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International Journal of Education, Teaching, and Social Sciences
Published by Training and Research Institute Jeramba Ilmu Sukses
ISSN : -     EISSN : 28090489     DOI : https://doi.org/10.47747
Core Subject : Education, Social,
Education Social Sciences Other
International Journal of Education, Teaching, and Social Sciences (IJETS) is a peer-reviewed journal which publishes original research papers. IJETS is established in 2021 and currently published quarterly (January, May, September, and December). IJETS focuses on, but are not limited to, applications and best practice in any field of education, teaching, learning and social sciences studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 39 Documents
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Exploring the Factors in Student’s Retention of E-learning Mathematics: A Case of Grade 12 Senior High School Students at the University of Perpetual Help System-Pueblo de Panay Campus Ace N. Bombaes; Jeric S. Fuasan; Winston N. Garcia
International Journal of Education, Teaching, and Social Sciences Vol. 1 No. 1 (2021)
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.825 KB) | DOI: 10.47747/ijets.v1i1.341

Abstract

The study aims to determine the effects of teacher’s factors, student attitude, and motivation on student’s ability to absorb, recall and maintain the learned concepts. This research measures the effects of the said factors on student’s mathematics retention. For this study, the data are collected from 101 STEM students of the University of Perpetual Help System-Pueblo de Panay Campus. The data analysis is done using Paired t-test, Cronbach’s Alpha and Pearson r. The results have revealed that teacher’s factor, students’ attitude and motivation have significant differences. Results indicate that the three factors have statistical effect and significant impact on student's ability to absorb, recall and maintain the learned concepts in Mathematics via e-learning platform. Based on the findings, teacher’s factor is one of the factors the school should give much focus on since teacher has the ability to motivate and influence the attitude and performance of the students and they are accountable for the performance for the students. Furthermore, the study finds out that e-learning does not reduce education. Retention rates for online students are much higher than for traditional because it makes every learning material accessible, thus increasing student’s productivity by finishing a course when physical limitations are removed.
Paradigm Shift for Online Learning: Voices of Undergraduates from a National University in Sri Lanka L A P Madhuwanthi; Aruna Muthulingam; M G H Madusha
International Journal of Education, Teaching, and Social Sciences Vol. 1 No. 1 (2021)
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.439 KB) | DOI: 10.47747/ijets.v1i1.429

Abstract

The abrupt eruption of the Covid-19 pandemic made drastic shifts in doing many things under new normal conditions. Consequently, the education sector too had a giant leap from traditional physical mode to an online learning method, giving a novel experience to students. Online learning is a form of education in which the main elements include the physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication. Hence, this paper focuses on exploring problems faced by undergraduates in online learning in a national university in Sri Lanka. This is a qualitative study that used a convenient sample of 30 undergraduates who have undergone both the traditional learning mode and online learning method. Data collection was carried out through a self-administered, semi-structured questionnaire and thematic analysis was employed for the study. The study found that undergraduates are experiencing variety of problems in online learning as; technical issues, absence of conducive learning environment, financial burden, issues encountered from lecturers, pedagogical issues, and personal issues. This study provides useful implications for both the education policy formulators and educational institutions for the improvement of their online learning methods.
How Demographic Features and Attitudes of Student affect the Mathematics Performance of Students? With special reference to the Ordinary Level Students in Ratnapura Educational Zone in Sri Lanka H.V.R.G Hathella; Hunuwala Malawarage Priyanath
International Journal of Education, Teaching, and Social Sciences Vol. 1 No. 1 (2021)
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.042 KB) | DOI: 10.47747/ijets.v1i1.450

Abstract

The present study attempts to examine the effect of demographic characteristics and students' attitudes on the mathematics performance of Ordinary Level (OL) students in Sri Lanka. Data were collected from 110 students who sat for the 2019 OL examination, in Ratnapura Educational Zone in Sri Lanka. A structural questionnaire was used for data collection via a google form. ANOVA, t-tests, correlation tests, and descriptive statistics were employed for the data analyzing process. The results indicated that there are significant associations between mathematics performance and the demographic factors: residence, school type, parents’ educational level, and father’s occupation while the remaining factors; gender, mother’s occupation, family income, and some family members didn’t show significant relationships with mathematics performance. Results revealed a strong and significant association between mathematics performance and attitudes of students towards mathematics. Thus, the study provides empirical evidence which will support education officials, teachers, parents, and students to plan for achieving a higher performance of mathematics of OL students
COVID 19 and Higher Education Institution Operation: Unpacking the Potential of Higher Education through Acceptance of Online Learning Alberto Ndekwa
International Journal of Education, Teaching, and Social Sciences Vol. 1 No. 1 (2021)
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (491.817 KB) | DOI: 10.47747/ijets.v1i1.491

Abstract

This paper focused on analyzing the acceptance of online learning for unpacking the potential of higher education during COVID 19 lock down. Quantitative data was collected using questionnaire to a total sample of 258 respondents of Ruaha Catholic University. Systematic Sampling was used to pick a sample of students and academic staff where questionnaire were used to collect data for statistical analysis. Documentary review was used to get data to support and interpret findings from surveyed questionnaire. Data analysis using SEM revealed that usefulness and easiness of technology tend to influence the acceptance of using online learning method among students and academic staff of higher education. The significance influence of usefulness is explained by the fact that online learning is compatible to higher education environment which offer virtual learning and offer class to the students all the time while the easiness was found to be significant by the fact that online technology is ease to learn, ease to use and ease to access in higher education institution. It is concluded that for higher education community to accept online learning the technology should offer perceived benefit in terms of compatibility, virtual class, class should be available all the time and the technology should be simple and affordable. Addition, it is concluded that the technology should be ease to use, learn and access by community of higher education institution for them to accept it. This study recommends that the education institutions should design and implement the online learning system which is compatible, ease to use, ease to learn, ease to access and simple and affordable for every member of institution to unpack the COVID 19 Crisis. On the other hand, this paper recommends that training should be conducted to higher education institution community in order to educate them and create the awareness of the usefulness and easiness of online learning for them to unpack the COVID 19 Crisis.
Perceived Influence of Socio-Economic Infrastructure on Vocational Skills Acquisition and Practice Among Youths in Bonny Local Government Area A.U. Nnodim; Matilda T. Allison
International Journal of Education, Teaching, and Social Sciences Vol. 1 No. 1 (2021)
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.587 KB) | DOI: 10.47747/ijets.v1i1.572

Abstract

The study was conducted to investigate the perceived influence of socio-economic infrastructure on vocational skills acquisition and practice among rural youths in Bonny Local Government Area, Rivers State. Three objectives, three research questions and three hypotheses guided the study. The total population of the study was 78,373 rural youths while the sample size was 398 youths sampled from the population using Taro Yeman sample determination model. A structured questionnaire was used to gather data for the study. Data were analyzed using mean and standard deviation , while z-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that youths in Bonny Local Government Area agreed that they were exposed to varied vocational skills training . Also, the respondents agreed that transportation influences their acquisition and practice of vocational skills, and finally, the youths agreed that electricity influences their vocational skills acquisition and practice amongst other. It was then recommended that government should provide more training centres for youths, employment should not be on paper and pen qualifications alone but also on skills acquisition related to the job areas.
Constructivist Approaches: A Budding Paradigm for Teaching and Learning Entrepreneurship Education NumbaraBari E Kayii; Margaret E Akpomi
International Journal of Education, Teaching, and Social Sciences Vol. 2 No. 1 (2022): International Journal of Education, Teaching, and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (329.501 KB) | DOI: 10.47747/ijets.v2i1.586

Abstract

Constructivism is an approach to learning that believes in the personal construction of knowledge by learners through the interaction of prior knowledge to form a new experience. Constructivism represents the state-of-the-art in the teaching of Mathematics and Sciences at all levels of education. However, there is less work on constructivist teaching and learning in Entrepreneurship Education. This study reviewed theoretical and empirical studies on constructivism with emphasis on how it can help organizations achieve value creation through the vehicle of Entrepreneurship Education. Also, the study summarizes the pedagogical goals of constructivist learning and conceptualizes the dimensions of Entrepreneurship Education, the relevance of Entrepreneurship Education, teaching methods in Business Education, and brings out an understanding of the paradigm shift. The study reveals that the focus of Entrepreneurship Education is to promote innovation and value creation among learners. Consequently, the researcher has drawn a useful conclusion on the application of constructivist approaches in teaching Entrepreneurship Education, and it was recommended, among others; that stable industrial policy on the collaboration between small business entrepreneurs and research institutions for the exploitation of research findings of those institutions to achieve sustainable technological development.
Madrasah teacher job satisfaction, how does it relate to work motivation? A meta-analysis Juhji Juhji; Ilzamudin Ma’mur; Enung Nugraha; Naf’an Tarihoran; Encep Syarifudin
International Journal of Education, Teaching, and Social Sciences Vol. 2 No. 1 (2022): International Journal of Education, Teaching, and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.258 KB) | DOI: 10.47747/ijets.v2i1.589

Abstract

The low quality of education refers to teachers' low work motivation and job satisfaction. These two variables are important because they affect their performance in madrasas. Therefore, this paper aims to analyze the relationship between teacher work motivation and madrasah teachers job satisfaction in the last ten years. This research uses meta-analysis and systematic review using JASP 0.14.1.0 software. The data found as many as 25 papers through a search, and nine papers were selected according to predetermined characteristics. The data taken from the selected articles is the number of samples (N) and the correlation value (r) in each paper, and then the effect size is analyzed. The study results found that the effect size value resulting from the relationship between the two variables was 0.610, with a moderate category at a 95 per cent confidence level at an interval of 0.450 to 0.770. The meta-analysis results in this study have stated the consistency of the results of previous studies and have strengthened existing theories, so it can be concluded that there is a significant relationship between work motivation and madrasah teachers job satisfaction. Recommendations from the results of this study, it is necessary to conduct further research on job satisfaction of honorary teachers at every level of madrasah education.
DECISION – MAKING MODEL AND PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ONDO NORTH SENATORIAL DISTRICT OF ONDO STATE, NIGERIA Adeolu Joshua AYENI; Rita Titilayo OJO
International Journal of Education, Teaching, and Social Sciences Vol. 2 No. 1 (2022): International Journal of Education, Teaching, and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (682.075 KB) | DOI: 10.47747/ijets.v2i1.596

Abstract

The dwindling level of teachers’ productivity in Nigerian secondary schools has been a matter of serious concern, which the education stakeholders perceived to be the aftermath effect of the inadequacies in principals’ decision-making strategies. This study therefore investigated the levels of principals’ decision-making strategies and determined the implication for productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive survey research design and ex-post facto research design were adopted. The sample comprised 150 school administrators and 600 teachers randomly selected from 30 public secondary schools. Data were collected using three research instruments titled “Principals’ Decision Making Strategies Questionnaire” (PDMSQ), “Teachers’ Productivity Questionnaire” (TPQ), and “Students’ Academic Performance Proforma” (SAPP). Four research questions and seven hypotheses guided the study. Research questions were analyzed using frequency count, and mean, while the hypotheses were tested using Multiple Regression Analysis and Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Results revealed that the consultation strategy (β = .644), collaborative strategy (β = .566), feedback strategy (β = .542) and corporate review strategy (β = .512) had the highest values and positive contributions to teachers’ productivity while the open door strategy had the least contribution to teachers’ productivity (β = .312) at p< 0.05. The result further indicated that there was a significant relationship between open door strategy and teachers’ productivity [r = 0.591>0.195], also there was a significant relationship between principals’ collaborative strategy and teachers’ productivity [r = 0.699>0.195], there was a significant relationship between consultation strategy and teachers’ productivity [r = 0.893>0.195], there was a significant relationship between feedback strategy and teachers’ productivity [r = 0.711>0.195], there was a significant relationship between corporate review strategy and teachers’ productivity [r = 0.698>0.195], and there was a significant relationship between principals’ decision-making strategies and students’ academic performance [r = 0.626 >0.195]. It was concluded that teachers’ involvement in decision-making is moderate and this accounted for the moderate level of teachers’ productivity and students’ academic performance. Based on the findings, it is recommended that the school principals’ should intensify efforts in the use of consultation, collaborative, feedback and corporate review strategies to enhance decision-making process while the State Ministry of Education should organize seminar/workshop to improve principals’ competence in the use of decision-making strategies to enhance teachers’ productivity in secondary schools. The dwindling level of teachers’ productivity in Nigerian secondary schools has been a matter of serious concern, which the education stakeholders perceived to be the aftermath effect of the inadequacies in principals’ decision-making strategies. This study therefore investigated the levels of principals’ decision-making strategies and determined the implication for productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive survey research design and ex-post facto research design were adopted. The sample comprised 150 school administrators and 600 teachers randomly selected from 30 public secondary schools. Data were collected using three research instruments titled “Principals’ Decision Making Strategies Questionnaire” (PDMSQ), “Teachers’ Productivity Questionnaire” (TPQ), and “Students’ Academic Performance Proforma” (SAPP). Four research questions and seven hypotheses guided the study. Research questions were analyzed using frequency count, and mean, while the hypotheses were tested using Multiple Regression Analysis and Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Results revealed that the consultation strategy (β = .644), collaborative strategy (β = .566), feedback strategy (β = .542) and corporate review strategy (β = .512) had the highest values and positive contributions to teachers’ productivity while the open door strategy had the least contribution to teachers’ productivity (β = .312) at p< 0.05. The result further indicated that there was a significant relationship between open door strategy and teachers’ productivity [r = 0.591>0.195], also there was a significant relationship between principals’ collaborative strategy and teachers’ productivity [r = 0.699>0.195], there was a significant relationship between consultation strategy and teachers’ productivity [r = 0.893>0.195], there was a significant relationship between feedback strategy and teachers’ productivity [r = 0.711>0.195], there was a significant relationship between corporate review strategy and teachers’ productivity [r = 0.698>0.195], and there was a significant relationship between principals’ decision-making strategies and students’ academic performance [r = 0.626 >0.195]. It was concluded that teachers’ involvement in decision-making is moderate and this accounted for the moderate level of teachers’ productivity and students’ academic performance. Based on the findings, it is recommended that the school principals’ should intensify efforts in the use of consultation, collaborative, feedback and corporate review strategies to enhance decision-making process while the State Ministry of Education should organize seminar/workshop to improve principals’ competence in the use of decision-making strategies to enhance teachers’ productivity in secondary schools.
Strike Action and the Academic Performance of Students of Alvan Ikoku Federal College of Eduction Owerri Nkechi Nancy Abaekwume; Kenneth Agundu; Emmanuel Agoha; Annabel Uchechukwu Obinna-Akakuru
International Journal of Education, Teaching, and Social Sciences Vol. 2 No. 2 (2022): International Journal of Education, Teaching, and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v3i1.598

Abstract

This study examined the influence of strike action on the academic performance of students in tertiary institutions with particular reference to Alvan Ikoku Federal College of Education, Owerri, Imo State. The population of the study was 635 academic staff in five schools of the college. A sample of 128 representing 20% of the population was taken. The study adopted a descriptive survey design while the instrument for data collection was structured questionnaire. The likertfour-point, scale rating was adopted whereas the data collected were analyzed using mean. The result of the data analyzed showed that strike action highly influences the academic performance of students in tertiary institution. Poor remuneration, negligence by government, conducive academic environment among others were identified as major causes of strike action. The researchers recommend that autonomy of tertiary institutions, adequate funding, and the re-orientation of staff to find alternative ways of expressing their grievances as measures to curb incessant strike actions in our tertiary institutions.
The Role of Forum Discussion in the Online Learning Modality of Senior High School Students Renato Tiria; Mary Ann Ferrer; Lilibeth Caballero; Jenny Verzosa
International Journal of Education, Teaching, and Social Sciences Vol. 2 No. 1 (2022): International Journal of Education, Teaching, and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v2i1.658

Abstract

The new normal has brought changes in the teaching-learning platform. Different modalities are implemented to ensure the continuation of education, but some nations had decided to close their educational system while amidst the pandemic. The Philippines have decided to enter the synchronous and asynchronous modality of learning. This study aimed to know the role of online recitation through forum discussion in the synchronous learning modality. Thirty grade 11 STEM students were chosen purposively for this study. Google Classroom was the online platform used by the researchers, the classwork section of the google classroom was utilized where questions were posted, and responses were placed by the students. Rubric scoring was used to grade the works of students. The result of the study showed that there is no significant difference in the performance of students in terms of participation, quality of posts, plagiarism, and students' attitudes.

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