bluuebunny/crossref_metadata_2025_split huggingface dataset:
CHALLENGES OF BEING A SECONDARY SCHOOL MATHEMATICS TEACHER
Authors: Güner Necdet , Çermik Hülya 
Published: January 2023

This study was conducted to reveal the challenges experienced by mathematics teachers working in secondary schools. The study is a descriptive case study which was carried out in accordance with a qualitative understanding. The participants of the study consisted of 145 secondary school mathematics teachers. The participants reported the challenges they experienced by writing on a form developed by the researchers. The data obtained were analysed through the content analysis method, by considering the professional experiences of the participants. The findings of the study indicated that the challenges experienced by the participating mathematics teachers were based on four basic sources including learner, teaching process, parents, and curriculum. Learner-related challenges included students’ negative attitude towards mathematics, lack of prior knowledge, unwillingness to learn, lack of study habits and misconceptions. In terms of the challenges related to the teaching process, the participants stated that they experienced difficulties in the following areas: teaching according to student level, teaching abstract concepts, the pressure of high-stake tests, teaching with more effort compared to other courses, and limited technological infrastructure. Parent-based challenges, on the other hand, included parents’ prejudice against mathematics and unrealistic expectations from their children. As for the curriculum-related challenges, the mathematics teachers faced difficulties because of an excessive number of topics in the curriculum, abstract concepts, constantly changing curriculums and curriculum’s being above the student level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0452/a.php" alt="Hit counter" /></p>
PRINCIPALS’ LEADERSHIP STYLES AND THEIR RELATIONSHIP WITH TEACHERS’ JOB SATISFACTION IN SIAYA, KISUMU AND KAJIADO COUNTIES, KENYA
Authors: Muga Obonyo Paul 
Published: January 2023

While there is a general agreement the world over, that the principal’s leadership style has a remarkable effect on teachers’ job satisfaction, little is known about Kenya, particularly in the area of full-range leadership. The purpose of this study was to examine principals’ leadership styles and their relationship with teachers’ job satisfaction in public secondary schools in Siaya, Kisumu, and Kajiado counties, Kenya. The study was guided by the Full Range Leadership theory and Herzberg’s two-factor theory. The study adopted a correlation research design. The target population comprised of all the 397 principals, 389 deputy principals, 1,190 heads of departments, and 2,208 teachers in public secondary schools in Siaya, Kisumu, and Kajiado counties who had served for at least two years in the same school. Proportional stratified and simple random sampling was used to sample 39 secondary school principals, 35 deputy principals, 97 heads of departments, and 181 secondary school teachers giving a total of 352 respondents. The data for this study was collected using Teacher Job Satisfaction Survey Questionnaire which assessed the intrinsic and extrinsic factors of job satisfaction. The Multifactor Leadership Questionnaire Form 5X was used to classify the leadership styles of principals as laissez-faire, transformational and transactional. The data was condensed and summarized before being analyzed using Pearson Product Moment Correlation Coefficient. The findings of the study established a positive and significant correlation between transformational leadership style and teachers’ job satisfaction, no significant correlation between transactional leadership style and teachers’ job satisfaction, and a negative significant correlation between laissez-faire leadership style and teachers’ job satisfaction. The study concluded that the leadership style practiced by a principal has a significant effect on teachers’ job satisfaction. It was recommended that Teachers’ Service Commission should organize regular teacher professional development programs to train principals on the importance of using transformational leadership styles as opposed to transactional and laissez-faire leadership styles.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0509/a.php" alt="Hit counter" /></p>
AN INVESTIGATION INTO THE COMMON ERRORS OF WORD FORM USED IN WRITING OF THE FRESHMEN: A CASE STUDY
Authors: Vy Nguyen Ngoc Thao , Van Doan Thien , Nhu Nguyen Thi Huynh , Tien Nguyen Thi Thuy , Long Tang Ngoc , Tuyet Nguyen Thi Nguyen 
Published: January 2023

English has been used all across the world, including in Vietnam. From middle school to high school and even university, Vietnamese students have numerous opportunities to engage with English grammar, but there is still a significant gap between their understanding and the correct application of English grammar. In fact, Grammar has a significant impact on the writing skills of Vietnamese students in general, and especially the first-year students of English majors who were not much exposed to writing in high school, so they are not yet used to writing at a higher level. The majority of errors in their writings are due to the influence of their mother tongue and a lack of frequent practice and their misuse of word forms, as a matter of fact, the expected results have not been satisfactory. Based on the general insight into the writing competence of the freshmen, the study titled “An investigation into the common errors of word forms made in the writings of the freshmen: A case study” was done with the English-major students. A close survey was deliberately done with 142 paragraphs written by the first-year students to investigate the common errors of word forms made in their writings. From what was collected, the study subsequently offered some suggestions for helping the students improve their writing skills.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0232/a.php" alt="Hit counter" /></p>
IRAN-TURKEY COMPARISON IN CONCERNING THE RIGHTS AND NEEDS OF CHILDREN WITH DISABILITIES
Authors: Hassani Fahimeh , Seker Faruk Salih , Malekabadizadeh Zahra 
Published: January 2023

<p>Raising a child with a lifelong disability requires time, attention, and the development of skills to assist the child to be healthy and participate in usual childhood activities. Caring needs may include providing medical care, education, and support. The study aimed to determine the educational system and support systems for children with disorders in Iran and Turkey and to establish the similarities and differences between these two countries.<strong> </strong>The research is a descriptive method that consonant with the nature and type of study, which a comparative study is, has been done in four stages description, interpretation, proximity, and comparison.<strong> </strong>This study analyzed the national education system of Turkey and the Iranian educational system. The data was collected through a checklist that included different data on various dimensions studied. The researchers collected the data via correspondence, the Internet, and books. Data collection was in line with the designed questions. The results of this study are as follows: the two countries are somewhat similar in terms of various financial, cultural, and educational support. But the crucial point of this research is to identify people with the disorder and the educational method. In Turkey, children are identified and referred to the relevant organization from birth and are monitored and controlled from then on. The children would be recognized from delivery in Iran, but screening children before joining the school is at the age of six. The study approved that Turkey's education system is more coordinated than Iran, as once a child is diagnosed with a disorder, the children's education initiates and, the children take re-assessment tests every year, and based on the results of these tests, skills which there is a defect and what needs to be done is written. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0226/a.php" alt="Hit counter" /></p>
EXPLORING APPROACHES TO COMMUNITY DEVELOPMENT TOWARDS NATIONAL DEVELOPMENT IN NIGERIA
Authors: Adekola G. , Uzoagu I. F. 
Published: January 2023

Community development practitioners had evolved various approaches to achieve the desired level of development and improvement in human lives. In Nigeria, governmental and non-governmental organizations have adopted various approaches in the process of national development. However, many development efforts had failed to achieve desired goals due to the usage of wrong approaches. This paper, therefore, discussed various approaches to community development towards national development. In doing this the authors identified two major approaches relevant to national development in Nigeria. Based on the available knowledge from the use of the approaches and the methods, this paper concluded that community development and its approaches possess the potential for the effective achievement of national development goals.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0900/a.php" alt="Hit counter" /></p>
LE DEVELOPPEMENT DU E-LEARNING DANS L’ENSEIGNEMENT SUPERIEUR AU BENIN : L’EXPERIENCE DE LA HAUTE ECOLE DE COMMERCE ET DE MANAGEMENT (HECM) / E-LEARNING DEVELOPMENT IN HIGH EDUCATION IN BENIN REPUBLIC: THE EXPERIENCE OF THE “HAUTE ECOLE DE COMMERCE ET DE MANAGEMENT (HECM) / E-LEARNING DEVELOPMENT IN HIGH EDUCATION IN BENIN REPUBLIC: THE EXPERIENCE OF THE “HAUTE ECOLE DE COMMERCE ET DE MANAGEMENT (HECM)
Authors: Zanou Kouassi Valentin 
Published: January 2023

<p>La digitalisation de l’enseignement supérieur au Bénin n’est qu’une entreprise nouvelle qui s’est accentuée avec l’avènement de la pandémie de Covid-19 qui n’a épargné aucune région du monde. C’est dans ce contexte que la communauté universitaire a pris conscience de l’enjeu que constituent l’enseignement et l’apprentissage à distance. On a donc assisté à un développement fulgurant du E-learning dans les universités aussi publiques que privées. Cet article tente de décrire l’expérience de HECM (établissement d’enseignement supérieur privé) en matière de E-learning. Ainsi, la présente recherche qui se veut descriptive a été menée auprès des acteurs clés du E-learning que sont les apprenants, les enseignants et les membres de la Coordination à travers des entretiens pour les uns et l’enquête par questionnaire pour les autres. Les données recueillies laissent entrevoir que l’expérience de HECM en matière de E-learning est concluante avec des résultats probants. Toutefois, cette expérience est marquée par des obstacles qui constituent autant de difficultés qu’il convient de surmonter avec des mesures concrètes pour parvenir à une perfection.</p><p> </p>The digitalisation of high education in Benin is a new strategy which has been improved with the outbreak of Covid -19 pandemic that affects regions worldwide. It is in this context that the university community has become aware of the challenge of distance teaching and learning. This has brought about a rapid development of e-learning in both public and private universities. The present article attempts to account for the experience of HECM (a private higher education institution) with E-learning. A descriptive research was carried out with the key actors of E-learning, including learners, lecturers and members of the administration, through interviews for some and a questionnaire survey for others. The collected data suggest that HECM's experience with E-learning is conclusive with good results. Nevertheless, this experience is marked by obstacles that must be overcome through concrete and outstanding methods in order to reach perfection.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0202/a.php" alt="Hit counter" /></p>
CHALLENGES OF THE INTERNAL EFFICIENCY OF SCIENCE AND TECHNOLOGY EDUCATION TRAINING PROGRAMS IN THE TVET INSTITUTIONS IN NYANZA REGION, KENYA
Authors: Onyango Nelson Otieno , Sika James Ochieng , Gogo Julius Otieno 
Published: January 2023

Globally technical training institutions have been established to promote quality academic and technical-oriented programs. This study was motivated by persistent low enrolment in most TVET programs despite reforms being undertaken by the government to support TVET. The purpose of the study was to analyze the challenges facing leaner’s demand for the science and technology courses in Nyanza Region. The results show that the average teaching workload in the TVET institutions is high at 24 hours per week against the recommended 15hour per week and this has compromised the quality and internal efficiency. The highest teacher/ student ratio was 1:50. This indicated that teachers were overburdened in most cases. In terms of dropout rate; 187 (52.8%) students consider the inability to pay college fees and low entry behavior as the most common challenge causing students to drop out of their training programs in the TVET institutions; more than three-quarters of the training programs have shown moderate average pass-rate and above for the last seven years (2010 to 2016) under study, the highest average pass-rate of 69.0876% was attained by the Institutional Management; with Building and Civil Engineering with an average pass-rate of 54.9487%, Automotive Engineering with an average pass-rate of 42.0523%, Electrical and Electronics Engineering with an average pass-rate of 41.2465% and Mechanical Engineering with the lowest average pass-rate of 33.9714%. Factors affecting academic performance included inadequate teaching staff, inadequate training facilities; low entry behavior. Strategies to improve internal efficiency included hiring more staff and the use of HELB to finance education programmes. The study concluded that there exists inefficiency in the TVET sector and recommends that the government should provide additional resources to the TVET sector.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0938/a.php" alt="Hit counter" /></p>
THE EXPECTATIONS OF ENGLISH AS FOREIGN LANGUAGE LEARNERS IN SLA THEORIES COURSES
Authors: Alamri Hani, E. 
Published: January 2023

This study investigated the expectations of English as foreign language students in second language acquisition (SLA) theories courses. Foreign language learners expected that all second language acquisition courses would assist them in their foreign language learning or acquisition process. This research attempts to reveal the application of these SLA theories in real-life situations when learning and acquiring English as a foreign language. This qualitative and quantitative study included 40 participants studying Languages and translation at the University of Tabuk in Saudi Arabia. This study used Brown’s (2000) framework and principles of language learning. The researcher used three research instruments; questionnaires, an observation checklist, and a semi-structured interview. The findings of the study showed that Many learners were interested and concerned with the relevance of the SLA theories course to their foreign language learning process within the classroom setting and in real-life situations (natural and unnatural settings). In addition, they expected these theories to be supportive and helpful in assisting them to learn the English language as a foreign or second language, which is almost not possible in reality and is not merely practical but rather theoretical. The study recommends that educationists and decision-makers be concerned with developing and designing materials relevant to the application of SLA theories in teaching and learning English as a foreign language.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0279/a.php" alt="Hit counter" /></p>
STUDENTS' PERCEPTION OF THE INFLUENCE OF INTONATION IN ENGLISH ON CONVEYING THE MEANING OF SPEECH IN COMMUNICATION
Authors: Duong Nguyen Hoang , Tram Tran Thi Mai , Oanh Bui Thi Kim , Hop Nguyen Bach , Vy Le Thao 
Published: January 2023

In communication, intonation plays an important role in conveying the meaning of a speech. In this article, we study students' perception of the influence of intonation in conveying the meaning of speech in communication to propose solutions to help students overcome intonation errors when communicating, as well as, help teachers have appropriate intonation teaching methods. Our data and analysis are based on research documents, surveys, and in-depth interviews with students. According to the study results, most students are well aware of the importance of intonation and of the factors affecting intonation, and they are also aware of the causes of intonation errors. However, students do not apply their knowledge of intonation to speech, they stop at the cognitive level. The study indicates that students often make intonation mistakes in Tag-question, Wh-question, and Imperative sentence in communication.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0256/a.php" alt="Hit counter" /></p>
AN INVESTIGATION INTO QUANG TRI PRIMARY SCHOOL ENGLISH LANGUAGE TEACHER’S PERSPECTIVE OF ICT INTEGRATION DURING THE COVID-19 PANDEMIC
Authors: Trang Le Thi Thuy , Le Truong Bach , Huy Pham Anh 
Published: January 2023

With the transition from face-to-face classes to online classes during Covid-19 epidemic, teachers in Quang Tri have no choice but to integrate ICT into their teaching. At this time ICT has become the most essential tool in educational settings and the subject of many researchers. This study aims to investigate how English teachers perceived ICT integration in terms of the benefits, difficulties as well as challenges of incorporating ICT. The study adopted both quantitative and qualitative methods of data collection, i.e., questionnaires and interviews. The findings revealed that the majority of English teachers had a positive perception of integrating ICT due to its effectiveness. However, it was also reported that lack of technical support from schools, and limited knowledge and training in ICT discouraged teachers from using ICT. The study offers useful implications for teachers to integrate ICT in teaching English during the pandemic time.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0903/a.php" alt="Hit counter" /></p>
TEACHING COFFEE CULTURE AND THE COFFEE MUSEUMS IN ESL AND ESP CLASSES
Authors: Yagcioglu Ozlem 
Published: January 2023

Turkish coffee is accepted as a Turkish cultural heritage. It was placed on the Representative List of the Intangible Cultural Heritage of Humanity in 2013 by the United Nations. Drinking coffee is one of the oldest traditions and customs in most countries in the world. Every country in the world has its own coffee culture and tradition. In Turkey, drinking coffee and welcoming guests with coffee have been a very well-known tradition for a very long time. Even in small villages and small towns in Turkey, Turkish people love drinking coffee and preparing coffee for their guests and neighbours in their houses or in their gardens. Employers also enjoy drinking coffee with their staff or with their customers. This tradition and custom have been going on in our country and in our hometowns for ages. Drinking coffee makes people more sociable and talkative while spending time with their relatives, friends, neighbours, or colleagues. There are also health benefits of drinking coffee and Turkish coffee. This study deals with teaching coffee culture and the coffee museums in the world. Students can learn many different kinds of adjectives, adverbs, nouns, idioms, and proverbs that are related to these museums in the world. Some of these words, idioms, and proverbs will be given. Sample classroom activities will be shared.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0201/a.php" alt="Hit counter" /></p>
EFFECTS OF INTRA-FAMILY COMMUNICATION DYNAMICS ON EXAM ANXIETY
Authors: Başaslan Zaim 
Published: January 2023

Exams, which are one of the main determinants of the arguments affecting the academic success of the individual in the school period and therefore his future in the construction of the family institution, affect the future views of young people who live with the suggestion of always having better due to the culture of "syllogism" and comparison in the global world. In this context, in terms of future building, social pressures, family pressures, family pressures, future concerns, future concerns shape the perspective on exams, which are important elements in shaping academic life. In the individuation processes of adolescent children, situations that reduce or make problematic behavioral family and child communication in family institutions whose basic dynamics are shaken by the social corruptions of the modern age may arise. In this study, the effects of intra-family communication dynamics on exam anxiety parameters are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0267/a.php" alt="Hit counter" /></p>
READINESS OF TEACHERS TO ONLINE TEACHING: A PRECURSOR TO ADOPTING ONLINE EDUCATION MODALITY
Authors: Mahinay, Jr. Sergio D. , Domingo Jonathan R. , Mahinay Honeylyn M. , Labio Ronniel D. 
Published: January 2023

The gist of this research is the readiness of the teachers of Notre Dame of Midsayap College for online teaching. The participants were full-time and part-time faculty members of the college who were variably apportioned among its three hierarchical units: grade school, college, and graduate school. It made use of the descriptive-survey research design to determine how much ready the participants are for imparting instructions to the learners via a virtual platform as a precursor to the adoption of online teaching-learning modality. The findings of the study revealed that the participants were ready to carry-out online teaching. They were sufficient in terms of basic resources suitable for online teaching including devices, network connections, and familiarity with virtual platforms. They strongly agreed on the relevant values underlying online teachings such as effectiveness, efficiency, responsiveness, flexibility, necessity, and relevance. They agreed on the applicability of online teaching to curriculum and assessment specifically to teaching strategies, learning experiences, meaningful materials, monitoring, assessment, and summary reports. They could perform well the basic skills needed to carry-out online teaching pertaining to technical, communication, interpersonal, academic, and organizational facets. They had evident positive attitudes towards online teaching expressed in terms of their interest, willingness, comfortableness, and confidence. However, they knew just a lot of essential knowledge about online teaching, particularly on its nature, purpose, advantages, and workings.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0974/a.php" alt="Hit counter" /></p>