bluuebunny/crossref_metadata_2025_split huggingface dataset:
PAYABLES MANAGEMENT AND FINANCIAL VALUE OF COMMERCIAL BANKS IN KENYA
Authors: Ayodi Calystus , Otsyulah Joseph , Kiganda Evans 
Published: November 2022

<p>The concept of firm value has become a great concern to shareholders, managers, potential investors, creditors and other stakeholders globally since it measures the firm’s worth and posits a positive public image. The main objective of the study is to evaluate the effect of payables management on the financial value of commercial banks in Kenya. The study employed a correlation research design on the panel data collected over a span of 10 years. The target population was 38 commercial banks in Kenya. Secondary data was collected from audited financial statements downloaded from the Nairobi Stock Exchange and Central Bank of Kenya websites. Normality was tested through Shapiro Wilk and confirmed. Stationarity was tested using Levin-Lin-Chu test and the results confirm stationarity. The overall descriptive statistics show high variation between the dependent and independent variables among different commercial banks. Inferential statistics comprised of Pearson’s correlation analysis and Random Effects Model. The Pearson’s correlation coefficient depicts <em>r</em><strong> </strong>= - 0.15 with a p-value of 0.0037. The regression coefficient was established as 4.34 with p-values &lt; 0.05 confirming that all payables management had a significant positive influence on the financial value of commercial Banks. It was recommended that commercial banks should properly manage short-term liabilities, pending bills and accrued expenses should be minimal as this reduces the liquidity of the firm and further reduces the value of the commercial banks as potential investors see a bank with so many liabilities as risky to invest in. All receivables particularly outstanding loans issued to customers should be closely monitored.<strong></strong></p><p> </p><p><strong>JEL</strong>: G21; G29; G38</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0568/a.php" alt="Hit counter" /></p>
VIABLE INVESTMENT DECISIONS - THE SOLUTION TO THE AILING LARGE-SCALE RETAIL SUPERMARKETS IN KENYA
Authors: Mulemba Musyoka , Ouma Denis , Atieno Margaret 
Published: November 2022

<p>Proper investment decisions ensure that supermarket managers invest in viable projects, stipulate optimum capital structure and adequately compensate shareholders. The aim of the study was to evaluate the effect of investment decisions on the profitability of large-scale retail supermarkets in Kenya. The study was guided by portfolio, pecking order, and agency theories. The study was anchored on positivism philosophy. A cross-sectional research design was adopted. The target population was nine large-scale retail supermarkets in Kenya. A positive and statistically significant was found to exist between investment decisions and profitability. This is backed up by a regression coefficient of 0.3930 and a p-value of 0.008, a regression coefficient of 0.4180 and a p-value of 0.016. The study concluded that financial decisions significantly affect the profitability of large-scale retail supermarkets in Kenya. The study recommended implementing viable investment decisions based on customer preferences, expert directions, market forces, and business elements.</p><p> </p><p><strong>JEL</strong>: L80; L81</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>
EFFECT OF INTERNAL ACCOUNTING MONITORING AND CONTROL ACTIVITIES ON FINANCIAL PERFORMANCE OF SACCOS IN KENYA
Authors: Wamukota Mackline , Musiega Maniagi , Alala Benedict 
Published: November 2022

<p>Internal accounting monitoring and control activities are important tools for enhancing the management of resources in any financial institution. That is monitoring and control activities enhance the prudent use of resources, and accountability and improve institutional efficiency. However, there are numerous cases of poor management, fraud and poor governance of Savings and Credit Cooperative Organizations (SACCOs) as reported by SACCO Societies Regulatory Authority (SASRA) despite the existence of internal accounting control systems required by SASRA. The study sought to examine the effect of monitoring and control activities on the financial performance of SACCOs in Kenya. The study employed a mixed research design targeting 175 SACCOs with 875 respondents. A purposive sampling technique was used. The participants were chosen based on the purpose, hence the chief executive officers, finance managers, risk managers, information communication technology managers and internal auditors. Data was collected by the use of both primary and secondary techniques. A pilot study was conducted to establish the validity and reliability of research instruments. Primary data collection was by use of questionnaires, while secondary data involved documentary analysis to capture information on financial performance. A pilot study was conducted in Nairobi County. Validity was achieved using content and construct validity, where monitoring and control activities yielded an average factor loading of 0.606 and financial performance yielded 0.838. Cronbach's Alpha was applied to establish reliability, which had a range between 0.896 for monitoring and control activities to 0.916 for financial performance. Data was analyzed by use of descriptive and inferential statistics. Descriptive analysis included; frequencies, mean, standard deviation and percentage while inferential analysis involved regression analysis. From the results, there was a significant positive relationship between monitoring and control activities and financial performance (r=0.656, P=0.000), monitoring and control activities explain 43.0% (R<sup>2</sup> =0.430) of variance in financial performance, the beta value for monitoring and control activities from the regression model was 0.526 at p&lt; 0.05. The study concluded that monitoring and control activities have a significant positive effect on financial performance. This study recommends that SACCOs should constantly monitor their financial performance by implementing audit reviews as well as performance reviews to make sure that SACCO objectives are achieved accordingly.<em> </em><em></em></p><p><em> </em></p><p><strong>JEL: </strong>M40; M41; G20<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0767/a.php" alt="Hit counter" /></p>
FACTORS INFLUENCING ADOLESCENT EFL LEARNERS’ ENGAGEMENT IN ONLINE CLASSES: INSIGHTS FROM LEARNERS’ PERSPECTIVES
Authors: Phuc Nguyen Hoang 
Published: November 2022

<p>Learners’ engagement has been identified as a crucial factor contributing to effective teaching and learning (Chiu, 2022); yet research focusing on this particular topic remains limited (Werang &amp; Leba, 2022). In the time of the COVID-19 pandemic, in-depth investigations into this aspect have become increasingly urgent, especially in such contexts as Vietnam where online instruction has become “a new normal”. This descriptive case study, as a part of a more comprehensive study, responded to such as pressing call by exploring two aspects: (1) adolescent EFL learners’ engagement levels, and (2) factors influencing learners’ engagement in synchronous online classes. Quantitative data were collected through questionnaires administered to 193 Vietnamese adolescent EFL learners at an EFL language center in the Mekong Delta, Vietnam. Results revealed that learners’ perception of adolescent learners’ engagement level was high. Specifically, learners were more behaviorally engaged compared to the other dimensions, namely emotional, cognitive and agentic engagement. Two categories of factors, namely teacher-related aspects and teaching content and activities were found to have the most significant influence on learners’ engagement. These findings provide teachers, curriculum developers, and institution administrators with important practical implications for measures to effectively foster higher engagement in virtual classrooms.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" /></p>
THE INTERACTION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND EFL TEENAGER LEARNERS’ POSTCARD WRITING AT ENGLISH CENTER IN MEKONG DELTA, VIETNAM
Authors: Kha Nguyen Le Tuyet , Yen Phuong Hoang 
Published: November 2022

The current study aims at investigating the possible interaction of EFL teenage learners’ postcard writing performance (according to A2 level) and their self-regulated learning strategies at an English center. The research also helps to determine the level of interaction between EFL teenagers’ self-regulated learning (SRL) strategies and their postcard writing performance. Thus, it also examined the frequency of use of SRL strategies in writing among those learners. A total of 74 learners completed 32 items in the self-regulated learning strategies questionnaire including six dimensions of three categories namely environmental processes, behavioral processes, and personal processes. Then, three successful writers and three less successful writers were invited into the semi-structured interview. The findings indicated that SRL strategies had a positive impact on EFL teenage learners' postcard writing. The more SRL strategies used in writing, the higher the learners' score. Among these strategies, environmental factors may have a stronger influence than behavioral or personal factors. Specifically, environmental structuring and help-seeking strategies are most frequently used. The findings also showed that EFL teenage learners use SRL strategies to a moderate degree when given writing tasks. Besides, the results of the interview reveal that successful learners self-regulated better than less successful ones. They also self-evaluated their writing more frequently than those who are less successful. Based on the findings of this study, pedagogical implications and recommendations for further study are presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0559/a.php" alt="Hit counter" /></p>
AN INVESTIGATION INTO EFL UNIVERSITY STUDENTS’ PERCEPTIONS TOWARD BENEFITS OF MOODLE QUIZ-SUPPORTED LISTENING PRACTICE
Authors: Si Vo Van 
Published: November 2022

Researchers have pointed out that Moodle usage, a type of software supporting blended learning enhances learning beyond the classroom. It is proven that blended learning takes place when Moodle is employed. The aim of this study was to investigate what perceptions the EFL university students had toward the Moodle Quiz-supported listening practice. This was a descriptive research. The instrument of this study was a questionnaire developed by generating a list of factors derived from the literature to find out what perceptions EFL students at Tay Do University had toward the Moodle Quiz-supported listening practice. The questionnaire was based on close-ended five-point Likert scale statements. The findings showed that the participants held a positive perception toward the Moodle Quiz-supported listening practice as it enhanced learning outcomes, enhanced their interest/enjoyment in listening to English, promoted their independent learning, fostered a flexible learning environment, and provided authentic materials.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0557/a.php" alt="Hit counter" /></p>
THE USE OF ‘I THINK’ AND ‘I BELIEVE’ IN GHANAIAN PARLIAMENTARY DISCOURSE
Authors: Logogye Cynthia 
Published: November 2022

The current study explores the varied uses of the modal lexical verbs think and believe in expressing modality in parliamentary debates in Ghana using Context-Dependency and Lexical Specialisation theory by Angelika Kratzer (1981, 1991) and modality under the interpersonal metafunction of Halliday‘s Systemic Functional Linguistics (SFL). The study is a summative content analysis (Hsieh &amp; Shannon, 2005) that employs the qualitative research design in analysing the data. The data for the study has been collected from the Hansard online from www.parliament.gh/publications/49, the official website of Ghana’s Parliament for the period of five months, from November 2016 to March 2017. In all, 300 clauses containing the lexical verbs of interest were purposefully sampled. The paper is in response to an existing claim that the modal lexical verbs think and believe express uncertainty. Though this is true, however, the technicality of political discourse renders this assertion not generally true. The current study finds that in parliamentary discourse, although the two modal lexical verbs express uncertainty to some extent, they are mostly employed as emphasisers to express a sense of urgency and to show a higher sense of validity in propositions participants make. As emphasisers, they serve a useful tool for the audience’s persuasion. The study concludes with some pedagogical implications that border on the teaching of the lexical modals.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0567/a.php" alt="Hit counter" /></p>
THE EFFECTS OF THINK-ALOUD STRATEGY ON EFL YOUNG LEARNERS’ READING SKILL PRACTICE
Authors: Thu Lam Ngoc Anh , Vien Truong 
Published: November 2022

Think-aloud is described as a strategy in which students verbalize their thoughts while they read. This strategy is used to help students monitor their own thinking and comprehend the text. This current study aimed to examine the effects of the think-aloud strategy on EFL young learners’ reading skill practice and identify their attitudes towards the think-aloud strategy used by the teacher in teaching at a foreign language center in Can Tho city (Southern Vietnam’s Mekong Delta region). This study was experimental research using both quantitative and qualitative approaches. The quantitative approach was used to investigate the effects of the think-aloud strategy on young learners’ reading skill practice while the qualitative data was collected to understand the young learners’ attitudes towards the use of the think-aloud strategy in teaching and learning reading skills. Pre-test, post-test, and semi-structured interviews were used to collect the data. The study was conducted with one group of participants. The participants included 25 students who were at the age of 10-12 years old. The results from the pre-test and post-test showed that there was a significant difference in the students‘ reading comprehension performance after the intervention. Thus, the think-aloud strategy has a great impact on the improvement of students’ reading comprehension. Besides, there was no difference in reading comprehension achievement between males and females before and after the treatment. Especially, the results from the semi-structured interview revealed that all students had positive attitudes towards the think-aloud strategy.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0981/a.php" alt="Hit counter" /></p>
INCORPORATING THE “DIZI GUI” INTO EFL CLASSROOMS FOR YOUNG LEARNERS: A STUDY ON SELF-REGULATION IN SECOND LANGUAGE ACQUISITION
Authors: Thu Nguyen Thi Anh 
Published: November 2022

It is important to foster EFL young learners’ self-regulation in learning. This descriptive study investigates the effects of incorporating the Dizi Gui (Standards for being a good pupil and child) on EFL young learners’ self-regulation and discovers young learners’ attitudes towards the incorporation. A 51-item questionnaire was administered to 100 young learners at a center for foreign languages in a central city of Mekong Delta, and 6 of them participated in the semi-structured interviews. The quantitative data from the questionnaire were analyzed in terms of mean, while qualitative data from interviews were analyzed by the thematic analysis approach. Given the questionnaire mean score obtained of M=3.52, the results show that young learners self-regulate at an under-average level of frequency in their learning process. Interviewees expressed their agreements, preferences, and dislikes towards the incorporating of the Dizi Gui, as well as suggested more involving classroom activities. On the obtained findings, pedagogical implications are addressed, and suggestions for further research are presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0476/a.php" alt="Hit counter" /></p>
ENGLISH WRITING INSTRUCTION AND STRATEGIES AS PREDICTORS OF WRITING ANXIETY OF STUDENTS
Authors: Canada Jr. Eutiquio M. , Miralles Tessie G. 
Published: November 2022

This study aimed to determine English teachers’ writing instruction and students’ writing strategies significantly predict students’ ESL writing anxiety. The working group for the present study, in which quantitative descriptive-predictive design was employed, included 271 first-year students enrolled in GE 2 subject at UM Digos College. The participants answered adopted standard questionnaires to quantify which dimension/s of English Teachers’ writing instruction and English students’ writing strategies significantly predict/s writing anxiety. The gathered data were analyzed and interpreted using the mean and standard deviation, Pearson-r, regression, and multiple linear regression. Regression analysis was used to predict the value of writing anxiety based on the value of writing instruction and strategies. Multiple linear regression was used to model the linear relationship between writing anxiety and writing instruction and strategies. The results revealed that teachers’ explicit writing instruction in teaching and students’ employment strategies in writing helped the learners lessen their writing anxiety. The findings corroborated the three domains for English writing instructions and English writing strategies: learning to write factual texts, learning to write formal and informal texts, and resourcing, significantly predict English writing anxiety. The findings obtained in this study suggest that the employment of effective instruction and strategies for students may alleviate anxiety and desirably perform various writing tasks in any particular genre.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0908/a.php" alt="Hit counter" /></p>
EXPLORATION OF PRE-SERVICE SCIENCE TEACHERS’ ENGINEERING DESIGN PERFORMANCE DEVELOPMENT
Authors: Koculu Asli , Topcu Mustafa Sami 
Published: November 2022

In recent years, integration of engineering design with science teaching has often been preferred more since STEM Education (based on the integration of the science, technology, engineering and mathematics disciplines) has been an integral part of science education in many countries all over the world. Integrating engineering design with science teaching can be complex for science teachers because it has been relatively new and teachers have not been trained enough about it yet. Within this context, it is crucial to raise pre-service science teachers (PSTs) capable of integrating the engineering design process with science teaching effectively because they are implementers of future science teaching. In this manner, the purpose of this study is to explore pre-service science teachers’ (PSTs) engineering design performance development through STEM Education. A case study design was used in the current research. The research group was 20 PSTs who enrolled in ‘STEM Education’ course at a public university in Istanbul, Turkey. The data were collected with open-ended forms including 9 steps of the engineering design process. In the data analysis process, open-ended forms including PSTs’ responses about what they did in every step of engineering design for each STEM practices were analyzed with ‘Engineer’s Notebook Rubric’. Results showed that PSTs’ engineering design performance improved considerably week by week during ‘STEM Education’ course.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0582/a.php" alt="Hit counter" /></p>
EDUCATION IN UNIVERSITIES - TEACHER TRAINING AS A QUALITY FACTOR
Authors: Antypas Gerasimos 
Published: November 2022

In recent decades, the quality of education has been a matter of priority for educational systems in the European as well as in the wider international environment. It is a common feeling that the vast majority of teachers consider that they were not adequately and properly prepared during their studies in Hellenic Universities to fully perform the work of a teacher. In Hellenic universities, there are no organized training programs at any stage of the teachers' careers, except for the Pedagogical Schools where education is their primary subject. In this work, the identification and investigation of the educational needs of the teachers (scientific and laboratory assistants) of the Department of Mechanical Engineering of Technological Educational Institution of Patras, on a cognitive-academic level, a pedagogical level and a level of use - integration of new technologies in teaching, aiming to provide quality education. Also, the intention and motivations of the teachers of the department for training at all levels with the aim of their professional development are investigated. From the findings of the research, it emerged that there is a high desire for the training of young age mainly teachers with little professional and teaching experience, in a subject mainly cognitive and pedagogical and with training hours up to 50 hours, to acquire new knowledge and skills.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0997/a.php" alt="Hit counter" /></p>
CHALLENGES IN THE SUPPLY OF SCIENCE AND TECHNOLOGY EDUCATION TRAINING PROGRAMS IN THE TVET INSTITUTIONS IN NYANZA REGION, KENYA
Authors: Onyango Nelson Otieno , Gogo Julius Otieno , Sika James Ochieng 
Published: November 2022

The supply of TVET education refers to the amount of education that the stakeholders are willing to supply to its people. The relevance of the supply of TVET education must transform into labour market, which enables people, to renew old skills and develop new ones. The supply of TVET education has been increasing rapidly in relation to meagre resources. The enrollment has been doubling in every five years which is the fastest rate of increase in the world. This has been prompted by the economic growth in respective African countries which needs TVET education. The question is: what are the challenges facing this sector in terms of infrastructure, teachers, students and programmes? The study adopted a descriptive research survey paradigm and the theoretical perspectives are guided by the law of supply of education. The results of the study show that the supply of infrastructure, teachers, students and programmes is inadequate. For example, the adequacy of the training facilities has a mean of 3.175 and a standard deviation of 1.022 also the average score of the respondents’ views on the adequacy of teachers in the departments have a mean of 2.93 and a standard deviation of 1.334 while there is an upward trend in the supply of students. The main challenges were: Inability to pay college fees; Poor entry behavior; Market demand; Negative attitude; Inadequate training facilities; Inadequate teaching staff. The study concluded that the supply of science and technology education in Nyanza region of Kenya remains a serious challenge. The study recommended that all stakeholders should increase their participation in marketing the supply of TVET programs for the benefit of the local communities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0973/a.php" alt="Hit counter" /></p>