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EJHEAA
Published by Antis Publisher
ISSN : -     EISSN : 30321123     DOI : https://doi.org/10.61796/ejheaa.v1i1
Core Subject : Education,
Education
European Journal of Higher Education and Academic Advancement is an open-access, peer-reviewed international journal that offers comprehensive coverage of theoretical and empirical studies of higher education in Europe, comparative research within Europe, and comparisons between European and non-European higher education. Building on the successful legacy of its predecessor, Higher Education in Europe, EJHEAA is establishing itself as one of the flagship journals in the study of higher education and specifically in the study of European higher education. The journal accepts original research articles and proposals for special issues. We strongly recommend that authors consult back issues of EJHEAA for examples of topics of interest to our readership and to ensure that your proposed article is in conversation with any prior articles in the same topic area published in EJHEAA or other higher education journals. The articles that are part of a special issue do not all necessarily have to have an explicit European focus as long as the overall theme of the special issue fits the scope of this journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 58 Documents
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Search results for , issue "Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement" : 58 Documents clear
Effects of Computer-Mediated Instruction (Cmi) on Student-Teachers’ Misconceptions and Achievement in Physics Onyukwu Chima Onyedineke; Mangut Mankilik
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.15

Abstract

Physics is one of the natural sciences taught in Colleges of Education in Nigeria as a teaching subject with course units in line with the branches of physics, such as mechanics, thermodynamics, electromagnetism, optics, acoustics, astronomy and electronics. These course units are generally taught using the traditional lecture approach which neither give students opportunity to participate actively in the learning process nor co-construct knowledge as required in a science classroom. Consequently, students struggle with misconceptions which lead to poor academic achievement in physics. This study investigated the effects of computer-mediated instruction (CMI) on physics student-teachers’ misconceptions and achievement in Federal Colleges of Education, South-South Zone, Nigeria. The study adopted pretest-posttest one control group quasi-experimental design with intact classes. The study population comprised 51 physics student-teachers from the three federal colleges of education in the South-South zone of Nigeria who registered for Mechanics and Properties of Matter II during the 2018/2019 academic session. Simple random sampling technique was use to select the two federal colleges of education that participated in the study. Data were collected using Mechanics and Properties of Matter Misconceptions and Achievement Test (MPMMAT). Descriptive and inferential statistics were used for analysis with the assistance of Statistical Package for Social Sciences (SPSS) version 23.0 software. Result findings showed that Physics students hold a number of misconceptions on Mechanics and Properties of Matter II. Results equally revealed that CMI can improve students’ achievement in Mechanics and Properties of Matter II and can also reduce their misconceptions in the course. The study concluded that computer-mediated instruction (CMI) is an effective teaching approach which can reduce physics student-teachers’ misconceptions in mechanics and improve their academic achievement.
A Comparative Analysis of Experimental Learning Approach and Traditional Teacher Professional Development Programs Osias Kit T. Kilag; Marsha Heyrosa-Malbas; Marivic U. Sebial; Jeraldine M. Mayol
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.27

Abstract

This quantitative research study aimed to compare the effectiveness of experimental learning approaches and traditional professional development programs in improving the learning outcomes of teachers. The study was conducted with 40 teachers from two private schools in the Philippines. Participants were randomly assigned to either the experimental learning group or the traditional professional development group. Data were collected through a pretest-posttest questionnaire and a satisfaction survey. The pretest-posttest questionnaire consisted of 20 multiple-choice questions designed to assess the participants' knowledge, skills, and understanding of the latest teaching methodologies and technologies. The satisfaction survey consisted of 10 items designed to measure the participants' satisfaction with the content, structure, and delivery of the program. Results showed that the experimental learning group had higher mean scores in both the pretest and posttest questionnaires, indicating that the hands-on, real-life experiences provided in the workshop facilitated the development of new skills and knowledge. The experimental learning group also had a higher mean score in the satisfaction survey, indicating a higher level of satisfaction and motivation towards the professional development program. These findings are consistent with previous research that has highlighted the effectiveness of experimental learning approaches in enhancing the professional development of teachers. The study suggests that schools should consider incorporating experimental learning approaches into their professional development programs to enhance the skills and knowledge of their teachers. Limitations of the study include the small sample size and the fact that the study was conducted in only two private schools in the Philippines. Future research could be conducted with a larger and more diverse sample to further examine the effectiveness of experimental learning approaches in teacher professional development programs. Overall, this study provides valuable insights into the effectiveness of experimental learning approaches in teacher professional development programs.
Ict Literacies of Teachers in the Division of Northern Samar: A Meta-Analysis Liezel Francisco Corrige
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.28

Abstract

This meta-analysis on ICT literacies of the teachers in the Division of Northern Samar was based on the studies available in the UEP-Graduate Studies for over a five-year period. It looked into the profile of the teachers in terms of age, sex, ICT-related trainings, and personal ICT devices. This study also determined the level of ICT literacies of teachers in terms of ICT competence, extent of ICT integration, and level of ICT utilization. Studies showed that smartphone was the most common ICT device of the respondents and this was also what they preferred using as an aid in their teaching. It was also recorded that the respondents also owned laptops and desktop computers that they used in the teaching-learning process. Most of the respondents of the studies were only at the average level when it comes to ICT competence, except for the findings of Diaz (2016) where the respondents were only at the basic level, and the study of Virtudes (2018) who found out that the respondents were already at the advance level. This can be attributed to the lack of ICT-related trainings. In terms of the extent of ICT integration, results revealed that the teachers were already knowledgeable enough of the capabilities of computers to classroom applications, but were not proficient enough using computers to support the teaching-learning process. Even if the respondents had knowledge in using ICT, they were not maximizing these technologies in the teaching-learning process. Others were not comfortable in using ICT because they were still not experts, and most of them had only an average literacy on ICT. They still wanted to use strategies which they were comfortable with, and ICT was out of the context. Results confirm that teachers are mostly using ICT only as aids in generating electronic reports, record of students’ data and files, acquiring teaching materials through the internet, and improving their classroom. But although they can be considered literate enough to the use of ICT, they are not fully utilizing ICT into the teaching-learning process.
Teachers’ Perspective on Distance Learning for Students with Visual Impairment Nur-Amija A. Adin; Eila Marie S. Enriquez; Julius Victor P. Ribo; Crizy Jane Quililan; Shenn ryne Gemarangan; Lyka Saldariega; Juspher Handang; Cherry Ann Doren
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.29

Abstract

Learners with special needs have come a long way in their education. It can be in the style of a strategy from special education (SPED) to curriculum implementation, or it can be in the form of a transition from integrated education to inclusive classrooms. The transition from traditional learning to a new mode of learning happened due to the rise of the Covid pandemic in 2019 until the present. Students were forced not to enter school to avoid the spread of the virus. With that as an alternative solution for learning, the Department of Education (DepEd) implemented distance learning and modular learning for all the students all over the Philippines including the learners with disabilities. The current research study aimed to identify the extent of distance learning for children with a visual impairment from their teacher’s point of view. The researchers used a qualitative case study method and distributed questionnaires to the three chosen respondents. A purposive sampling method was adopted to select the respondents. The researchers selected the Special educators who have experience in handling students with visual impairment during distance learning. Each of the teachers underwent formal interviews through Google Meet and some were written answers which were later transcribed and analyzed by the researchers. After conducting the data analysis, it became evident that many of the teachers have their own unique perspectives when it comes to their experiences, challenges, and coping strategies for distance learning for their students. Recommendations are made to provide solutions aimed at reducing conflict in implementing distance learning among students with visual impairment.
The Use of One-Part Directives in Developing Play Skills in Children With Autism During Trial-Based Instructions Maria Lourdes Lao-Namocot
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.30

Abstract

Play is one of the core deficits in autism. Children with autism have very different play behavior. The current study examines the of using a one-part directive during trial-based instructions on developing play skills in young children with autism. With the use of Single-subject research as an in-depth type of quantitative study of the response of an individual or a group of individuals to intervention. Participants were five children diagnosed with autism ages three to five years old. The task was introduced in a single case design across all sessions in both generalization settings. The participants seemed to have no apparent intervention effects, and one showed a decrease in play following the intervention. The possible reasons for the variability across participants and suggestions for improving methods in developing play skills are discussed. Acquisition and generalization of play skills may be affected not only by which play skills are taught but also by how play skills are taught. The careful selection of play activities may develop spontaneous play among children with autism and their peers.
Utilization of Tarsia Puzzle in Improving Learning on Integers, Rationals, Patterns, And Algebra (Irpa) Among Senior High School Students in a Public School Christine A. Tadios
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.31

Abstract

The research was conducted in order to improve students’ mastery level of the pre-requisite skills in General Mathematics such as integer, rational, patterns and algebra. The teacher observed that students’ performance is greatly affected by their poor mastery of the pre-requisite skills. The research involves thirty student respondents who were purposively selected based on their score on the pre-test given to them at the beginning of the semester. Students were ranked based on the score they got in the pre-test. The bottom thirty were then selected as respondents of the study. The respondents were given Tarsia-aided remedial classes as intervention. Tarsia is a software that allows teachers to create a variety of puzzles like jigsaw and dominoes. Sixty-minute remedial classes of two to three session per week started on the month of September 2021. A blended learning modality was adapted. The researcher gathered data using the pre-test and post-test result of the respondent. It was found out that the average of the score of the thirty respondents in the 50-item pre-test is 8.13. The average of the scores of the students increased by 11.2 points during the post-test that was given after the intervention. Using t-test for paired samples, it was fund out that there is a significant difference between students’ pre-test and post-test scores. Thus, the Tarsia-aided remedial classes improved students’ mastery of the pre-requisite skills.
The Goals and Tasks of Music Literacy Classes in General Education Schools Abidinovich Khushnudbek Khodjayev
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.37

Abstract

in the lesson "Musical tradition and culture" all activities are logically interconnected under a certain topic, as a result of which the unity of the lesson is created. Music literacy is important as a theoretical unifying activity of all activities.
The Importance of Studying the Life and Work of Uzbek Composers in Music Classes of General Education Schools Dilorom Tursunova
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.38

Abstract

Melodies and songs of master composers can easily compete with the musical works of the world's peoples who have a professional high musical culture with their logical clarity and level of philosophical observation, complete and deep content. In the article, the author highlighted the importance of studying the life and work of Uzbek composers in music classes of general education schools.
Effectiveness of Using the Cognitive-Pragmatic Method in Primary-Grade Mother Language Education Zokirov Javohir Gaybullo ugli
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.39

Abstract

The article discusses the use of elements of the cognitive-pragmatic method in the process of mother tongue education of the primary grade, the development of students' thinking in mother tongue classes and its directions.
A Concept of Upgrading the Content of Mother Language Education Zokirov Javohir Gaybullo ugli
Journal of Higher Education and Academic Advancement Vol. 1 No. 1 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i1.40

Abstract

In the article, updating the content of mother tongue education, the structure of modern mother tongue textbooks, activation of work on introducing innovative approaches to teaching mother tongue through educational tasks; improvement of scientific, methodical, psychological and pedagogical support system development for mother tongue teaching; It is thought about the important task of today to involve the latest achievements of ethnolinguistics in the educational process.

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