Search results for: teachers' perception

Authors: Isaac Yeboah, Emmanuel Osei Sarpong

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Physical activity (PA) is considered the best preventative tool for maintaining physical health and extending lifespan because it offers a range of benefits. However, for people to benefit from physical activity, it must be done at a level that can enhance fitness, health, and overall well-being. Therefore, this study aimed to determine the link between physical activity participation levels and cardiorespiratory fitness (CRF). The study employed the descriptive correlational design. The census sampling technique included all 190-teaching staff from the two senior high schools in the Dormaa East District. An adapted International Physical Activity Questionnaire (IPAQ) and standardized physical fitness tests were used for data collection. Descriptive statistics of frequency counts and percentages were used to answer the research questions while inferential statistics of Pearson Product Moment Correlation and the independent sample t-test were used to test hypotheses one and two respectively. A moderately negative (r = -.156) relationship existed between physical activity participation levels and CRF. Female teachers demonstrated a statistically significant value (p = .045) than males. The study concluded that the reported physical activity levels of the teachers did not reflect their CRF. The implication is that either the participants overestimated their physical activity participation levels, or the intensity of the activities was not high enough to affect physiological changes. For the teachers' CRF to improve, it was suggested, among other things, that regular physical activity sessions of the appropriate mixes of FITT be organized.

Keywords: physical activity, participation levels, cardiorespiratory fitness, sedentary lifestyle, teachers

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Authors: Fathimath Warda, Mariyam Nihaadh

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Students with Special Education Needs (SEN) are increasing in the Maldives, like anywhere else in the world, due to the changes in lifestyle of the people and ease of being diagnosed with advancements in medical health. With the growth in the population of these students, the demand for professionals in various fields is unmet. Thus, with the introduction of the Inclusive Education Policy in 2013, all students are educated in the same classroom by the regular teacher. This poses problems as the teachers are not well trained and qualified to meet the varying needs of the students, given the limited time and the large number of students in the classroom. This is a major concern for all stakeholders in the education sector and research has been conducted by various local scholars in this area. However, studies on the role of parents of such students is an area that remains yet to be explored in the Maldives, which makes a study of this nature crucial. The main aim of this study is to determine the ways in which the education provided to Special Needs Students can be maximized for a better outcome. Therefore, the study intends to understand the involvement of parents in providing education to special needs students from the teachers' perspectives. The basis for this study is the Parent Development Theory developed by Mowder, which was initially known as Parent Role Development Theory. A qualitative research has thus been utilised for the purpose of the study as it requires to find the beliefs and attitudes of teachers, along with relevant justifications regarding the role of parents in educating students with special needs. Data was gathered using one-to-one interviews, as it is one of the most reliable ways of getting meaningful and in-depth data. The study employs a total of 8 participants who are teachers teaching in inclusive classes where students with special needs are included. Emphasis was paid to select teachers who have the experience of teaching students with different disorders commonly found in the Maldives, namely in the four areas, Autism Spectrum Disorder, Down Syndrome, Attention Deficit Hyperactive Disorder and speech impairment. Hence, purposive sampling will be used to select the participants. Data analysis has been done using thematic coding. The findings revealed that teachers highlighted that parents' involvement was a key factor in ensuring success of education in children with special needs. Thus, the study concludes that the role of parents as a necessary input for the proper development of children and in educating children with special needs, suggesting that extra measures have to be taken develop a positive relationship between teachers and parents in order to strengthen this aspect.

Keywords: involvement, parents' role, special education needs, teachers' voice

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Authors: Iniye Irene Wodi, Kennedy B. Gibson

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Students’ poor performance in mathematics in both internal and external examinations has been a source of concern to researchers in Nigeria. The cause of this has been attributed to both teachers and students. To this end, this study sought to find out students’ perceptions of teachers’ attributes as a cause of mathematics phobia among secondary school students in Bayelsa State Nigeria. The population of the study comprised of all students of senior secondary schools in Yenagoa metropolis. A sample of 120 students was drawn from this population using clustering and simple random sampling techniques. The instrument for data collection was a researcher constructed questionnaire titled Mathematics Phobia Questionnaire (MPQ). Data were analysed, and the results revealed that students perceived teachers’ attributes such as methods and styles of teaching, difficulty in communication, etc. as causes of mathematics phobia among students in senior secondary schools in Bayelsa State. Based on the result, it was therefore recommended that mathematics teachers should be retrained periodically in order to learn new and innovative ways of teaching mathematics to prevent its phobia among students.

Keywords: mathematics phobia, teacher attributes, teaching method, teaching style

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Authors: Genesis F. Dela Cruz, Liza C. Costa

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The study is concerned with the Risk factors of dropping out among Grade VII students for SY 2012-2013. A total of 87 Grade VII Students-At-Risk-of-Dropping Out (SARDOs) were involved in this study. The descriptive survey method was used in this study. A 50-item questionnaire was used in data gathering. Expert validation was done to determine the validity and reliability of the instrument. The study used Chi Square, Kruskal Wallis Test and Mann Whitney Test in the statistical treatment of data. The study revealed that the respondents are within the standard age limit for Grade VII students in the Philippines which is 13 years old. Males more than females usually becomes SARDOs. SARDOs come from low economic status and complete families contrary to the common belief that they came from single-parent families. The study also showed that parent’s involvement in educating their children on family-related factors contributed to the very good perception on the family related factors. Based on age, there are no significant differences in their perception of the four major recognized risk factors for dropping out among all ages. There are no significant differences in their perception of the family, individual and community related factors for dropping out based on sex. However, females have a more favorable perception when it comes to school related factors. No significant differences in their perception of dropping out were also noted when they are classified according to distance of school from home. The respondents do not differ in their perception on family, individual and community related factors when they are classified according to type of family. When surveyed regarding the respondents’ reason for being absent, it was found out that laziness and being late are the two major reasons. Respondents also perceived remedial and tutorial classes as school-initiated intervention measure to prevent school disengagement or dropping out.

Keywords: drop-out, guidance and counseling, school initiated intervention, students at risk of dropping out

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Authors: Changiz Valmohammadi

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The main purpose of this study is to explore the perception of Iranian experts and executive managers of sample organizations on the benefits and barriers of Internet of Things (IoT) solutions implementation. Based on the review of the related literature and web sites, benefits and barriers of successful implementation to IoT solutions were identified. Through a self-administered questionnaire which was collected from 67 Iranian organizations the ranking and importance of benefits and barriers of IoT solutions implementation were determined based on the perception of the experts of the surveyed organizations. Analysis of data and the obtained results revealed that “improved customer experience” and “Supply chain optimization and responsiveness” are the most important benefits that the survey organizations expect to reap as a result of IoT solutions implementation. Also,” Integration challenges" and “cannot find right suppliers” were ranked as the most challenging barriers to IoT solutions implementation.

Keywords: internet of things (IoT), exploratory study, benefits, barriers, Iran

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Authors: Cüneyit Akar, Mustafa Başaran, Ufuk Uluçınar

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The purpose of this research is to examine the critical thinking dispositions of pre-service teachers in terms of several variables. In the line of this aim, we have investigated what their levels of critical thinking dispositions and whether there is any significant different in their critical thinking dispositions. Also, we have examined the relations between their critical thinking dispositions and their parents’ education statues, the number of their siblings, family income levels, and their religiosity level. 202 pre-service teachers who are studying at different departments at faculty of education at Uşak University participated in this research. In study, critical thinking dispositions scale by one of researchers was utilized and its validity and reliability was performed. The findings indicate that the level of their critical thinking dispositions was found to be .376 (arithmetic mean). On the other hand, we found that there is no significant difference in terms of their gender and the department at which they are studying. Furthermore, although there aren’t significant relationships between critical thinking dispositions and their mother education statues, their income levels, their religiosity levels and the number of their siblings; there is any significant positively at low level the relation between thinking dispositions and father educational statues. The findings obtained will be discussed together with literature and other research’ results.

Keywords: preservice teachers, critical thinking dispositions, pedagogy, education

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Authors: Keerthana Gonella, Kamesh Apparaju

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Teams are all pervasive and team leadership is a much discussed topic in managing projects that characterize the modern work environment. Biotechnology industry in India is an area of research interest for scholars on leadership, especially, team leadership. The present paper examines the perception of team members on the effectiveness of their team leaders in the biotechnology industry in India. This is an empirical study in which the data was collected by administering the closed-ended questionnaire to the respondents from across India. The effectiveness of the team leader is dependent upon his goal orientation that creates a collaborative climate. Leaders with technical know-how inspire teamwork with trust. They build confidence, mitigate the differences and expand team capabilities through teamwork. Effective leaders also create team identity making the most of the differences with a vision.

Keywords: collaboration, perception, team, team capabilities, team leadership

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Authors: Sobia Rana

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The study intends to explain the problems of English collocational use faced by college students in Rawalpindi, Pakistan and recommends some authentic ways that will help in removing the learning barriers in light of the concerning methodological issues. It will not only help the students to improve their knowledge of the phenomena but will also enlighten the target teachers about the significance of authentic collocational use and how it naturalizes both written and spoken expressions. Data from both the students and teachers have been collected with the help of open/close-ended questionnaires to unearth the genuine cause/s and supplement them with the required solutions rooted in the actual problems. The students fail to use authentic collocations owing to multiple reasons: lack of awareness about English collocational use, improper teaching methodologies, and inexpert teachers.

Keywords: English collocational use, teaching methodologies, English learning barriers, vocabulary acquisition, college students of Rawalpindi

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Authors: Manal Rauf

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Trained medical practitioners are produced from medical colleges serving in public and private sectors. Prime responsibility of teaching faculty is to inculcate required work ethic among the students by serving as role models for them. It is an observed fact that classroom incivility behaviours are providing a friction in achieving these targets. Present study aimed at identification of classroom incivility behaviours observed by teachers and students of public and private medical colleges as per Glasser’s Choice Theory, making a comparison and investigating the strategies being adopted by teachers of both sectors to control undesired class room behaviours. Findings revealed that a significant difference occurs between teacher and student incivility behaviours. Public sector teacher focussed on survival as a strong factor behind in civil behaviours whereas private sector teachers considered power as the precedent for incivility. Teachers of both sectors are required to use verbal as well as non-verbal immediacy to reach a healthy leaning environment.

Keywords: classroom incivility behaviour, glasser choice theory, Mehrabian immediacy theory

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Authors: Abdullah Abu-Tineh, Youmen Chaaban

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This study examines the development of a professional development (PD) model for teacher growth and learning that is embedded into the school context. The School based Support Program (SBSP), designed for the Qatari context, targets the practices, knowledge and skills of both school leadership and teachers in an attempt to improve student learning outcomes. Key aspects of the model include the development of learning communities among teachers, strong leadership that supports school improvement activities, and the use of research-based PD to improve teacher practices and student achievement. This paper further presents findings from an evaluation of this PD program. Based on an adaptation of Guskey’s evaluation of PD models, 100 teachers at the participating schools were selected for classroom observations and 40 took part in in-depth interviews to examine changed classroom practices. The impact of the PD program on student learning was also examined. Teachers’ practices and their students’ achievement in English, Arabic, mathematics and science were measured at the beginning and at the end of the intervention.

Keywords: initiative, professional development, school based support Program (SBSP), school reform

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Authors: Nicula Valentin, Andrei Virginia

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Nowadays, the individual plays a central role in the state’s architecture. This is why the subjective dimension of the security represents a key concept in risk assessment. The paper’s scope is to emphasize the discrepancy between expert and lay evaluations of national security hazards, which is caused by key factors like emotions, personal experience, knowledge and media. Therefore, we have chosen to apply, using these two different groups of respondents, the Q-sort method, which reveals individual beliefs, attitudes, preferences hidden behind the subjects’ own way of prioritizing the risks they are confronted with. Our study’s conclusions are meant to unveil significant indicators needed to be taken into consideration by a state’s leadership in order to understand the social perception of national security hazards, to communicate better with the public opinion and prevent or mitigate the overestimation of the severity or probability of these dangers.

Keywords: risk perception, Q-sort method, national security hazards, individual beliefs

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Authors: P. O. Fatoki, R. S. Olaleye, B. O. Adeniji

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The study investigated farmers’ perception of the effects of climate change on rice production in Nasarawa State, Nigeria. Multi-stage sampling technique was used in selecting a total of 248 rice farmers from the study area. Data for the study were collected through the use of interview schedule. The data were analysed using both descriptive and inferential statistics. Results showed that majority (71.8%) of the respondents were married and the mean age of the respondents was 44.54 years. The results also showed that most adapted strategies for mitigating the effects of climate change on rice production were change of planting and harvesting date (67.7%), movement to another site (63.7%) and increased or reduced land size (58.5%). Relationship between the roles of extension agents in mitigating climate change effects on rice production and farmers’ perception were significant as revealed Chi-Square analysis from the study ; Dissemination of information ( = 2.16, P < 0.05) and use of demonstration methods ( = 2.15, P < 0.05). Poisson regression analysis revealed that educational status, farm size, experience and yield had significant relationship with the perception of the effects of climate change at 0.01 significance level while household size was as well significant at 0.05. It is recommended that some of the adaptive strategies and practices for mitigating the effects of climate change in rice production should be improved, while the extension outfits should be strengthened to ensure adequate dissemination of relevant information on climate change with a view to mitigate its effects on rice production.

Keywords: perception, rice farmers, climate change, mitigation, adaptive strategies

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Authors: Abrar Ajmal

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This quantitative study explored elementary school teachers' pedagogical content knowledge and effects on grade 8 students' achievement in Punjab, Pakistan. A teacher sample (N=100) rated competencies across inquiry-focused teaching, conceptual building, interaction practices and peer collaboration promotion. A student sample (N=120) self-reported academic abilities, intrinsic motivation, help-seeking and accountability. Findings reveal teachers highly endorse learner-centric strategies, although peer interaction promotion seems less common currently. Meanwhile, significant gender disparities in self-perceived expertise emerge, favouring female over male educators across all facets measured. Additionally, teachers' knowledge positively—and significantly—correlates with student achievement overall and for both genders, highlighting the importance of professional enrichment. However, female pupils demonstrate greater confidence, drive, utilization of academic support, and ownership over learning than male counterparts. Recommendations include ongoing teacher training, targeted competency building for male students and teachers, leveraging gender peer collaboration similarities, and holistic female support amid widening divides. Sustaining instructional quality through empowering, equitable practices that nurture disadvantaged and gifted learners alike can spur systemic improvements. Ultimately, the fire line confirms the interrelations between teachers' multifaceted knowledge and student success.

Keywords: pedagogical knowledge, academic achievement, teacher gender differences, student gender differences, empowering instruction

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Authors: S. Art-in

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This research was a survey research. The objective of this study was to study current situation and need in learning management for developing the analytical thinking of teachers in basic education of Thailand. The target group consisted of 400 teachers teaching in basic education level. They were selected by multi-stage random sampling. The instrument used in this study was the questionnaire asking current situation and need in learning management for developing the analytical thinking, 5 level rating scale. Data were analyzed by calculating the frequency, mean, standard deviation, percentage and content analysis. The research found that: 1) For current situation, the teachers provided learning management for developing analytical thinking, in overall, in “high” level. The issue with lowest level of practice: the teachers had competency in designing and establishing the learning management plan for developing the students’ analytical thinking. Considering each aspect it was found that: 1.1) the teacher aspect; the issue with lowest level of practice was: the teachers had competency in designing and establishing the learning management plan for developing the students’ analytical thinking, and 1.2) the learning management aspect for developing the students’ analytical thinking, the issue with lowest level of practice was: the learning activities provided opportunity for students to evaluate their analytical thinking process in each learning session. 2) The teachers showed their need in learning management for developing the analytical thinking, in overall, in “the highest” level. The issue with highest level of the need was: to obtain knowledge and competency in model, technique, and method for learning management or steps of learning management for developing the students’ analytical thinking. Considering each aspect it was found that: 2.1) teacher aspect; the issue with highest level of the need was: to obtain knowledge and comprehension in model, technique, and method for learning management or steps of learning management for developing the students’ analytical thinking, and 2.2) learning management aspect for developing the analytical thinking, the issue with highest level of need consisted of the determination of learning activities as problem situation, and the opportunity for students to comprehend the problem situation as well as practice their analytical thinking in order to find the answer.

Keywords: current situation and need, learning management, analytical thinking, teachers in basic education level, Thailand

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Authors: Sajee A. Gamage, Champa J. Wijesinghe, Patricia Burtner, Ananda R. Wickremasinghe

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Background: Teachers working in the context of special education have an enormous responsibility of enhancing performance skills of children in their classroom settings. Fine Motor Skills (FMS) are essential functional skills for children to gain independence in Activities of Daily Living. Children with Down Syndrome (DS) are predisposed to specific challenges due to deficits in FMS. This study is aimed to determine the teachers’ experience on improving FMS of children with DS in the context of special education of Southern Province, Sri Lanka. Methodology: A cross-sectional study was conducted among all consenting eligible teachers (n=147) working in the context of special education in government schools of Southern Province of Sri Lanka. A self-administered questionnaire was developed based on literature and expert opinion to assess teachers’ experience regarding deficits of FMS, limitations of classroom activity performance and barriers to improve FMS of children with DS. Results: Approximately 93% of the teachers were females with a mean age ( ± SD) of 43.1 ( ± 10.1) years. Thirty percent of the teachers had training in special educationand 83% had children with DS in their classrooms. Major deficits of FMS reported were deficits in grasping (n=116; 79%), in-hand manipulation (n=103; 70%) and bilateral hand use (n=99; 67.3%). Paperwork (n=70; 47.6%), painting (n=58; 39.5%), scissor work (n=50; 34.0%), pencil use for writing (n=45; 30.6%) and use of tools in the classroom (n=41; 27.9%) were identified as major classroom performance limitations of children with DS. Parental factors (n=67; 45.6%), disease specific characteristics (n=58; 39.5%) and classroom factors (n=36; 24.5%), were identified as major barriers to improve FMS in the classroom setting. Lack of resources and standard tools, social stigma and late school admission were also identified as barriers to FMS training. Eighty nine percent of the teachers informed that training fine motor activities in a special education classroom was more successful than work with normal classroom setting. Conclusion: Major areas of FMS deficits were grasping, in-hand manipulation and bilateral hand use; classroom performance limitations included paperwork, painting and scissor work of children with DS. Teachers recommended regular practice of fine motor activities according to individual need. Further research is required to design a culturally specific FMS assessment tool and intervention methods to improve FMS of children with DS in Sri Lanka.

Keywords: classroom activities, Down syndrome, experience, fine motor skills, special education, teachers

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Authors: Papitchaya Papangkorn

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Matching the expectations of teachers and learners is significant for successful language learning. Moreover, teachers should discover what their learners think and feel about what and how they want to learn. Therefore, this study investigates International College, Suan Sunandha Rajabhat University students’ preferences toward error corrections in order to help SSRUIC teachers match their expectations and their learners because it is important for successful language learning. This study examined the learners’ attitude and preference toward error correction through 50 first year SSRUIC students both male (25) and female (25) in Bangkok, Thailand. The data were collected from a questionnaire and interviews to investigate the necessity and frequency, timing, type of errors, method of corrective feedback, and person who gives error correction in order to answer the overall research question and sub-questions. The findings indicate five suggestions regarding the overall research question. Firstly, errors should be treated, and always be treated. Secondly, treating errors after finish speaking is the most appropriate time. Thirdly, “errors that may cause problems in an understanding of listener” and “frequent spoken errors” should be treated. Fourthly, repetition and explicit feedback were the most popular types of feedback among males, whereas metalinguistic feedback was the most favoured types amongst females. Finally, teachers were the most preferred person to deliver corrective feedback for the learners. Although the results of the study are difficult to generalize to a larger population, which are Thai EFL learners because of the small sample, the findings provide useful information that may contribute to understanding of SSRUIC learners’ preferences toward error corrections and it might reduce the gap between what teachers employ and what students expect when receiving corrective feedback. The reduction of this gap may be useful for the learning process and could enhance the efforts of both teachers and learners in a Thai context.

Keywords: attitude, corrective feedback, error, preference

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Authors: Kamolrat Turner, Somporn Rakkwamsuk, Ladda Leungratanamart

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The aim of this descriptive study was to determine the perception of 21^st century skills among nursing professors and nursing students at Boromarajonani College of Nursing, Chonburi. A total of 38 nursing professors and 75 second year nursing students took part in the study. Data were collected by 21^st century skills questionnaires comprised of 63 items. Descriptive statistics were used to describe the findings. The results have shown that the overall mean scores of the perception of nursing professors on 21^st century skills were at a high level. The highest mean scores were recorded for computing and ICT literacy, and career and leaning skills. The lowest mean scores were recorded for reading and writing and mathematics. The overall mean scores on perception of nursing students on 21^st century skills were at a high level. The highest mean scores were recorded for computer and ICT literacy, for which the highest item mean scores were recorded for competency on computer programs. The lowest mean scores were recorded for the reading, writing, and mathematics components, in which the highest item mean score was reading Thai correctly, and the lowest item mean score was English reading and translate to other correctly. The findings from this study have shown that the perceptions of nursing professors were consistent with those of nursing students. Moreover, any activities aiming to raise capacity on English reading and translate information to others should be taken into the consideration.

Keywords: 21st century skills, perception, nursing instructor, nursing student

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Authors: Kaine Gulozer

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Listening comprehension in a foreign language context has been a constant challenge for Turkish speakers of English. Syntactic priming (SP) of relative clauses might affect the perception of subsequent sentences of identical structure and this could have an impact on the listening comprehension of second or foreign language learners. There has been little attempt to investigate the syntactic priming of English subject relative clauses and object relative clauses in relation to perception for the learners of English in Turkish context. This study investigates SP effects on low-proficiency EFL learners’ production of English relative clauses. Both qualitative and quantitative method along with a pre-test and post-test tasks were adopted, recruiting 62 EFL learners to receive a six-week listening instruction on relative clauses. Testing instruments for language production included the two tasks: (1) the visual- cued presentation and recall and (2) the auditory-cued presentation and recall. Students’ listening comprehension in task 1 and 2 were recorded and transcribed. Fifteen of the participants were also interviewed. The results of the dependent samples t-test analyses revealed that SP had a significant effect on the overall perception of relative clauses.

Keywords: listening comprehension, relative clauses, structural priming, syntactic persistance, syntactic priming

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Authors: Yohannes Bisa Biramo

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This study examined the meditational role of surface acting and deep acting on the relationship between calling orientation and work engagement of teachers in secondary schools of Wolaita Zone, Wolaita, Ethiopia. A predictive non-experimental correlational design was performed among 300 secondary school teachers. Stratified random sampling followed by a systematic random sampling technique was used as the basis for selecting samples from the target population. To analyze the data, Structural Equation Modeling (SEM) was used to test the association between the independent variables and the dependent variables. Furthermore, the goodness of fit of the study variables was tested using SEM to see and explain the path influence of the independent variable on the dependent variable. Confirmatory factor analysis (CFA) was conducted to test the validity of the scales in the study and to assess the measurement model fit indices. The analysis result revealed that calling was significantly and positively correlated with surface acting, deep acting and work engagement. Similarly, surface acting was significantly and positively correlated with deep acting and work engagement. And also, deep acting was significantly and positively correlated with work engagement. With respect to mediation analysis, the result revealed that surface acting mediated the relationship between calling and work engagement and also deep acting mediated the relationship between calling and work engagement. Besides, by using the model of the present study, the school leaders and practitioners can identify a core area to be considered in recruiting and letting teachers teach, in giving induction training for newly employed teachers and in performance appraisal.

Keywords: calling, surface acting, deep acting, work engagement, mediation, teachers

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Authors: Fatma Tezel Sahin, Zeynep Nur Aydin Kilic, Aysegul Akinci Cosgun

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Family involvement activities are a significant place in increasing the success in preschool education and maintaining the education. It is necessary that both of the parents be in the family involvement activities. However, while mother involvement is obtained in the family involvement activities, father involvement is neglected. For that reason, the current study aims at determining the views of teachers with regard to father involvement in the preschool education programs. The working group of the study consisted of 23 preschool teachers. The study is a descriptive survey. The data were obtained through individual interviews. As a data collection instrument, “Teacher Interview Form” was used. The data were analysed through content analysis method. The data regarding the views of the teachers were given as frequency and percentage values. At the end of the research, a great majority of the teachers stated that they were proficient in applying family involvement studies. They also pointed out that they held more family meetings in order to obtain family involvement and then they implemented involvement activities both in the class and out of the class for parents. They expressed that they observed more mother involvement in these activities that fathers. Parents expressed that the reasons why fathers involved in these activities less compared to mothers were the working conditions of fathers and that it was regarded as a task of mothers. Depending on the results of the research, it is likely to recommend that fathers should be informed about the involvement in family activities and that some applications and opportunities should be supplied for the fathers in preschool education institutions in order to encourage them.

Keywords: preschool education, parent involvement, father involvement, teacher views

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Authors: Ivy Jeralyn T. Andres, Eva B. Macugay

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Using a descriptive research design utilizing the Research and Development (R&D) methodology, this study focused on the development of Reproductive Health Education (RHE) Toolkit for Science Teachers that provides a guide in teaching reproductive health. Based on the findings, the teacher-respondents identified nine topics that can be included in the development of the RHE toolkit. The topics included are The Male Reproductive System, The Female Reproductive System, The Roles of Hormones in Male and Female Reproductive System, Menstrual Cycle, Fertilization, Pregnancy and Childbirth, Breastfeeding, Human Reproductive and Developmental Concerns and Reproductive Health Management and Diseases. The developed RHE Toolkit is remarked as very highly valid and very highly acceptable learning material. The validators and evaluators acknowledged the developed RHE toolkit as clear, creative, and academically useful supplemental material for educating reproductive health. Moreover, it follows the principles of SMART objectives, factual, timely, and relevant content for both learners and the community as a whole. Science teachers should employ the RHE Toolkit in teaching reproductive health education into their respective classes. It is also suggested that the developed RHE toolkit can be implemented to elementary pupils and the community, particularly in rural areas.

Keywords: reproductive health education, toolkit, science teachers, supplemental material

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Authors: Suriani Oxley

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All teachers aim to conduct a successful and an effective teaching. Teacher will use a variety of teaching techniques and methods to ensure that students achieve the learning objectives but often the teaching and learning processes are interrupted by a number of things such as noisy students, students not paying attention, the students play and so on. Such disturbances must be addressed to ensure that students can concentrate on their learning activities. This qualitative study observed and captured a video of numerous tricks that teachers in Labuan have implemented in helping the students to pay attentions in the classroom. The tricks are such as Name Calling, Non-Verbal Clues, Body Language, Ask Question, Offer Assistance, Echo Clapping, Call and Response & Cues and Clues. All of these tricks are simple but yet interesting language learning strategies that helped students to focus on their learning activities.

Keywords: paying attention, observation, tricks, learning strategies, classroom

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Authors: Sultan Shujja, Farah Malik

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The study examined the mediating role of peer rejection in direct relationship of parental rejection and psychological adjustment among adolescents. Researchers used self-report measures e.g., Parental Acceptance-Rejection Questionnaire (PARQ), Children Rejection Sensitivity Questionnaire (PARQ), and Personality Assessment Questionnaire (PAQ) to assess perception of parent-peer rejection, psychological adjustment among adolescents (14-18 years). Findings revealed that peer rejection did not mediate the parental rejection and psychological adjustment whereas parental rejection emerged as strong predictor when demographic variables were statistically controlled. On average, girls were psychologically less adjusted than that of boys. Despite of equal perception of peer rejection, girls more anxiously anticipated peer rejection than did the boys. It is suggested that peer influence on adolescents, specifically girls, should not be underestimated.

Keywords: peer relationships, parental perception, psychological adjustment, applied psychology

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Authors: Marina B. Cottrell

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Tempo plays a significant role in the perception of metrical groupings, with faster tempi tending to increase the number of beats in a given metrical unit. Previous research has shown a correlation between the perception of metric grouping and native language, but little is currently known about other possible musical factors that contribute to metric grouping tendencies. This study aims to find the tempo boundaries at which the perceptual groupings of a melodic pattern changes and to correlate these regions with self-reported musical experience. Participants were presented with looping melodies (divided between major and minor keys). Using a slider bar that controlled the tempo, subjects were asked to locate the point at which they heard the metric grouping doubled or halved. This region was shown to primarily be affected by the mode and time signature of the stimulus. The results also suggest a correlation between the level of musical training and the region of perceived grouping change.

Keywords: meter, metric grouping, mode, tempo

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Authors: Ramona Zharfpeykan

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The concept of sustainability is generally considered as a key topic in many countries, and sustainability reporting is becoming an important tool for companies to communicate their sustainability plans and performance to their stakeholders. There have been various studies on factors that may influence sustainability reporting in companies. This study examines the possible effect of some of the organisational factors on corporate sustainability reporting. The organisational factors included in this study are a company’s type (public or private), industry, and size as well as managers’ perception of the level of importance of indicators in reporting these indicators. A survey was conducted from 240 Australian and New Zealand companies in various industries. They were asked about their perception of the importance of sustainability indicators in their performance and if they report these indicators. The GRI indicators used to develop the survey. A multiple regression model was developed using reporting strategy score as dependent and type, size, industry categorisation, and managers’ perception of the level of importance of the GRI indicators as independent factors. The results show that among all the factors included in the model, size of a company and the perception of managers of the level of importance of environmental and labour practice indicators can affect the sustainability scores of these companies.

Keywords: sustainability reporting, global reporting initiative, sustainability reporting strategy, organisational features

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Authors: T. T. K. Nguyen, T. H. Doan

Abstract:

The study investigates students’ perceptions and students’ use of vocabulary learning strategies (VLS) among non-English majors at Ho Chi Minh City University of Technology (HUTECH). Three main issues addressed are (1) to determine students’ perception in terms of their awareness and the level of the importance of vocabulary learning strategies; (2) students’ use in terms of frequency and preference; (3) the correlation between students’ perception in terms of the level of the importance of vocabulary learning strategies and their use in terms of frequency. The mixed method is applied in this investigation; additionally, questionnaires focus on social groups, memory groups, cognitive groups, and metacognitive groups with 350 sophomores from four different majors, and 10 sophomores are invited to structured interviews. The results showed that the vocabulary learning strategies of the current study were well aware. All those strategies were perceived as important in learning vocabulary, and four groups of vocabulary were used frequently. Students’ responses in terms of preference also confirmed students’ use in terms of frequency. On the other hand, students’ perception correlated with students’ use in only the cognitive group of vocabulary learning strategies, but not the three others.

Keywords: vocabulary learning strategies, students' perceptions, students' use, mixed methods, non-English majors

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Authors: Chako G. Chako

Abstract:

This study reports on an ongoing research that explores pre-school mathematics. Participants in the study includes three pre-school teachers and their pre-school learners from one school in Gaborone. The school was purposefully selected based on its performance in Botswana’s 2019 national examinations. Specifically, the study is interested on teachers’ explanations of mathematics concepts embedded in pre-school mathematics tasks. The interest on explanations was informed by the view that suggests that, the mathematics learners get to learn, resides in teachers’ explanations. Recently, Botswana’s basic education has integrated pre-school education into the mainstream public primary school education. This move is part of the government’s drive to elevate Botswana to a knowledge-based-economy. It is believed that provision of pre-school education to all Batswana children will contribute immensely towards a knowledge-based-economy. Since pre-school is now a new phenomenon in our education, there is limited research at this level of education in Botswana. In particular, there is limited knowledge about what and how the teaching is conducted in Pre-Schools in Botswana. Hence, the study seeks to gain insight into what constitutes mathematics in tasks that learners are given, and how concepts are made accessible to Pre-school learners. The research question of interest for this study is stated as: What is the nature Pre-school teachers’ explanations of mathematics concepts embedded in tasks given to learners. Casting some light into what and how pre-school mathematics tasks are enacted is critical for policy and Pre-school teacher professional development. The sociocultural perspective framed the research. Adler and Rhonda’s (2014) notion of exemplification and explanatory communication are used to analyze tasks given to learners and teachers’ explanations respectively.

Keywords: classroom, explanation, mathematics, pre-school, tasks

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Authors: K. M. Saif Ur Rahman, Razib Mamun, Himica Arjuman, Fida Al Shams

Abstract:

Introduction: Autism spectrum disorder (ASD) has become an emerging neurodevelopmental disorder with increasing prevalence. It has become an important public health issue globally. Many approaches including speech and language therapy (SLT), occupational therapy, behavioral therapy etc. are being applied for the betterment of the ASD patients. This study aims to describe the characteristics of ASD patients and perception of caregiver regarding SLT in Bangladesh. Methods: This cross-sectional study was conducted in a therapy and rehabilitation center at Dhaka city. Caregivers of 48 ASD patients responded regarding their perception of SLT and characteristics of patients. Results: Among 48 ASD patients, 56.3% were between 3 to 5 years age group with a male predominance (87.5%). More than half of the participants (56.3%) initiated SLT at the age of 1-3 years and the majority (43.8%) were taking SLT for less than 1 year. Majority of the patients (64.6%) were taken to a physician for healthcare as a first contact of which 29.2% were referred to SLT by physicians. More than half (56.3%) of the caregivers were moderately satisfied with SLT and most of them (62.5%) mentioned moderate improvement through SLT. Improvement rate was 10-15% in specific symptoms such as eye contact, complex mannerism, pointing, imitation etc. Conclusion: This study reveals the self-reported perception of caregivers on SLT. Despite reported improvements, more exploration of different approaches and intervention for management of ASD is recommended.

Keywords: ASD, characteristics, SLT, Bangladesh

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Authors: Taezoon Park, Wonil Hwang

Abstract:

This study aims to build a design guideline for the effective visual display used for consumer products considering user characteristics; gender and age. Although a number of basic experiments identified the limits of human visual perception, the findings remain fragmented and many times in an unfriendly form. This study compiled a design cases along with tables aggregated from the experimental result of visual perception; brightness/contrast, useful field of view, color sensitivity. Visual design elements commonly used for consumer product, were selected and appropriate guidelines were developed based on the experimental result. Since the provided data with case example suggests a feasible design space, it will save time for a product designer to find appropriate design alternatives.

Keywords: design guideline, consumer product, visual design element, visual perception, emotional design

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Authors: Carla O'Connor, Shanta' Robinson, Alaina Neal, Elan Hope, Adam Hengen, Samantha Drotar

Abstract:

In this paper, we provide a preliminary analysis of the stories teachers tell about their Black students in their efforts to make sense of and professionally resolve the underperformance of Black students in their district. The teachers themselves hail from three demographically distinct districts that participate in the state coordinated inter-district school choice system. The districts are Varuna Hills (a pseudonym, as are all other names in this manuscript), a district that serves a predominantly White and affluent community; Newport, a district that serves a socioeconomically diverse but still majority White population; and Aspen, a district in which the student body is predominantly Black and predominantly working to lower middle class. Relying upon teacher focus group interviews in each of these districts which share a common reform context, we show how teachers’ everyday and narrative discourse makes meaning of the bodies and achievement of Black students and their families. More specifically, we show that these discourses construct Black students as interlopers, as suffering from extraordinary neediness, and in dire need of proper parenting. Our analysis reveals that there are nuances by which the teachers articulate these discourses with the nuances being a function of how the schools of choice reform context intersects with the demographics of each school and beliefs about the demographics of the schools of choice population. We unpack the racialized and classed nature of these narratives and the implications for teachers’ personal practical knowledge.

Keywords: black achievement, educational access and opportunity, race and schooling, teacher knowledge and education

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