bluuebunny/crossref_metadata_2025_split huggingface dataset:
IMPROVING THE QUALITY OF FOREIGN LANGUAGE TEACHING STAFF AT THAI NGUYEN UNIVERSITY, VIETNAM IN THE CURRENT PHASE
Authors: Anh Nguyen Thi Lan 
Published: September 2023

Thai Nguyen University in Vietnam identifies improving the quality of the foreign language teaching staff as one of the priority tasks in the development strategy, training advanced and modern human resources to serve the economic, political, cultural, and social development needs of the midland and northern mountainous regions. Despite certain achievements, due to its unique characteristics, Thai Nguyen University is facing numerous challenges, especially in terms of the foreign language faculty, which is deficient and weak compared to the requirements. To meet the needs of training and cultivating foreign language teachers in the future, it is necessary to conduct research to accurately assess the current situation and propose solutions to improve the quality of the foreign language teaching staff.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0045/a.php" alt="Hit counter" /></p>
MOTIVATING STUDENTS IN THE BIOLOGY CLASSROOM VIA GAMES
Authors: Georgiou Martha , Pandi Marina 
Published: September 2023

In recent decades, the increased use of digital games by students at all education levels has attracted the attention of many researchers interested in the effect games used in the classroom have on learning. Despite the strong interest internationally in the use of educational games in the teaching of Biology, in Greece the degree of corresponding research is limited. The purpose of our research is to examine the effect that games have on Greek high school students’ acquisition and retention of knowledge relating to genetics concepts. The sample consisted of 32 K-9 students, who were divided into two groups. In the first group, the chosen teaching approach was based on the traditional teaching method, while in the second group, it was based on the use of an educational genetics card game. All students completed the same assessment test both before and immediately after the teaching interventions. Based on the results, it was found that both approaches yielded statistically similar learning outcomes, with students in the group taught by the game-teaching approach performing better on average than those in the control group.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0048/a.php" alt="Hit counter" /></p>
BASIC SCHOOL TEACHERS’ KNOWLEDGE AND USE OF DIFFERENTIATED INSTRUCTION
Authors: Amoakwah Albert , Donkoh Sylvester 
Published: September 2023

The school as a microcosm of the society in which it is situated is as diverse as the society. Heterogenous classrooms pose a challenge to teachers. Teachers have to work hard to overcome the challenge posed by teaching learners with diverse learning needs. Overcoming this challenge calls for teachers to be creative, dexterous, and innovative in applying differentiated instruction. The study sought to investigate basic school teachers understanding and use of differentiated instruction. The study adopted a descriptive survey research design. A stratified sampling technique was used to sample 95 basic school teachers, comprising 44 private school teachers and 51 public school teachers. Data was collected using Differentiated Instruction Assessment Questionnaire. Data were analyzed using descriptive statistics. Results indicated that teachers who participated in the study did not have a good knowledge of differentiated instruction and its application in classrooms. Most of the teachers had not attended workshops and in-service training on differentiated instruction. With respect to the use of pre-determined teaching strategies, it can be concluded that teachers do not mostly employ such strategies in their classrooms. The study recommended that teachers are trained through in-service training and workshops on differentiated instruction and its application, as well as using multiple teaching strategies in teaching learners with diverse needs.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0032/a.php" alt="Hit counter" /></p>
EVALUATING THE EFFICACY OF AN ARABIC METALINGUISTIC AWARENESS TRAINING PROGRAM
Authors: Sawad Nouf A. Bin , Law Jeremy M. 
Published: September 2023

Recently both academics and professional standards have demonstrated the essential role teachers’ knowledge about metalinguistic awareness plays in pupils' literacy achievement. This study aimed to explore whether an intensive training program in Arabic metalinguistic awareness increases teachers’ knowledge and improves their performance. Changes from pre-test to post-test knowledge and reporting confidence of 25 trainees were investigated. Participants showed significant gains in their knowledge and skills of Arabic metalinguistic awareness upon post-test. In addition, participants reported higher confidence in teaching Arabic metalinguistics after attending the course. Findings from this research bring recommendations toward developing Arabic metalinguistic awareness-related approaches for educators. The importance of professional development is discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0067/a.php" alt="Hit counter" /></p>
THE INFLUENCE OF CURRICULUM AND ASSESSMENT POLICIES AND PRACTICES ON STUDENT ENGAGEMENT AND DROPOUT RISK IN SECONDARY EDUCATION IN MOGADISHU, SOMALIA
Authors: Mohamed Raqia A. 
Published: September 2023

The purpose of this research was to investigate the influence of curriculum and assessment policies and practices on student engagement and dropout risk in secondary schools in Mogadishu, Somalia. To combine the data from diverse sources, the research employed a literature review strategy. Dropout risk was defined as the possibility of students leaving school before finishing their secondary education, while student engagement was described as the degree of participation, interest, and excitement that students display in their learning process. Motivation, expectations, mental health, substance abuse, parental involvement, grade retention, IQ, learning difficulties, academic achievement, curriculum quality, relevance, consistency, alignment, teacher capacity, teaching materials, assessment system, governance, and management were identified as factors influencing student engagement and dropout risk at the individual, classroom, school, and system levels. The study found that the curriculum and assessment policies and practices in Mogadishu-Somalia were low in quality, inconsistent, irrelevant, and misaligned with the national standards and the needs of the learners and society. The study recommended improving and aligning the curriculum and assessment policies and practices in secondary education in Mogadishu-Somalia with the national standards, the needs of the learners and society, and the principles of student engagement and differentiation. To achieve this goal, the study suggested developing and sharing a clear vision and goals, involving all stakeholders in the curriculum and assessment processes, adapting the curriculum and assessment to the diverse needs of students, engaging and motivating students in the curriculum and assessment, and improving teacher capacity, curriculum framework, teaching and learning materials, assessment and certification system, and governance and management of the education sector.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>
PROMOTERS AND OBSTACLES OF COMMUNITY DEVELOPMENT IN A MERGED HE INSTITUTION FROM THE UAS STAFF POINT OF VIEW
Authors: Tapani Annukka , Sinkkonen Merja 
Published: September 2023

<p>Universities and universities of applied sciences form the higher education sector in Finland. New HE communities in which both sectors cooperate were formed in the latest reform. Our interest is in community feeling and connectedness taking place inside four such new organisations. The research question is: which are the promoters of and obstacles to communality in merged higher education institutions in Finland from the university of applied sciences staff´s point of view? The data is gathered from 42 key persons. The analysis is done in a qualitative way. As promoters, we found spaces, dignity, shared goals, and action. The obstacles were haste, lack of trust, unfamiliarity, and use of spaces. Spaces seem to play a big role: they serve as promoters and obstacles. They can serve as a source for recognition and one´s meaningful share but also as a place to get to know each other and promote action towards goals. And vice versa. Anyway, feeling connectedness is an important source for creating social identity.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0049/a.php" alt="Hit counter" /></p>
EFFECTIVENESS OF USING GEOGEBRA IN TEACHING AND LEARNING CIRCLE THEOREMS ON STUDENT-TEACHERS’ PERFORMANCE
Authors: Mensah John 
Published: September 2023

This paper aims to explore the effect of using GeoGebra in teaching and learning circle theorems on student-teachers’ performance. This paper is based on the results of the four-week experiment of GeoGebra software in teaching and learning the concepts of circle theorems of the geometry of student-teachers at the College of Education. The effectiveness of using GeoGebra software was explored by measuring the achievement level with the help of achievement tests and perceptions of using GeoGebra software through the questionnaire. The data were analyzed and interpreted by using a frequency distribution table, percentage, mean, standard deviation, and t-test. The findings showed that there was a higher mean score in achievement in circle theorems of the experimental group, that is, those taught with GeoGebra software than that of the control group, that is, those taught without GeoGebra software, and the difference was significant at 0.05 level. Similarly, the student-teachers of the experimental group had a positive perception to support the use of GeoGebra software in teaching and learning circle theorems in geometry and mathematics in general. Thus, the use of GeoGebra software is an effective tool to increase achievement; promote curiosity and creativity; make clear sense of concepts and encourage overall learning of students in mathematics. Finally, this study suggests that mathematics teachers need to use ICT tools including GeoGebra for effective teaching and learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0073/a.php" alt="Hit counter" /></p>
THE EFFECTIVENESS OF USING GEOGEBRA AND GRAPES ON STUDENTS’ ACHIEVEMENT IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN BOMET COUNTY, KENYA
Authors: Kipng’etich Langat Richard , Wekesa Mukwa Chris , Kiprop Too Jackson 
Published: September 2023

Mathematics teaching and learning are crucial to the future of Kenya’s knowledge economy and deserve a special focus in our education system. The objective of the study was to determine the effectiveness of using Grapes and GeoGebra on students’ learning of graphs as compared to the traditional approach. This study was guided by Technology Acceptance Model (Davis, 1989). Technology Acceptance Model (TAM) explains computer-usage behavior that relates to reasons why some people use computers and their attitudes towards them. This study adopted Solomon four group experimental research design. The respondents were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaires, pre-test and post-test. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables, means and percentages were used. Anova, t-test and Multiple Regression Analysis were employed for the inferential statistics. The study found out that the students who were taught using Grapes and GeoGebra performed much better than those who were taught using the conventional method. It is recommended that ICT integration in the teaching of Mathematics should be included in the curriculum of pre-service teachers at the university level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0069/a.php" alt="Hit counter" /></p>
INVESTIGATION OF TEACHING SELF-EFFICIENCY OF ERCIYES UNIVERSITY PHYSICAL EDUCATION TEACHER DEPARTMENT FINAL YEAR STUDENT
Authors: Akdoğan Esma , Koca Feyzullah 
Published: September 2023

The general purpose of this research is to reveal the results and make suggestions with the research of the teaching competence of the last year students of the Department of Physical Education Teaching at Erciyes University. The research consists of 45 students selected by random cluster sampling from the 4th grade students studying at the Department of Physical Education and Sports Teaching at the Faculty of Sport Sciences at Erciyes University. Volunteers participating in the study were asked to fill in the "Ohio Teacher Competency Scale", a demographic information form developed by the researcher, developed by Tschannen-Moran &amp; Woolfolk-Hoy (2001) and adapted into Turkish by Baloğlu and Karadağ (2008). IBM-SPSS (Statistical Package for The Social Sciences) 22 statistical package programs were used in the analysis of the data. The arithmetic average and standard deviation of the students’ scores from the Ohio Teacher Competency Scale are presented as x SD. In pairwise comparisons, a t-test was used for independent groups. As a result, when the students' self-efficiency was examined according to the variables of gender and type of sport, no statistically significant difference couldn't be found between the groups. Teacher candidates feel ready for teaching to a large extent.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0042/a.php" alt="Hit counter" /></p>
THE INFLUENCE OF LEARNING PRACTICES ON QUALITY ASSURANCE MECHANISMS IN SELECTED UNIVERSITIES IN UGANDA
Authors: Ajuaba David Baiko , Ssentamu Proscovia Namubiru , Cutright Marc 
Published: September 2023

Quality assurance has always been an integral part of university education. Modern quality assurance mechanisms in Ugandan universities began with the establishment of the national quality assurance framework by the national council for higher education in 2006. Although learners are the reason for the existence of university education, in Uganda there was persistent concern about the learning practices of students and outcomes of their learning. This study established the influence of learning practices on quality assurance mechanisms (QAMs) in selected universities in Uganda, specifically focusing on the extent to which the learning orientation of students and competencies of the learners reflected QAMs. A study based on systems theory adopted the pragmatic paradigm and the cross-sectional survey design. Disproportionate stratified random sampling was employed to reach 300 members of the faculty and students who responded to questionnaires. While 47 and 20 students and managers respectively were interviewed. Descriptive statistics and chi-square were used to analyze the data collected, corroborated with qualitative data. The results demonstrated a positive significant relationship between learning practices and QAMs. The study concluded that learning practices have significantly affected QAMs. It was recommended that the universities sampled should review their programs to ensure the full involvement of learners and the development of both hard and soft skills.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0057/a.php" alt="Hit counter" /></p>
INVESTIGATING CHALLENGES FACED BY EFL TEACHERS AT BLIDA PRIMARY SCHOOLS IN ALGERIA
Authors: Rouabhia Ridha 
Published: September 2023

This study investigates the challenges faced by English as Foreign Language (EFL) primary school teachers in Algeria, specifically in Blida primary schools. The study uses a mixed-methods approach, including a questionnaire designed to gather information about various aspects of the teacher's professional experience and a Likert scale to measure the level of agreement or disagreement with statements related to challenges faced by primary school teachers when teaching EFL. The study finds that primary school English teachers in Blida face significant challenges due to limited access to resources and support from parents or school administration. Providing targeted professional development opportunities for classroom management training and support can help overcome these challenges effectively and improve EFL instruction at primary schools. The study also identified challenges with lesson planning and curriculum development, but most EFL primary school teachers in Blida do not feel restricted by inadequate access to instructional materials and resources necessary for effective classroom instruction. The study has several limitations, including a small sample size and the use of a questionnaire, but it makes an important contribution towards understanding how the best educators can overcome some of the obstacles they face while providing high-quality EFL instruction for their pupils.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0044/a.php" alt="Hit counter" /></p>
EFL HIGH-SCHOOL TEACHERS’ PRACTICES OF STRATEGIES FOR CRITICAL THINKING INSTRUCTION IN WRITING CLASSES
Authors: Duyen Nguyen Thi Hong , Doan Nguyen Thi Khanh 
Published: September 2023

This study aims to investigate EFL high-school teachers’ practices of strategies for CT instruction in their writing classrooms. The study was designed as a mixed-method one, using a questionnaire, and classroom observation as collecting data instruments. The sample consists of 103 EFL teachers from 21 high schools in Camau province, in the Mekong Delta region for quantitative data; five out of 103 teachers were purposely chosen to be observed to collect qualitative data. The finding of the study revealed that EFL high-school teachers’ practices of CT strategies used in writing classrooms were at a high level but at the lowest rate. At the same time, the results from classroom observation showed that EFL teachers used three more including setting real writing tasks, presentation, and student questioning in addition to the seven CT strategies presented in the research. From the findings, some pedagogical implications and recommendations are promoted in the hope that EFL teachers can effectively employ strategies for teaching CT in writing classrooms. Finally, the study’s limitations and suggestions for further research were also highlighted.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0059/a.php" alt="Hit counter" /></p>
THE EFL 8TH GRADERS’ ATTITUDES TOWARDS THE USE OF COMPETENCY-BASED INSTRUCTION IN LISTENING COMPREHENSION AT A SECONDARY SCHOOL IN KIEN GIANG, VIETNAM
Authors: Thanh Nga Tran Thi , Thanh Tung Nguyen 
Published: September 2023

<p>Listening skill is a vital component of language acquisition on the grounds that it can foster the improvement of other language skills. Therefore, enhancing students’ listening is constantly gaining the prominent attention of most English teachers at secondary schools. Besides, applying competency-based instruction into teaching listening is a novel method that helps teachers attain students’ attitudes, affecting their listening comprehension. Therefore, this current study aimed to examine students’ attitudes toward using competency-based instruction in listening for a main idea and specific information. The study employed a qualitative approach to determine 45 8<sup>th</sup> graders’ attitudes at a secondary school in Kien Giang province. The students’ diaries were the critical data collection. The study’s findings showed that their views affected their listening skills. Most of them had positive attitudes toward the utilization of competency-based instruction in listening comprehension.<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0036/a.php" alt="Hit counter" /></p>
FRESHMAN EFL LEARNERS’ ANXIETY IN SPEAKING CLASSES AND COPING STRATEGIES
Authors: Duong Le Thi Thuy , Trang Nguyen Huynh 
Published: September 2023

This study aims to investigate what speaking anxiety freshman EFL learners encountered in their classes and what strategies they used to reduce their anxiety. A mixed methods approach was employed to collect the data, including a questionnaire following the quantitative method and individual semi-structured interviews following the qualitative method. The participants were 185 freshman EFL learners at several universities in the Mekong Delta. The combination of the Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz &amp; Cope (1986) and the theories about three kinds of anxiety proposed by Ellis (1994) was adapted to measure freshman EFL learners’ kinds of speaking anxiety in classes. Additionally, the five categories of coping strategies in Kondo and Ling (2004) were adapted to measure the participants’ coping strategies for reducing their speaking anxiety. The results of the study showed that the participants encountered all three kinds of speaking anxiety including trait anxiety, specific-situation anxiety, and state anxiety in classes. Furthermore, the study also indicated five kinds of strategies utilized by the participants to reduce their anxiety in speaking class namely preparation strategies, relaxation strategies, positive thinking strategies, peer-seeking strategies, and resignation strategies. From the results, it was also indicated that preparation strategies were used more frequently than the other strategies by the participants in speaking classes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0019/a.php" alt="Hit counter" /></p>
CONSTRUCTING THE LANGUAGE IDENTITY OF A HONG KONG CHINESE LANGUAGE TEACHER: A NARRATIVE SELF-STUDY
Authors: Wong On Ki 
Published: September 2023

<p>This study examines the development of second language (L2) identity based on the author's personal experiences as a citizen of Hong Kong. Employing a narrative self-study method, the author explores how Hongkongers' perceptions of their language identities evolve over time. The study reveals that the author's own perception of L2 identities has changed due to shifting political and social contexts as she has taken on various roles throughout her life, including daughter, granddaughter, student, and teacher. By using Mandarin and English at different times, the author has gained a unique understanding of her language identity as a Hong Kong citizen. This research demonstrates that L2 identity is fluid and constantly evolving, adapting to roles and experiences, which in turn influence teaching practices.</p><p>本研究透過探索香港教師的個人經歷，研究第二語言身份的發展和演變。透過自我敘說研究法，探討香港人如何隨著時間推移感知他們的語言身份的變化和連續性。研究亦探討個人的第二語言身份認同如何隨著生活角色轉換以及政治和社會環境的變化而改變，以及如何影響其教學實踐 </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0061/a.php" alt="Hit counter" /></p>