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Assessing the Students and EFL Teachers’ Perception and Practice of Active Learning: In Case of Second Year English Language and Literature Students at Kabridahar University
Mulugeta Asnakew,
Mebit Bayih,
Endeshaw Alemu
Issue:
Volume 6, Issue 4, August 2021
Pages:
92-98
Received:
23 April 2021
Accepted:
2 July 2021
Published:
13 July 2021
Abstract: The purpose of this study was to investigate English major students’ and teachers’ perception and practice of active learning. To assess how the perceptions of students influence their practices of active learning and to identify factors affecting the practice of active learning. To conduct the study, qualitative and quantitative method were employed. The study was conducted in Kabridahar University and the data were collected from 16 English major students, and 4 of the English as a foreign language teacher of the University. In the selection of the sample population, simple random sampling was used. And the instrument of data collections: questionnaire, Interview, and Observation were used respectively. And the data were analyzed and presented by using table which were collected through questionnaires from students. The data gathered through class room observation and interview from teachers were presented by statement or by using words. The findings of the study revealed that the implementers of active learning means students’ and teachers’ have perceived active learning in good way. In spite of their good perceptions, their practices of active learning were low. Among these factors that affect the practice of active learning; lack of students’ interest, lack of encouragement, and lack of reference material were the major ones. Finally recommendations were forwarded based on the major findings so to minimize problems encountered, and maximized the implementation of active learning.
Abstract: The purpose of this study was to investigate English major students’ and teachers’ perception and practice of active learning. To assess how the perceptions of students influence their practices of active learning and to identify factors affecting the practice of active learning. To conduct the study, qualitative and quantitative method were employ...
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Tracer Study of 2019 Graduates of Holeta Polytechnic College in the Catchment Area
Tamiru Fufa,
Markos Zelalem,
Gemechu Feyisa,
Teferi Daba,
Efa Gobena
Issue:
Volume 6, Issue 4, August 2021
Pages:
99-111
Received:
25 May 2021
Accepted:
8 July 2021
Published:
15 July 2021
Abstract: A purpose-driven and effective TVET is basic to generate competent and essential high-level skills, values, and knowledge vital for the socio-economic development of a country. The study traced the HPC students who graduated in 2011 in terms of their job placement profile and the usefulness, relevance, and adequacy of the skills and competencies as well as work-related values to their job placement. A survey method using questionnaire was utilized to 229 respondents. Results revealed that most of the respondents didn’t landed on jobs which were related to their training program for about 1-6 months. The total number 2019 graduates employed in these organization were 45 out of which 42 graduates 50% (21) were employed on the related position where as 50% (21) were employed to the position which is irrelevant to their field of study. The remaining 6.7% did not respond. These employed graduates are from 7 different colleges and one TVET center. The occupation they have been specialized in are 9. Out of 51 graduates found in Holeta and Walmara district only 14 unemployed graduates filled the survey questionnaires 14.3% (2) continued their degree program while other are still searching for the job. The study revealed that lack of experience, existing bureaucracy, saturation of the occupation of the graduate’s main obstacles to get jobs. Finally, as one aspect in the sustainability it will be crucial to identify ways to further publish and disseminate the tracer study results, in order to make them a regular, visible steering tool for both TVET institutes at the local level as well as at the national level.
Abstract: A purpose-driven and effective TVET is basic to generate competent and essential high-level skills, values, and knowledge vital for the socio-economic development of a country. The study traced the HPC students who graduated in 2011 in terms of their job placement profile and the usefulness, relevance, and adequacy of the skills and competencies as...
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Evaluation of the Effectiveness of Group Assertiveness Program on Increasing the Social Skills of Autistic Students
Akram Hafezi,
Zohreh Majd,
Fatemeh Sedighi
Issue:
Volume 6, Issue 4, August 2021
Pages:
112-119
Received:
11 June 2021
Accepted:
10 July 2021
Published:
27 July 2021
Abstract: The aim of this study was to investigate the effectiveness of group assertiveness program on increasing the level of social skills of autism students. In this study, first using the social skills test (Ahmadi-Nourani, 1997) students with skills Low social, those who received a score lower than 100 were identified. These individuals were selected as a sample and then randomly divided into experimental and control groups. The statistical sample of this study included 30 autism students who were randomly selected. The experimental and control groups were divided into two groups of 15 people. Then, the group training program was taught to the experimental group in 10 sessions. After this training, social skills tests were performed on both groups. Finally, the data were analyzed. According to the results, the experimental group, children who were trained in the courage program, performed better than the control group in the social skills test. That is, the group courage program was effective in increasing the social skills and non-verbal social relationships of autistic students. It is therefore suggested that the direction Increase self-expression and improve the social skills of students with autism. Use a group learning program.
Abstract: The aim of this study was to investigate the effectiveness of group assertiveness program on increasing the level of social skills of autism students. In this study, first using the social skills test (Ahmadi-Nourani, 1997) students with skills Low social, those who received a score lower than 100 were identified. These individuals were selected as...
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Changes in the Content of the Technology Subject and Students’ Learning Achievements
Issue:
Volume 6, Issue 4, August 2021
Pages:
120-128
Received:
24 June 2021
Accepted:
16 July 2021
Published:
27 July 2021
Abstract: Based on Lithuanian and foreign scientific, pedagogical and psychological literature, normative state documents, the article identifies the importance of personality development during technology lessons, taking into account gender. The author analyzes the problems of technological subject content change in the development of children's social and technological competencies, which have a direct impact on the internalization of personality values and the fostering of creativity. The shortcomings of the education system, on which the unequal educational attainment of students of different genders depends, are also examined. The results of the student and teacher survey and recommendations are provided to suggest ways to reduce these differences. A person's inclinations and abilities are determined by nature and upbringing. A child's development is inextricably linked to both of these factors. Nature is the most important factor influencing gender-specific behavior, but experience, practice, and interaction with others also affect neurons and brain connections. Technology lessons and studies are a great medium to encourage students' (young people's) creative beginnings, develop their creativity, positive thinking, implement moral values and strengthen motivation for science. The subject of technology is the only thing whose change in content has helped to refine the natural teaching (learning) of boys and girls and to draw attention to the differences in their teaching and learning achievements in other subjects as well. There is currently a lack of subject didactics research to help understand how to effectively teach different subjects to students of different genders. Coordinated efforts should be made in Lithuania and around the world to encourage boys and girls to reach their full potential. It is therefore necessary to change the education strategy. Reduce the study load in subjects, give up homework or replace homework with creative projects or long-term tasks. Children’s brain circuits have a certain period of puberty and are psychologically unprepared for information and workload not according to their age and nature. Stop forming a "fear" attitude towards science for students who are being prepared for their twelfth grade exams from the first grade.
Abstract: Based on Lithuanian and foreign scientific, pedagogical and psychological literature, normative state documents, the article identifies the importance of personality development during technology lessons, taking into account gender. The author analyzes the problems of technological subject content change in the development of children's social and ...
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The Effect of Boldness Program on Increasing the Level of Non-verbal Communication Skills of Autism Children
Akram Hafezi,
Maryam Sadat Fakhimpoor,
Azam Kedri
Issue:
Volume 6, Issue 4, August 2021
Pages:
129-137
Received:
11 June 2021
Accepted:
12 July 2021
Published:
28 July 2021
Abstract: The aim of this study was to investigate the effectiveness of group assertiveness program on increasing the level of social skills of autism spectrum disorders children. Using the social skills questionnaire (Ahmadi et al. 1997), children whose communication skills score was less than 100 were identified. These individuals were selected as a sample and then randomly divided into experimental and control groups. The statistical sample of this study included 30 autism children who were randomly selected. The experimental and control groups were divided into two groups of 15 people. Then, the group training program was taught to the experimental group in 10 sessions. After this training, social skills tests were performed on both groups. Finally, Data were Analise. According to the results, The experimental group is children who were trained in a daring program; They performed better than the control group in the non-verbal communication skills test. That is, the group assertiveness program was effective in enhancing the nonverbal communication skills of children on the autism spectrum. Generally. General education, formal adult education, tutoring and various educational materials that should be provided to them by various centers. Some forms of exercise-behavior are often used in the training of courage and ascension.
Abstract: The aim of this study was to investigate the effectiveness of group assertiveness program on increasing the level of social skills of autism spectrum disorders children. Using the social skills questionnaire (Ahmadi et al. 1997), children whose communication skills score was less than 100 were identified. These individuals were selected as a sample...
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Philosophy, Education and Human Formation: An Analysis of the Dialectic Relation of Politics as Pedagogy or of Pedagogy as Politics
Junot Matos,
Gilmar Lima Fernando,
Thales Castro
Issue:
Volume 6, Issue 4, August 2021
Pages:
138-143
Received:
23 April 2021
Accepted:
21 July 2021
Published:
29 July 2021
Abstract: The present article focuses on a philosophical approach of pedagogy as a political phenomenon. Moreover, it is our intention to use the Pedagogics/Politics categories to fight the epistemological murders committed by Western Christian philosophy. We refute the separation between Philosophy and Education because philosophy has always had a pedagogical dimension, just as education has always had a philosophical dimension, and in the same vein, we refuse to consider education and politics separately. They are both indeed intertwined in a thread of personal significance that will allow us to overcome the pedagogical Oedipus. The paragraphs that follow therefore represent a provocative reconsideration of political symbolism as a major driving force for human formation and development in its pedagogical dimension. For the objective purpose of this article, politics is hereby understood as the constant struggle to gain and maintain power and force capital amongst all related social agents. The pedagogical dimension, as accordingly depicted here, will therefore represent an endless driving forces in a fragile equilibrium between education, transformation and empowerment. These forces will also serve as a maneuvering to obtain well established values and objectives. There is no neutrality in pedagogy and in politics, as we perceive. Our conclusions are open-ended and can be foreseen as a work in process. Such concluding remarks, moreover, need further collaborative cooperation between all of the above-mentioned stakeholders.
Abstract: The present article focuses on a philosophical approach of pedagogy as a political phenomenon. Moreover, it is our intention to use the Pedagogics/Politics categories to fight the epistemological murders committed by Western Christian philosophy. We refute the separation between Philosophy and Education because philosophy has always had a pedagogic...
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Changing the Content of the Subject of Technology
Issue:
Volume 6, Issue 4, August 2021
Pages:
144-152
Received:
24 June 2021
Accepted:
10 August 2021
Published:
18 August 2021
Abstract: Creation is an important reflection of the internal and external world of the pupil, an expression of his or her own individuality. When a child creates, he or she expresses his or her feelings, attitudes toward the surrounding world, and what lies within the child: feelings, experiences, thoughts, wishes, needs, objectives and dreams. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. The programme lacks attention to pupil‘s growth as healthy personality. Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried-out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also less valued (29,6%). A relatively large number of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. Girls need more time to learn in the textile division, in order to be more feminine. To become more masculine, boys should devote more time to the division of construction materials. The assessment of various technological programmes (nutrition, construction materials, textiles), in the pupils‘ opinion, showed that the natural qualities of boys (as men) and girls (as women) are educated only partially. Therefore, the pupil is not educated as a personality.
Abstract: Creation is an important reflection of the internal and external world of the pupil, an expression of his or her own individuality. When a child creates, he or she expresses his or her feelings, attitudes toward the surrounding world, and what lies within the child: feelings, experiences, thoughts, wishes, needs, objectives and dreams. Thus, the le...
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The Relationship Between Global Citizenship, Personality, and Social Dominance Orientation
Jonathan Appel,
Dohee Kim-Appel,
Alyse Dietz,
Alexis Glick,
Brianna Huether,
Justin Kopronica,
Janae Walls
Issue:
Volume 6, Issue 4, August 2021
Pages:
153-158
Received:
28 July 2021
Accepted:
19 August 2021
Published:
30 August 2021
Abstract: The concept of global citizenship identity is a multidisciplinary construct that has been studied in recent years. Unfortunately, there is not much research, which has measured the impact of globalization on such psychological constructs as personality, identity, and social functioning. The purpose of the present research is to assess psychological and demographic variables that co-exist with a “Global Citizenship” measure. Global citizenship for this study is operationalized as the awareness and embracing of cultural diversity while promoting sustainability and social justice. Global citizenship includes a sense of responsibility to act. Theory and research suggest that being aware of one’s connection with others in the world (global awareness) is rooted in settings that value global citizenship (normative environment) and can lead to greater identification with citizens worldwide. Specifically, the research presented is this paper consists of collecting and analyzing data, examining the interrelationships between global citizenship, a five-factor personality measure, demographic variables, a measure of social dominance, and a political orientation assessment. It was hypothesized personality variables would be able to predict level of global citizenship identity. Additionally, it was predicted Social Dominance Orientation (SDO) would be related to Global Citizenship Identity. The meaning and the implications of the findings obtained are discussed in the context of psychological, social and political behaviors.
Abstract: The concept of global citizenship identity is a multidisciplinary construct that has been studied in recent years. Unfortunately, there is not much research, which has measured the impact of globalization on such psychological constructs as personality, identity, and social functioning. The purpose of the present research is to assess psychological...
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