis of the data will be useful for the field of Early Childhood Education, because they will be the trigger for further investigation in order to ensure the implementation of effective teaching practices, such as Differentiated Instruction &amp; the Project Method and, by extension, Universal Design for Learning in the field of Early Childhood Education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0022/a.php" alt="Hit counter" /></p>