bluuebunny/crossref_metadata_2025_split huggingface dataset:
POWER AND RESISTANCE IN TONI MORRISON'S SULA AND PARADISE: A FOUCAULDIAN STUDY
Authors: Sharmin Rafia 
Published: September 2023

<p>Michel Foucault's notions of power and resistance are evocative as one attempt to explain the hitherto unexplained meaning of women's subjugation and resistance as represented in the patriarchal society in Toni Morrison's <em>Sula</em> and <em>Paradise</em>. The patriarchal agents in these novels enforce white beauty standards, dictate women's roles and behaviors, emphasize marriage and motherhood, and use sexual exploitation to control women. Research has shown that both novels have received widespread critical attention, exploring themes including the politics of maternal violence, counter-memory, biopower, internal racism, and colonialism. However, a comparative study of <em>Sula</em> and <em>Paradise</em> through Foucault's concepts of disciplinary power and constant surveillance may reveal the subtle ways power operates in patriarchal societies, and by analyzing the female characters' resistance strategies, the study may uncover how women challenge and resist patriarchal norms. Employing the textual analysis method and Foucault's ideas of power and resistance, this research aims to determine how the women of Morrison's <em>Sula</em> and <em>Paradise</em> suffer oppression due to patriarchal disciplinary power and constant surveillance in their community, which ultimately triggers their resistance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0026/a.php" alt="Hit counter" /></p>
TEACHER-EVALUATORS’ NARRATIVE ACCOUNTS IN ASSESSING SELF-LEARNING MODULES (SLM)
Authors: Loria Angelie C. , Espinosa Francisco M. 
Published: September 2023

This study aims to describe the narrative accounts of teacher-evaluators in assessing the quality of SLMs. This study uses a narrative research approach to examine five teacher-evaluators from the Koronadal City Division. As part of Bruner's theoretical framework, individuals produce new ideas or concepts based on prior information. Their expertise is needed to choose and process data. This study applies this approach because the cognitive structure organizes perceptions and helps individuals go beyond knowledge because evaluating self-learning material quality teaches teachers new concepts (SLMs). The finding reveals that participants feel honored and pressured, some are ready to carry out any assignment, and some are happy and excited. Participants indicated the advantage indicated learning new things and meaningful experiences, while the disadvantage indicated adding workloads. This research may support and motivate teacher-evaluators to tailor instruction to meet individual needs. Whether they differentiate content, process, products, or the learning environment, ongoing assessment and flexible grouping make this a successful approach to assessing students' SLMs quality. This study would provide a framework to build certain tasks, activities, or modules to motivate teachers and help them focus attention, organize information for understanding and remembering, monitor and assess learning, encourage self-monitoring, and self-correct tools for reflecting on and assessing their own learning in evaluating the quality assurance of SLM's.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0055/a.php" alt="Hit counter" /></p>
JOB SATISFACTION, ORGANIZATIONAL CULTURE AND WORK-LIFE BALANCE: STRUCTURAL EQUATION MODEL OF ORGANIZATIONAL COMMITMENT AMONG PUBLIC SCHOOL TEACHERS
Authors: Quines Lyndon A. , Arendain Editha I. 
Published: September 2023

The desire of teachers to support students and assume responsibility for their education is embraced by the concept of teacher’s organizational commitment. The idea of teachers' organizational commitment embraces teachers' desire to assist students and take ownership of their education. To determine how happy they were with their positions, how they felt about the business culture, how balanced work and family life were, and how devoted they were to the organization, this study looked at 420 public school teachers in the Davao Region. Furthermore, it analyzed the associations between the factors. A structure-equation model was used to determine work-life balance, job satisfaction, and organizational culture that matched teachers' organizational commitment. The discoveries uncovered high degrees of hierarchical commitment, the balance between serious and fun activities, authoritative culture, and occupation fulfillment. Important relationships were between work-life balance, organizational commitment, and job satisfaction. Organizational culture and organizational commitment were also important relationships. Lastly, there was a good fit for the teachers' organizational commitment regarding work-life balance, organizational support, and professional pride. These factors included organizational culture, employee management, and strategic emphasis. Therefore, job satisfaction, organizational commitment and work life balance were strong predictors of organizational commitment. In order to prevent teacher turnover in this profession, it was advised that schools always support teachers' ongoing professional development, which can be done through seminars and training.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0015/a.php" alt="Hit counter" /></p>
THE EFFECT OF DROPOUT PREVENTION PROGRAM OF 9th GRADE RETENTIONS STUDENTS ON DROPOUT RISK, SELF-EFFICACY BELIEF AND LEARNING MOTIVATION STRATEGIES
Authors: Ertekin Gülşah , Gazioğlu Ayşe Esra İşmen 
Published: September 2023

High school dropout is a common problem in many countries and governments are trying to solve this problem for years. School counsellors can play an important role in dropout prevention by implementing school-based interventions. The aim of this study is to examine the effect of the Social-Cognitive Learning theory-based dropout prevention program which is applied to 9th grade retention students of the Anatolian and vocational high school students who were at risk for dropout. The dropout prevention program was aimed at reducing dropout risk, enhancing self-efficacy belief, and learning motivation strategies of students. The program was implemented in 11 sessions for the experimental students. For the data analysis, ‘ANOVA’ for the repeated measures and ‘Bonferroni test were used to evaluate the effect of the program on students. The result of the study showed that the dropout prevention program is effective in reducing participants’ dropout risk, enhancing learning motivation strategies, and moderating self-efficacy beliefs. In conclusion, it can be said that Social-Cognitive Learning theory-based psychoeducation program is effective to reduce the dropout risk at high schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0747/a.php" alt="Hit counter" /></p>
ENHANCING COMPREHENSION AND MOTIVATION IN LOWER LEVEL ECUADOR EFL STUDENTS: AN ACTION RESEARCH STUDY OF THREE READING STRATEGIES AT UNAE
Authors: Sevy-Biloon Julia , Cajamarca Alvear Tania , Avila Mendez Andrea 
Published: September 2023

It has been observed that EFL students at the National University of Education (UNAE) struggle with acquiring basic vocabulary, reading comprehension skills, and intrinsic motivation to promote reading in English. To address this issue, a qualitative exploratory action research was conducted aimed at improving these areas through the use of three reading strategies—extensive reading, language experience approach (LEA), and literacy circles—on the reading and motivation of 89 lower-level EFL students in UNAE within three different courses which were conducted over a six-month period. Qualitative and quantitative tools such as diagnostic and summative exams, questionnaires, observations, and reflective journals were used to understand and identify students' improvement and progress throughout the exploratory, intervention, and reflection phases of the study. Throughout this period the teachers regularly observed the strategies being utilized in the classes and reflected on their experiences. The findings from these tools suggest that the implementation of the different reading strategies together had a positive impact on students' reading abilities, writing abilities, vocabulary, comprehension, engagement, and motivation. Additionally, students were more motivated to read not only in class but also for pleasure, which promoted increased reading in English. The study provides insights into the potential benefits of using these strategies to facilitate autonomous reading, improve overall language competencies and may support EFL teachers in the development of reading programs that foster autonomous learning, increase motivation, and promote language development among EFL learners.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>
A COME-BACK TO LISTENING IN THE EFLT: THE SOLICITED BUT NEGLECTED SKILL
Authors: Slimani Najib , Moubtassim Nada El Idrissi 
Published: September 2023

By scholarly consensus, listening is a fundamental language-related skill. It is closely linked to and affected by other language skills, such as speaking, reading, and writing. The focus of language learning was initially on written communication. Slowly but surely, listening started to gain ground as a solicited skill for learners. Several theories and methods have cropped up to suggest new techniques and strategies geared toward fostering learners’ listening efficacy. However, the applicability of these methods to listening is far from being a challenge-free endeavour. Morocco-wise, there seems to be less focus on listening, and this is ascribed to various factors. Within this vein, this paper addresses listening-bound challenges liable to thwart the implementation of this important skill. The paper connects the dots around listening in the EFL context. The outcome of this review paper indicates that listening goes uncatered for in the Moroccan EFL settings. The fact of overlooking this skill is motivated by subjective and objective opinions.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0061/a.php" alt="Hit counter" /></p>
TRANSLATION IN LANGUAGE LEARNING AND TEACHING: FROM A SUB ROSA PRACTICE INTO A BEDROCK OF GLOBAL EDUCATION POLICY
Authors: Moqadem Anwar Ben , Koumachi Bani 
Published: September 2023

Ever since the Grammar Translation Method has been outlawed in mainstream language education policy, translation as a tool for language learning and teaching has been ostracized for a variety of reasons other than pedagogical. However, with the currently growing multilingualism and multiculturalism, there is an ideal opportunity to engage in true cultural dialog and democratic citizenship. The translation is justifiably an essential step in the process of global identity construction. Today, the Common European Framework of Reference for Languages with its Companion Volume with New Descriptors for Mediation provides a blueprint for installing mediation as a proxy for translation in the learning and teaching of English as a foreign language. In this regard, mediation is conceived of as a set of translatorial skills that are highly required by today's world citizens in day-to-day life situations. Therefore, the foreign language classroom has to provide for the development of language learners as social agents whose mission is to establish and maintain communication across linguistic and cultural barriers. Within this perspective, this paper joins the initiative to close the conceptual, theoretical, and methodological divide between translation studies and foreign language learning and teaching methodologies. In doing so, it purports to reassess the validity of translation as a pedagogical activity in the foreign language classroom in light of the mediation descriptors provided by the Council of Europe in the Common European Framework of Reference for Languages (CEFRL).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>
EFL ADOLESCENT LEARNERS’ ATTITUDES TOWARDS APPLYING DYNAMIC ASSESSMENT TO ENHANCE THEIR SPEAKING PERFORMANCE
Authors: Nang Tran Thi Cam 
Published: September 2023

Dynamic assessment (DA) has been broadly applied in educational settings over the past few decades. It not only helps evaluate students’ learning ability but also helps predict their potential future development at the same time. This study aims to investigate EFL adolescent learners’ attitudes toward applying DA to enhance their speaking performance. The data were gathered through a questionnaire and semi-structured interviews. 14 participants who had experienced DA were invited to do a questionnaire expressing their attitudes including three aspects, namely behavioural, cognitive, and emotional. Then six of them were selected to enter semi-structured interviews. The result of the questionnaire revealed that EFL adolescent learners possessed positive attitudes in three domains- behavioural, cognitive, and emotional. The data from the interviews showed that classroom anxiety was not a big problem for students. Eagerness, concentration, confidence, and motivation were what they gained after getting used to DA. Besides, DA was reported to enhance their speaking performance in terms of accuracy and fluency.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0032/a.php" alt="Hit counter" /></p>
READING HABITS OF STUDENTS OF THE NATIONAL UNIVERSITY OF EDUCATION, ECUADOR, AND ITS EFFECTS ON THEIR PERFORMANCE IN READING IN THE TARGET LANGUAGE
Authors: Cajamarca Tania , Gonzalez Diana 
Published: September 2023

The study aims to assess the impact of students' reading habits in their first language (L1) on their English acquisition at the National University of Education. It found that students who do not frequently read in their first language negatively influence their second language reading habits, resulting in a lack of vocabulary acquisition and fundamental grammatical structure management. As English professors, we were concerned about the underperformance in reading abilities of our students. This was further evidenced by the poor scores of learners who took the B1 test, particularly in the reading section. As a result, we began investigating the reading habits of students and the possible factors that contribute to their low reading proficiency. In the study, we administered a survey and a diagnostic test to 70 students from level five and 29 students from level six. The results showed that an extensive number of students read scarcely. A considerable number of students did not read at all. Only a minority of the assessed students read routinely. We compared the results from the survey with the data collected by the diagnostic test. We observed that students who barely read in L1 did not reach a high-performance score in their diagnostic. Furthermore, we concluded that reading in their mother tongue influences their reading performance in the target language. Therefore, it is necessary to motivate students to enhance their reading skills in the first and second language to acquire the vocabulary and grammar knowledge needed to improve their level of English.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0057/a.php" alt="Hit counter" /></p>
FAIRNESS AND AUTHENTICITY OF ASSESSMENT STRATEGIES USED AT THE NATIONAL UNIVERSITY OF LESOTHO AMID COVID-19: A CASE OF B.ED PRIMARY PROGRAMME
Authors: Malebohang Catherine Morena , Mokhets’engoane Setho John 
Published: September 2023

During the Covid-19 pandemic, different institutions globally introduced alternative methods such as Online Teaching and Learning (OTL) or home-based learning and testing. Despite the upsurge of Covid-19 and a shift in modality, students’ progress needed to be assessed as it determines how much students have learned. Drawing from critical pedagogy, this paper, therefore, explored the fairness and the authenticity of assessment strategies that were employed by one university in Lesotho during the Covid era. The qualitative case study research design was deployed in order to understand the views of students regarding the topic under investigation. The data were collected through a semi–structured interviews telephonically. Our sample was composed of 8 students (n=8) that were selected based on purpose. Overall, it appears that opinions are divided regarding the fairness and authenticity of assessment strategies used by NUL during the Covid-19 pandemic. While some participants did not express concern about being taught online and assessed offline, others maintained that if they were taught online, they expected to be assessed online in order to maintain fairness and authenticity. Considering these findings and the evidence currently attested by the participants of this study, one of the recommendations is that assessment expectations should be clearly communicated to the students in advance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0065/a.php" alt="Hit counter" /></p>
INFLUENCE OF DEMOGRAPHIC FACTORS ON THE IMPLEMENTATION OF THE DELTA STATE SKILLS TRAINING AND ENTREPRENEURSHIP PROGRAMME (STEP)
Authors: Ajaino A. E. , Odili J. N. , Ossai P. A. U. 
Published: September 2023

This study evaluated the influence of Demographic factors on the implementation of the Delta State Skills Training and Entrepreneurship Programme (STEP). The population of the study comprised 4,559 beneficiaries. A sample size of 1,000 beneficiaries was selected through proportionate stratified and convenience sampling techniques. The questionnaire was used to collect data. Experts’ judgement was used to validate the instrument. The test-retest method of reliability was used to determine the reliability of the instrument, with a coefficient of 0.82. Frequency and percentage were used to analyse the data. The findings of the study revealed that there is a significant difference between male and female beneficiaries of the STEP on the establishment of their own enterprises after graduating from the programme; that there is a significant difference between male and female beneficiaries of the STEP on their employment of other youths after graduating from the programme; and that there is no significant difference among beneficiaries of the STEP on the establishment of their own enterprises on the basis of their marital status after graduating from the programme. The study further showed that there is no significant difference among beneficiaries of the STEP on the employment of other youths on the basis of their marital status after graduating from the programme; that there is a significant difference among beneficiaries of the STEP on the establishment of their own enterprises on the basis of their educational qualification after graduating from the programme; and that there is no significant difference among beneficiaries of the STEP on their employment of other youths on the basis of their educational qualification after graduating from the programme. The study recommended amongst others that the program be expanded to accommodate more economically viable skills and vocations, including commerce/trade apprenticeship.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>
PHYSIOLOGICAL CHARACTERISTICS OF GREEK SOCCER REFEREES OF PROFESSIONAL AND AMATEUR CATEGORIES
Authors: Chatzigiannis K. , Zacharogiannis E. 
Published: September 2023

Aim: The aim of this study was to examine the physiological characteristics of Greek soccer referees in professional and amateur categories. Material and methods: Twenty Greek soccer referees (10 amateur, 10 professional level) underwent laboratory evaluation to determine anthropometrical characteristics, cardiorespiratory endurance parameters, anaerobic alactic power, maximal power for the knee extensors and flexors, leg explosive power and optical stimulus reaction time. Results: Mean values of body weight (78,22 ± 6.87 v 90,5 ± 15,66), relative lower limb power (10,3 ± 0,85 v 9,47 ± 1), peak oxygen intake (54,96 ± 4,88 v 45,79 ± 4,58), speed of peak oxygen intake (16,54 ± 0,88 v 14,06 ± 1,55), speed of anaerobic threshold (12,4 ± 0,81 v 10,6 ± 1,13), maximum power of right leg knee extensors (356,2 ± 62,7 v 421,3 ± 84,4) and left leg knee flexors were different (276,8 ± 39,48 v 308,1 ± 37,51) (p &lt; 0.05) between professional and amateur referees. No significant differences (p &gt; 0.05) were observed for mean age (31,4 ± 3,66 26,7 ± 6,11), height (179,8 ± 4,96 v 181,00 ± 4,50), % fat (17,51 ± 2,36 v 20,39 ± 5,4), flexibility (18,6 ± 5,82 v 13,4 ± 9,96), anaerobic alactic power (804,8 ± 93,4 v 846 ± 97,8), maximal leg frequency (181,3 ± 20,65 v 180,7 ± 11,59), leg explosive force (31,4 ± 4,33 v 30,48 ± 2,68), reaction time (0,24 ± 0,03 v 0,24 ± 0,03), maximum heart rate (184,4 ± 11,44 v 188,2 ± 10,11) maximal blood lactate concentration (9,62 ± 2,71 v 9,47 ± 2,65) maximum left leg knee extending power (369,3 ± 74,34 v 422,7 ± 97,24) as well as right leg flexors (274,9 ± 26,13 v 298,1 ± 51) and the relative power of left and right lower limb extensors and flexors(4,55 ± 0,70 v 4,66 ± 0,63), (4,73 ± 0,84 v 4,67 ± 0,77), (3,52 ± 0,29 v 3,32 ± 0,48), (3,55 ± 0,49 v 3,47 ± 0,53) respectively. Conclusions: Professional-level referees compared to referees who manage games in amateur categories, mainly present increased cardiorespiratory endurance parameters. This difference can be attributed to the long-term systematic preparation and their frequent periodic fitness level examinations by the federation with fitness tests that are also a criterion of failure from this level of refereeing.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>
SOLUTIONS TO IMPROVE STUDENTS' SATISFACTION IN PHYSICAL EDUCATION COURSES
Authors: Son Nguyen Do Minh , Khai Huynh Trong 
Published: September 2023

The purpose of this study was to find out the solutions to improve students' satisfaction in physical education courses at Saigon University. 1378 students participated in physical education courses (such as football, volleyball, table tennis, basketball, and badminton) in the academic year 2021-2022 has been conducted by using questionnaires to survey. Through the steps of the analysis of strengths, weaknesses, opportunities, threats in teaching process, expert consultation, combined with experimental process based on 7 factors, i.e. facilities, lecturers, training program, the implementation, support process, problem responsiveness and expected results. Results had selected and applied 08 solutions to improve the satisfaction level of students at Saigon University after participating in physical education courses. In short, the application of the solutions has contributed to improving the satisfaction level of students after participating in the physical education courses.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0021/a.php" alt="Hit counter" /></p>