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0.444
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) LLT Journal: A Journal on Language and Language Teaching
Sayeed Naqibullah Orfan
Takhar University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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LETTER RECOGNITION AND HAND-COPYING SKILLS OF CHILDREN: A COMPARATIVE STUDY OF DARI AND ENGLISH ALPHABET LETTERS Sayeed Naqibullah Orfan; Mohammad Kazem Timor
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i2.6204

Abstract

This study aimed to explore and compare the difficulty level of alphabet letter recognition and hand-copying skills among children between two languages, English capital letters, and Dari alphabet letters. The participants were preschool children aged (4-5) in Taloqan City of Afghanistan. An observation method followed by a pre-test, a class session, and a post-test were conducted on the participants. The tests used in this study were Rapid Automatized Naming (RAN) and a paired samples t-test. The study's findings showed no significant difference in letter recognition between English and Dari letters; however, there was a significant difference in the hand-copying test. Also, the results of the study displayed that shapes of the letters played an important role in hand-copying the alphabet letters while it did not impact the letter recognition process.
The influence of school climate on high school teachers’ job satisfaction in a conflict-affected country Abdul Qawi Noori; Hamdan Said; Sayeed Naqibullah Orfan; Siti Nisrin Mohd Anis
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.22890

Abstract

School climate plays a vital role in a teacher’s job performance, satisfaction, and school effectiveness. There were abundant studies on school climate and effectiveness and its relationship with teachers’ job performance and job satisfaction for primary and secondary schools in developed and developing countries. Unfortunately, there were scarce studies on teachers’ satisfaction in underdeveloped countries with prolonged conflicts and government instability. This study investigated the influence of school climate on teachers’ job satisfaction in a conflict-affected country, Afghanistan. It employed a survey questionnaire to collect data from public high school teachers in the Takhar province of Afghanistan. The data were descriptively and inferentially analyzed with the aid of statistical package for the social sciences (SPSS). Despite prolonged conflicts and government instability, the study found a statistically positive correlation between school climate and high school teachers’ job satisfaction. It also revealed statistically significant differences in the satisfaction level of teachers by their demographic variables, i.e., gender, educational qualification, age, and working experience. The study suggests that education administrators, school leaders, and other stakeholders develop a policy advancing a peaceful and conducive learning environment to improve student’s learning outcomes, teachers’ job performance and satisfaction, and school effectiveness. Future studies may qualitatively examine schools in different parts of the country.
Co-Authors Abdul Qawi Noori Hamdan Said Mohammad Kazem Timor Siti Nisrin Mohd Anis