bluuebunny/crossref_metadata_2025_split huggingface dataset:
INFLUENCE OF CREDIT REFERENCING ON LOAN PERFORMANCE IN THE KENYAN BANKING SECTOR
Authors: Muigai Robert Gitau , Mwangi Gideon 
Published: November 2022

<p>Despite the decade-long existence of Credit Reference Bureaus in Kenya, lenders continue to grapple with a high prevalence of non-performing loans. However, available studies associate credit referencing with a reduction in bad loans among financial institutions. This is however doubtful considering the consistent rise in non-performing loans within the banking sector over the same period. It is this contrast that has motivated a follow-up study to establish an accurate empirical position. The study sought to investigate how credit referencing influences loan performance among Kenyan lenders. The study was anchored upon the Information asymmetry theory. The study adopted the descriptive survey research design and targeted 39 commercial banks and 14 registered microfinance banks operating in Kenya as of 31st December 2020. The study selected 21 commercial banks using a stratified sampling plan based on the 3 tiers as defined by the Central Bank of Kenya. It also included four microfinance banks. Structured questionnaires were used to collect primary data on the independent variable and a data collection sheet was used to collect secondary data on the dependent variable over a 10-year period. Respondents comprised the branch managers and credit officers. Both descriptive and inferential statistical analysis techniques were employed to obtain the findings of the study. The findings of the study showed that all the credit referencing parameters were negatively but insignificantly related to loan performance among Kenyan lenders. Consequently, the study recommended that the management of the banking institutions should pay close attention to the adverse credit information relating to borrowers. Further, banking institutions should operationalize a differentiated credit pricing model as a mechanism to reward borrowers with good credit history. The Central Bank of Kenya should also strengthen the banking supervision function so as to negate the growing trend in non-performing loans among the lenders by instituting appropriate sanctions.</p><p><strong>JEL:</strong> O15; J24; L20</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0551/a.php" alt="Hit counter" /></p>
USE OF IFMIS IN BUDGETARY CONTROLS AND FINANCIAL ACCOUNTABILITY IN COUNTY GOVERNMENTS IN WESTERN KENYA
Authors: Majani Dinah , Mackton Sylvester , Atieno Margaret 
Published: November 2022

<p>The purpose of this study was to determine the influence of the use of IFMIS in budgetary controls on the financial accountability of county Governments in Western Kenya. The study adopted a correlational research design. Primary data was collected using questionnaires. The study target population was 1110 county staff comprising Cabinet executive officers, IFMIS directors, finance staff, revenue officers, and planning and procurement staff. Simple random sampling was used to select 294 respondents. Reliability was tested through Cronbach Alpha, validity was tested through expert analysis and principal component factor analysis. SPSS was used to analyze descriptive and inferential statistics. Descriptive statistics consisted of frequencies. Inferential statistics consisted of Binary logistic regression analysis. Cox &amp; Snell R Square was established as 0.699. Wald statistic was significant with p values of 0.19. Correlation analysis showed r = of 0.814. The binary logistic regression coefficient was β = 2.049, p-value .019 and Exp (β)= 7.76 for budgetary controls. It was recommended that the implementation of IFMIS should be strengthened and regularly reviewed to identify loopholes that still exist that reduce effectiveness. This would improve fiscal discipline by a very high percentage as shown by the odds ratio of budgetary controls which is greater than one. The government should enforce the use of IFMIS in budgetary controls. This will lead to minimal budget variance and budget deficits. Better ways that can make IFMIS adhered to in budgeting should therefore be enforced this will improve financial accountability as evidenced by the odd ratio of budgetary controls.</p><p><strong>JEL:</strong> G21; G29; G38</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0919/a.php" alt="Hit counter" /></p>
EFFECT OF FOREIGN EXCHANGE RATE ON FINANCIAL PERFORMANCE OF LISTED MANUFACTURING COMPANIES IN KENYA
Authors: Mate Emmanuel , Atieno Margaret , Kiganda Evans 
Published: November 2022

<p>The government of Kenya’s broad target for enhancing manufacturing is to increase the manufacturing share of gross domestic product from 8.4% to 15% to create more jobs but the target remains a mirage owing to the poor performance of the manufacturing sector over the years where for instance, sector performance declined to 3.5% in 2019 compared to 4.4% in 2018. Studies globally, regionally and locally have been conducted to establish how macroeconomic variables affect the profitability of companies. However, mixed results have been reported pointing to positive, negative, significant and insignificant effects making it unknown how economic growth, inflation and exchange rates influence the performance of manufacturing firms. The purpose of this study was to establish the influence of Interest rates on the financial performance of listed manufacturing companies in Kenya. The study was guided by; the efficient market hypothesis and arbitrage pricing theory. This study adopted a descriptive correlational research design grounded on panel data spanning 6 years from 2015 to 2020 with a target of 8 listed manufacturing firms. The exchange rate showed a negative influence on performance with coefficients 0.358, 2.764 and -1.532 respectively such that a 1% increase in economic growth and inflation increased performance by 0.358% and 2.764% respectively while a 1% increase in exchange rate decreased performance by 1.532%. The study recommends the formulation of prudent macroeconomic policies including bailouts during pandemics geared towards enhancing the performance of manufacturing firms as envisaged under the Big four agenda and Vision 2030 blueprint.</p><p> </p><p><strong>JEL</strong>: L60; O24; F31</p>
THE EFFECTS OF USING SELF-VIDEO RECORDING ON EFL HIGH SCHOOL STUDENTS’ LEXICON KNOWLEDGE
Authors: Ho Diem Ngoc , Trinh Lap Quoc , Kim Tuyen Thanh 
Published: November 2022

This study aims to investigate the effects of using self-video recording on EFL high school students’ lexicon knowledge. Participants include 80 EFL high school students in the Mekong Delta divided into two groups, namely the control and experimental group. Pretest and posttest were done to collect quantitative data before and after the treatment. After the treatment, the results of the experimental groups were higher than that of the control one in terms of lexicon knowledge. Therefore, this study gives recommendations for further studies in other aspects of speaking skills or speaking skills in general.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0946/a.php" alt="Hit counter" /></p>
UNIVERSITY STUDENTS’ KNOWLEDGE AND MISCONCEPTIONS ABOUT CELL STRUCTURE AND FUNCTIONS
Authors: Rahma Bouali , Moncef Zaki , Boujemaa Agorram , Benjelloun Nadia , Anouar Alami , Lhoussaine Maskour 
Published: November 2022

This study aims to assess the level of understanding of biology students and to identify their misconceptions about cell concepts. Participants of the study (n=160) were students enrolled in biology undergraduate level. Data analysis showed that the students had cell-related misconceptions. The misconceptions were found in four basic competencies of the cell concepts. The most common misconceptions (55.68%) among students are those related to the relationship between the structure and function of the nucleus and endoplasmic reticulum. We denote that most of the students have assimilated the concepts related to the chemical constituents of the cell. There are several potential factors that cause the occurrence of misconceptions among the participants in this study, including low retention of knowledge obtained in previous school levels, lack of learning resources, incomprehensible terms, and low interest of biology students in cell concepts.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0562/a.php" alt="Hit counter" /></p>
EFL TEACHING AND THE ISTE DESIGNER AND FACILITATOR STANDARDS: AN EXPLORATORY OUTLOOK
Authors: Slimani Najib , Aatta Tarik 
Published: November 2022

Nowadays, scholars and researchers adhere to the prominent role information and communication technologies (ICT) play in education, particularly in language teaching. The International Society for Technology in Education (ISTE) has developed a set of standards that provide a framework for developing digital competencies among educators, students, administrators, coaches, and computer science teachers. In light of ISTE standards for educators, the present paper probes the roles teachers play with special reference to the designer and facilitator standards. The target population are EFL Moroccan high school teachers who work in the private sector in the Directorate of Marrakesh, Morocco. Through a quantitative analysis, findings indicate that the teachers in question generally fulfill their roles as ICT designers and facilitators. They adopt technology as a buttressing tool to install a learning-favorite environment. Plainly enough, they use technology-enhanced activities that promote student-centered learning. To a lesser degree, they facilitate collaborative learning and encourage the students to act globally by getting them engaged with the real world through technology. Likewise, this study discloses the existence of a symmetrical relationship between the mastery of internet/computer skills and the use-effectiveness of ICT tools, such as the interactive board and the data shown. In this respect, this study accentuates how adequate training and professional development-bound upskilling can truly promote the target EFL teachers’ digital competencies and help them live up to their roles as ICT designers and facilitators.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0967/a.php" alt="Hit counter" /></p>
IMPROVING DIGITAL SECURITY AND PRIVACY OF STUDENTS IN COLLEGES OF EDUCATION: AN ATTITUDINAL CHANGE FRAMEWORK BASED ON COMPETENCE LEARNING MATRIX
Authors: Azaabi Cletus 
Published: November 2022

The information revolution is affecting every aspect of society including education resulting in a concept known as digital learning or e-learning. One problem of digital learning environments and tools is the security and privacy of the learners. How to ensure the security and privacy of digital learners remains a major challenge leading to exposure among naive students. The objective of the study was to explore digital security and privacy culture among students and to propose a novel framework to enhance the security and privacy culture of students using a framework based on the competence learning theory. The Design Science Research (DSR) was adopted as a research paradigm with quantitative and qualitative data gathered from the implementation of the framework. 300 students from a college of education were purposively sampled for the study. A WhatsApp message was sent to the student requesting their confidential information under pretexting and impersonation to assess how security and privacy conscious they were. A framework was developed and implemented based on the theory of competence learning. The results showed high levels of vulnerabilities among students at 67.67% before the Implementation of the Framework in Round 1. This vulnerability reduced to 1.67% in after the implementation of the framework in Round 2 and further reduced to 0% in Round 3. The paper concluded that the lack of security and privacy awareness of the students made them Unconsciously Incompetent (UI). Exposure to the vulnerability made them consciously incompetent (CI), whiles further rounds of exposures led them to be consciously competent (CC). further exposure will eventually result in unconsciously competent (UC) as students become resistant and or immune to security and privacy attacks. The implication of this study is that, as more students converge in the digital space, the need to build their immunity and resistance against cyber-attacks is critical to avoid exposure. Learning to be security conscious should be consistent and routine to ensure that students have renewed behavior changes to become resistant and immune to online attacks.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0697/a.php" alt="Hit counter" /></p>
SPECIAL VIDEO INSTRUCTION AND SENIOR SECONDARY SCHOOL STUDENTS’ ANXIETY TOWARDS MENSURATION IN GWAGWALADA, NIGERIA
Authors: Jekayinfa Olatunji James , Owonuwa Seun 
Published: November 2022

This study investigated the effects of special video instruction on senior secondary school students’ anxiety towards mensuration in Gwagwalada, Nigeria. It employed a quasi-experimental design of pre-test post-test non-randomized and non-equivalent control group design type. The population of the study comprised all senior secondary school 1 students in Gwagwalada area council. Three-stage sampling technique was applied to select two equivalent schools, assign the schools to experimental and control groups and eventually select one intact class from each of the two groups, the students of which formed the samples for the study. A total of 133 students participated in the study comprising 74 and 59 students in the Experimental group and control group respectively. Three research questions and three corresponding hypotheses were answered and tested respectively. Data used for the study were the scores of students’ responses to Mathematics Anxiety Questionnaire (MAQ). The data were analyzed using t-test, ANOVA and ANCOVA. The results are that special video instruction had a positive effect on students’ anxiety as students exposed to the video instruction recorded lower anxiety scores; and that both male and female students, and low, medium and high scorers benefited equally from the special instruction. It was however recommended among others that video instructions should be encouraged in secondary schools to reduce students’ anxiety towards Mathematics.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0159/a.php" alt="Hit counter" /></p>
THE MEDIATING EFFECT OF JOB SATISFACTION ON THE RELATIONSHIP BETWEEN TEAM WORK SKILLS AND WORK VALUES OF TEACHERS
Authors: Quines Lyndon A. , Piñero Michelle Y. 
Published: November 2022

The purpose of this study was to determine the mediating effect of job satisfaction on the relationship between teamwork skills and the work values of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 elementary public-school teachers who belong to the 3 districts, Magsaysay, Bansalan and Matan-ao under the Division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Path Analysis. From the results of the study, it was found that there is a high level of mean scores for all variables of teamwork skills, work values and job satisfaction of teachers. Also, results revealed that there are significant relationships between teamwork skills and work values, between teamwork skills and job satisfaction and between job satisfaction and work values of teachers. Further, it was revealed that there was a full mediation effect of job satisfaction on the relationship between teamwork skills and the work values of teachers. This implies that teamwork skills convey the job satisfaction of teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0307/a.php" alt="Hit counter" /></p>
INQUIRY BASED LEARNING ON TEACHING CONTROVERSIAL HISTORICAL ISSUES – AN ACTION RESEARCH WITH PRE‐SERVICE TEACHERS
Authors: Lampros Papadimas , Stavrianoudaki Alexandra , Smyrnaios Antonios 
Published: November 2022

Controversial Historical Issues are considered as an historical education topic which usually makes teachers feel uncomfortable to deal with pedagogically. A collaborative investigation is expected to be a suitable approach for teaching this kind of issue. This current research concerns the effects of an educational program for pre‐service teachers in their willingness to teach Controversial Issues through modern collaborative teaching practices. A six‐month program based on the basic principles of Inquiry Based Learning, related to Occupation‐Resistance‐Civil War thematic, has been implemented with fourteen pre‐service teachers. Data qualitative analysis showed that participants get familiarized with strategies and learning tools that help children draw valid conclusions, utilize source practices, and conduct their own enriched narrations about the controversial past. The major benefits and potential difficulties have also been revealed. After all, this training experience strengthens their perceived self‐efficacy since they acknowledge that a collaborative investigation is an effective approach to acquiring historical knowledge based on personal and group‐investigation processes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0457/a.php" alt="Hit counter" /></p>
CONTINUAL IMPROVEMENT AS PER THE ISO 9001:2015 QUALITY MANAGEMENT SYSTEM AND POST-EXAMINATION SERVICES DELIVERY IN PUBLIC UNIVERSITIES IN KENYA
Authors: Jemimah Muchai , Mulwa David , Amukowa Wycliffe 
Published: November 2022

The examination is among the crucial processes of any university quality management system and as such, quality should be maintained at all levels. Several inefficiencies in post-examination services delivery have occurred in Kenyan public universities many of which were implementing ISO 9001: 2015 QMSs. Doubt arose on the extent to which adoption of ISO 9001 QMSs had translated to quality service delivery in these institutions. The study was guided by two objectives; to determine the extent to which Kenyan public universities pursue continual improvement as per ISO 9001:2015 QMS and to establish the relationship between continual improvement and post-examination services delivery in public universities in Kenya. A mixed methods research design was employed. The study targeted various examination process stakeholders in all 26 ISO 9001:2015 certified public universities in Kenya. Purposive sampling was used to sample 6 directors of quality assurance, 6 directors of QMS and PC and 6 deputy registrars (examinations) while 297 examination coordinators and 384 fourth-year students were sampled using a stratified sampling technique. Primary data was collected using semi-structured questionnaires and interview schedules. The study established that generally, most public universities in Kenya to a large extent aspired for continual improvement in their core processes, functions and operations Regression analysis results revealed that continual improvement as per the ISO 9001: 2015 QMS requirements had a positive significant effect on post-examination services delivery in public universities in Kenya (β = 0.727, p = .000). The study concluded that it was crucial for these universities to optimize continual improvement in their key processes, operations and functions. Continuous analysis of data to assist in the identification of areas of service nonconformity for informed corrective measures to achieve continual improvement, in the long run, was recommended.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0567/a.php" alt="Hit counter" /></p>
THE EFFECTIVENESS OF MODERN BOARD GAMES IN TEACHING GREEK AS L2 TO ADULT LEARNERS
Authors: Mattheoudakis Marina , Panteliou Niki 
Published: November 2022

<p>The important role of communicative competence in foreign language learning highlighted the need for the use of task-based or content-oriented activities within the foreign language instructional context. Several studies have recently focused on such activities and, in particular, on the use of games (Peters, 2015; Petrovic, 2007; Yaccob &amp; Yunus, 2019); their findings have attracted researchers’ interest as they underlined the positive effects, they seem to have on the development of language proficiency (Bush, 2015; Lan, Van &amp; Huyen, 2019; Nguyen &amp; Nga, 2003). Some of these studies have examined the effect of games on learners’ language development, competency and motivation in learning an L2 (Marzano, 2010; Stavy, Subon &amp; Unin, 2019; Tuan, 2012), while others have focused on students’ and teachers’ attitudes towards their use in language classrooms (Hamzah &amp; Dourado, 2010; Lawrence &amp; Lawrence, 2013; Reyes-Chua &amp; Lidawan, 2019). However, what has not been adequately researched is the impact of board games on adult students and their systematic integration and use within the language curricula (Phuong &amp; Nguyen, 2017). In this study, we aim to present two different types of modern board games which have been adjusted for the teaching of Greek as a foreign language at B1 level (according to CEFR). The games were used to practice vocabulary and grammar as well as promote interpersonal communication according to the syllabus of the School of Modern Greek (2010). The study will compare the use of board games with conventional activities and tasks so as to assess their effectiveness as a tool in the adult foreign language classroom.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" /></p>
COLLEGE STUDENTS’ WILLINGNESS TO COMMUNICATE AND ITS INFLUENTIAL FACTORS IN SPEAKING CLASSES
Authors: Tâm Nguyễn Thanh 
Published: November 2022

<p>The problem that learners remain silent and passive in speaking classes is usually attributed to their lack of willingness to communicate (WTC), which is considered a crucial condition determining learners’ L2 opportunities for language development and mastery. A number of researchers have conducted research in various contexts; however, it is still a nascent term in the Vietnamese context. This study was conducted aiming to explore college students’ perceptions of their levels of WTC and factors affecting WTC in speaking classes. Data was garnered through a 45-item questionnaire, which was administered to 308 EFL students. Results revealed that, from the learners’ perspective, WTC remained at an average level. It was also found that among different categories of factors that impacted learners’ WTC, interactions with teachers and peers, and learners’ self-perception of their anxiety were perceived as the most critical factors.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0552/a.php" alt="Hit counter" /></p>