Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.
Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.
This document summarizes a research study that aimed to develop an inclusive education management model for schools in Indonesia. The study was conducted in three stages: 1) Exploring current conditions, problems, and needs of inclusive education implementation, 2) Formulating an inclusive education learning model, and 3) Determining the effectiveness of the model. Findings revealed that students and learning posed the biggest obstacles and management, students, and learning were the most important factors to consider. Based on this, the study developed a whole school inclusive education model with three stages: input, process, and output, emphasizing collaboration during implementation. A trial of the model in schools showed collaboration is essential for better inclusive education implementation.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
Education policy governs education systems and can affect people's education at all ages. It includes debates around issues like school size, curriculum content, and teaching methods. Education policy analysis studies these issues to understand the purpose of education and how to measure its success. The document discusses how education transmits a society's values and knowledge from one generation to the next through both formal schooling and informal learning from adults. It also summarizes Pakistan's 1979 National Education Policy, which aimed to promote Islamic values and universal literacy, and proposed reforms like merging religious and modern education.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
This study was designed to examine the contribution of placement school experiences to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were prospective teachers of the three randomly selected Teacher Education Institutes who took their placement school experiences at the respective secondary schools. Two hundred and forty prospective teachers were selected from five hundred and seventy three prospective teachers of the 2011/2012 academic year cohort using a proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers were also selected for interview using purposive sampling technique. Data were collected through questionnaire and interview. The data collected through the questionnaire were analyzed using percentage and one sample t-test. Interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that collaboration among prospective teachers, staffs of placement schools, and students’ parents have brought the required multicultural knowledge, attitude, and skill to prospective teachers. However, the findings noted that learner-centered knowledge construction philosophy is at its infant stage at the placement schools. In light of these findings, relevant recommendations have been made in the paper.
The document discusses the author's holistic learning philosophy which incorporates collective, balanced, and holistic learning. It views the teacher as a facilitator in a student-centered approach where independence, exploration, and hands-on learning are fostered. The philosophy aims to shape and develop young minds through balanced training and incorporated teachings.
The document discusses the importance of integrating global education into school curriculums to prepare students for an increasingly interconnected world. It outlines various strategies for infusing global perspectives, such as incorporating international topics and cultural comparisons across subject areas. The goal is to educate students to think critically about global issues and develop an understanding of different cultures and shared humanity.
Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.
This document summarizes a research study that aimed to develop an inclusive education management model for schools in Indonesia. The study was conducted in three stages: 1) Exploring current conditions, problems, and needs of inclusive education implementation, 2) Formulating an inclusive education learning model, and 3) Determining the effectiveness of the model. Findings revealed that students and learning posed the biggest obstacles and management, students, and learning were the most important factors to consider. Based on this, the study developed a whole school inclusive education model with three stages: input, process, and output, emphasizing collaboration during implementation. A trial of the model in schools showed collaboration is essential for better inclusive education implementation.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
Education policy governs education systems and can affect people's education at all ages. It includes debates around issues like school size, curriculum content, and teaching methods. Education policy analysis studies these issues to understand the purpose of education and how to measure its success. The document discusses how education transmits a society's values and knowledge from one generation to the next through both formal schooling and informal learning from adults. It also summarizes Pakistan's 1979 National Education Policy, which aimed to promote Islamic values and universal literacy, and proposed reforms like merging religious and modern education.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
This study was designed to examine the contribution of placement school experiences to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were prospective teachers of the three randomly selected Teacher Education Institutes who took their placement school experiences at the respective secondary schools. Two hundred and forty prospective teachers were selected from five hundred and seventy three prospective teachers of the 2011/2012 academic year cohort using a proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers were also selected for interview using purposive sampling technique. Data were collected through questionnaire and interview. The data collected through the questionnaire were analyzed using percentage and one sample t-test. Interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that collaboration among prospective teachers, staffs of placement schools, and students’ parents have brought the required multicultural knowledge, attitude, and skill to prospective teachers. However, the findings noted that learner-centered knowledge construction philosophy is at its infant stage at the placement schools. In light of these findings, relevant recommendations have been made in the paper.
The document discusses the author's holistic learning philosophy which incorporates collective, balanced, and holistic learning. It views the teacher as a facilitator in a student-centered approach where independence, exploration, and hands-on learning are fostered. The philosophy aims to shape and develop young minds through balanced training and incorporated teachings.
The document discusses the importance of integrating global education into school curriculums to prepare students for an increasingly interconnected world. It outlines various strategies for infusing global perspectives, such as incorporating international topics and cultural comparisons across subject areas. The goal is to educate students to think critically about global issues and develop an understanding of different cultures and shared humanity.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
This document provides an overview of various curriculum initiatives that can help schools contribute to preventing violent extremism as outlined in the Prevent Schools Toolkit. It summarizes eight initiatives: SEAL (Social and Emotional Aspects of Learning), Community Cohesion, Healthy Schools, Sustainable Schools, Eco Schools, Rights Respecting Schools, International Schools Award, and Global Schools. For each initiative, it provides a brief description and then evaluates how well the initiative aligns with the five strands of the Prevent Schools Toolkit, which are promoting pupils' skill development, encouraging active citizenship and pupil voice, using curriculum to challenge extremist narratives, using external programs and groups, and allowing space for debate among staff. The document suggests that while initiatives vary
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
This document summarizes a research paper that examined educators' perceptions of inclusive education for learners with physical disabilities in mainstream classrooms in South Africa. The study found that while educators believe in the right of all learners to be included, they feel unprepared to implement inclusive practices due to a lack of resources and training. Educators' understanding of inclusion seemed focused on intrinsic deficits in learners rather than barriers caused by extrinsic systemic factors. The way educators were trained emphasized a medical model approach rather than strategies for participation and diversity. Overall, contextual challenges and educators' preparation were found to influence inclusion implementation more than policies or infrastructure alone.
The document discusses globalization and the importance of global education. It defines globalization as the development of social and economic relationships worldwide. It argues that global education should prepare students to think beyond national contexts and participate in an interconnected world. It provides goals for education in a global society, such as understanding connections between local and global issues and respecting other cultures. It also discusses strategies for incorporating global perspectives across different subject areas in the curriculum.
The Evolution and Importance of Education for Youthhussanisoyat
Education is one of the most fundamental pillars of a prosperous society. It is a powerful tool for personal and societal growth, providing young people with the knowledge, skills, and values necessary to navigate and contribute to the world around them.
1. Creating an inclusive culture within the school and community is important for implementing inclusive policies and practices. This involves identifying and eradicating common barriers to inclusion such as attitudes, physical barriers, curriculum rigidity, and lack of teacher training.
2. There are important distinctions between special education, mainstreaming, and inclusive education. Inclusive education aims for all learners to be part of the general education classroom.
3. Producing truly inclusive policies involves establishing an inclusive culture, collaborating across sectors of society, recognizing new teacher roles, and planning inclusive transitions. Schools must examine areas like admissions, supports, and incidents of exclusion to inform new policies.
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Dr. Valerie Ooka Pang; Annie Nguyen, Requa Anne StathisWilliam Kritsonis
This document summarizes the Caring-Centered Multicultural Education framework. It integrates the Ethic of Care, Sociocultural Theory of Learning, and Education for Democracy. The framework celebrates education that develops citizens who care for others and work to build an equitable society. It is dedicated to educational equity and cares for all students. The goals are school reform and closing achievement gaps. Two case studies demonstrate how teachers operationalize the principles by caring for students and helping them achieve academic success and career goals.
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
The study aimed to identify the attitudes of students of open education
towards the flipped class strategy of the opposite grade and its relation to
self-learning skills. To achieve the goals of the study, the measure of the
direction towards education was constructed in the opposite grade and the
self-learning skills scale. The sample of the study consisted of 60 male and
female students of higher diploma in education studying the decisions of the
educational administration and Educational Psychology in the Arab Open
University/Jordan. The results of the study showed a positive trend for
university students towards education in the opposite grade, with the
percentage of the trends as a whole 90%. The results also showed a positive
correlation between each of the students' attitudes toward education in the
opposite grade and each of the variables (academic motivation, selfmonitoring,
self-learning skills, self-learning writing skills), and no
correlation between students' and skills in dealing with information
technology.
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as a guiding program for teaching and learning that outlines what is taught, how it is taught, and to whom. While curriculum construction is important, effective implementation is key. The paper examines factors that enhance and hinder curriculum implementation in religious education, which requires special attention compared to other subjects. It also discusses the important role of teachers in the implementation process. Recommendations are made to improve curriculum implementation in religious education.
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as the planned learning experiences offered to students under school guidance. Curriculum implementation refers to engaging students with planned learning opportunities through appropriate teaching methods. The key implementers of any curriculum are teachers, who must translate curriculum plans into real classroom activities. Specifically for religious education, teachers must focus on syllabi to determine the recommended topics and learning experiences to provide students from year to year. Factors that can enhance or inhibit effective implementation of religious education curriculum are also examined.
The National Education Policy 2020 is India's new education policy introduced by the Ministry of Human Resource Development. It aims to reform and revamp all aspects of education structure from early childhood through higher education to create a system aligned with 21st century needs. The policy emphasizes developing each student's creative potential and cognitive, social, and emotional skills. It also focuses on improving learning outcomes, increasing access to quality education for all, strengthening teacher training, and integrating Indian culture and knowledge traditions into the curriculum. The policy seeks to make India a global knowledge superpower.
The National Education Policy 2020 is India's new education policy introduced by the Ministry of Human Resource Development. It aims to reform and revamp all aspects of education structure from early childhood through higher education to create a system aligned with 21st century needs. The policy emphasizes developing each student's creative potential and cognitive, social, and emotional skills. It also focuses on improving learning outcomes, increasing access to quality education for all, strengthening teacher training, and integrating Indian culture and knowledge traditions into the curriculum. The policy seeks to make India a global knowledge superpower.
This document summarizes Sanjaya Mishra's lecture on teachers, technology, and transformation delivered at SNDT Women's University in Mumbai. Some key points:
1) Mishra discusses three approaches to using technology in learning - learning from technology, learning in technology, and learning with technology. He argues learning with technology, where students actively create with technology, is most effective.
2) Mishra urges teachers to consider their role in social transformation through appropriately using technology to improve student learning. Teacher educators have a significant role to play in facilitating this.
3) Universities must create enabling environments for open access to research, open educational resources, and appropriate social media use to facilitate educational transformation processes
The document discusses the evolution of the concept of lifelong education from adult education. It notes that adult education has been at the heart of developing lifelong education as a theoretical framework and providing flexible learning opportunities. The key contributions of adult education to lifelong education include developing a theory of andragogy to help maturing learners, providing non-traditional study programs that are self-directed and convenient for part-time learners, and retraining teachers to serve as facilitators for self-directed learners. Adult education is seen as central to advancing the goal of preparing all individuals to be engaged in lifelong learning and inquiry.
impact of distance learning on academic performance of.pptxRoseLimaMagbanua
This document provides an introduction to a study on the impact of distance learning on the academic performance of child laborers in the Philippines during the COVID-19 pandemic. The study will use a mixed methods quantitative-qualitative research design. It will examine interventions used during quarantine like online learning, TV instruction, and worksheets. The study is grounded in Maslow's hierarchy of needs theory. It aims to determine how distance learning has affected the academic performance of junior high school students who are also child laborers. The results could benefit the Department of Education, schools, teachers, students, and future researchers. Key terms and the methodology are outlined.
Education and science are two fields that play a vital role in the advancement of human knowledge and the development of a well-informed and productive society.
Education is the process of learning and acquiring knowledge, skills, values, and beliefs. It helps to develop critical thinking and problem-solving skills, as well as the ability to communicate effectively and work well with others. Education also fosters a sense of curiosity and a desire to learn, which are essential for personal and professional growth.
Science is a systematic and logical approach to discovering new knowledge and understanding the natural world. It relies on research and experimentation to test hypotheses and establish scientific concepts and principles. Science has numerous practical applications in various fields, including medicine, engineering, and technology, and has led to numerous advances and discoveries that have had a profound impact on society.
Together, education and science play a critical role in shaping the future and advancing our understanding of the world around us. By investing in education and science, we can help to build a brighter future for ourselves and future generations.
Positive education for university students in the twenty first century a nece...MokhtariaRahmani
Positive education has long been stressed as a prime factor in the educational accomplishment of young learners, and less interest was granted for students in higher education, on the ground that they are more responsible and conscious about their engagement for their future career. Yet, in the midst of fast communication technologies that have marked the twenty-first century, and momentous socio-economic change of the world, particularly in Third World countries, university students exhibit slender commitment in their studies, raising thereby the question of the necessity/superfluity of teaching positivity at the university. The present study tries to answer this question taking Master students at the University of Saida-Algeria as a case study. Semi-structured questionnaires for canvassing the views of both teachers and students were used. The findings indicate that the dissemination of positivity to learners has become nowadays a mandatory tool for university instructors in view of the great rate of students’ feelings of uneasiness, demotivation, and stress, above all within special conjunctures. Yet, such instruction commands a combination of factors such as well-involved teachers cognizant about the momentum for professional development, and a well-structured administrative staff that gears appropriately pedagogical matters. The study highlights the momentousness of positivity infusion (especially in contemporary times) to university students as a guarantee for the bolstering of positive cognition and emotions.
Keywords: positivity infusion; university students; twenty-first century; cognition; emotions
The Process of Teaching and Learning in the University, Setting From Studentinventionjournals
ABSTRACT:The university teacher must respond to the current challenges for quality education therefore must have a specific teaching professional profile to meet the expectations of the authorities, parents and students. The study aimed to describe the perception of students about the process of teaching and learning they receive and their expectations of teacher performance. The study was conducted with all third semester students are studying Bachelor of Athletic Training offered by the State University of Sonora. The population surveyed was 136 students. The gathering of information was through a questionnaire with open questions to facilitate student expression on the object of study. The interest of the students to develop in a balanced way the theoretical and practical elements required in the professional field, calling for more attention to the work applied to the race in both cases is identified. The profile of university teaching focuses on social, emotional, organizational and teaching skills. The need for teaching with sufficient demand to stimulate the academic performance, but flexible and understanding at the required times is emphasized.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
More Related Content
Similar to Status of pedagogical practices in Somaliland higher education institutionsStatus of pedagogical practices in Somaliland higher education institutions
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
This document provides an overview of various curriculum initiatives that can help schools contribute to preventing violent extremism as outlined in the Prevent Schools Toolkit. It summarizes eight initiatives: SEAL (Social and Emotional Aspects of Learning), Community Cohesion, Healthy Schools, Sustainable Schools, Eco Schools, Rights Respecting Schools, International Schools Award, and Global Schools. For each initiative, it provides a brief description and then evaluates how well the initiative aligns with the five strands of the Prevent Schools Toolkit, which are promoting pupils' skill development, encouraging active citizenship and pupil voice, using curriculum to challenge extremist narratives, using external programs and groups, and allowing space for debate among staff. The document suggests that while initiatives vary
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
This document summarizes a research paper that examined educators' perceptions of inclusive education for learners with physical disabilities in mainstream classrooms in South Africa. The study found that while educators believe in the right of all learners to be included, they feel unprepared to implement inclusive practices due to a lack of resources and training. Educators' understanding of inclusion seemed focused on intrinsic deficits in learners rather than barriers caused by extrinsic systemic factors. The way educators were trained emphasized a medical model approach rather than strategies for participation and diversity. Overall, contextual challenges and educators' preparation were found to influence inclusion implementation more than policies or infrastructure alone.
The document discusses globalization and the importance of global education. It defines globalization as the development of social and economic relationships worldwide. It argues that global education should prepare students to think beyond national contexts and participate in an interconnected world. It provides goals for education in a global society, such as understanding connections between local and global issues and respecting other cultures. It also discusses strategies for incorporating global perspectives across different subject areas in the curriculum.
The Evolution and Importance of Education for Youthhussanisoyat
Education is one of the most fundamental pillars of a prosperous society. It is a powerful tool for personal and societal growth, providing young people with the knowledge, skills, and values necessary to navigate and contribute to the world around them.
1. Creating an inclusive culture within the school and community is important for implementing inclusive policies and practices. This involves identifying and eradicating common barriers to inclusion such as attitudes, physical barriers, curriculum rigidity, and lack of teacher training.
2. There are important distinctions between special education, mainstreaming, and inclusive education. Inclusive education aims for all learners to be part of the general education classroom.
3. Producing truly inclusive policies involves establishing an inclusive culture, collaborating across sectors of society, recognizing new teacher roles, and planning inclusive transitions. Schools must examine areas like admissions, supports, and incidents of exclusion to inform new policies.
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Dr. Valerie Ooka Pang; Annie Nguyen, Requa Anne StathisWilliam Kritsonis
This document summarizes the Caring-Centered Multicultural Education framework. It integrates the Ethic of Care, Sociocultural Theory of Learning, and Education for Democracy. The framework celebrates education that develops citizens who care for others and work to build an equitable society. It is dedicated to educational equity and cares for all students. The goals are school reform and closing achievement gaps. Two case studies demonstrate how teachers operationalize the principles by caring for students and helping them achieve academic success and career goals.
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
The study aimed to identify the attitudes of students of open education
towards the flipped class strategy of the opposite grade and its relation to
self-learning skills. To achieve the goals of the study, the measure of the
direction towards education was constructed in the opposite grade and the
self-learning skills scale. The sample of the study consisted of 60 male and
female students of higher diploma in education studying the decisions of the
educational administration and Educational Psychology in the Arab Open
University/Jordan. The results of the study showed a positive trend for
university students towards education in the opposite grade, with the
percentage of the trends as a whole 90%. The results also showed a positive
correlation between each of the students' attitudes toward education in the
opposite grade and each of the variables (academic motivation, selfmonitoring,
self-learning skills, self-learning writing skills), and no
correlation between students' and skills in dealing with information
technology.
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as a guiding program for teaching and learning that outlines what is taught, how it is taught, and to whom. While curriculum construction is important, effective implementation is key. The paper examines factors that enhance and hinder curriculum implementation in religious education, which requires special attention compared to other subjects. It also discusses the important role of teachers in the implementation process. Recommendations are made to improve curriculum implementation in religious education.
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as the planned learning experiences offered to students under school guidance. Curriculum implementation refers to engaging students with planned learning opportunities through appropriate teaching methods. The key implementers of any curriculum are teachers, who must translate curriculum plans into real classroom activities. Specifically for religious education, teachers must focus on syllabi to determine the recommended topics and learning experiences to provide students from year to year. Factors that can enhance or inhibit effective implementation of religious education curriculum are also examined.
The National Education Policy 2020 is India's new education policy introduced by the Ministry of Human Resource Development. It aims to reform and revamp all aspects of education structure from early childhood through higher education to create a system aligned with 21st century needs. The policy emphasizes developing each student's creative potential and cognitive, social, and emotional skills. It also focuses on improving learning outcomes, increasing access to quality education for all, strengthening teacher training, and integrating Indian culture and knowledge traditions into the curriculum. The policy seeks to make India a global knowledge superpower.
The National Education Policy 2020 is India's new education policy introduced by the Ministry of Human Resource Development. It aims to reform and revamp all aspects of education structure from early childhood through higher education to create a system aligned with 21st century needs. The policy emphasizes developing each student's creative potential and cognitive, social, and emotional skills. It also focuses on improving learning outcomes, increasing access to quality education for all, strengthening teacher training, and integrating Indian culture and knowledge traditions into the curriculum. The policy seeks to make India a global knowledge superpower.
This document summarizes Sanjaya Mishra's lecture on teachers, technology, and transformation delivered at SNDT Women's University in Mumbai. Some key points:
1) Mishra discusses three approaches to using technology in learning - learning from technology, learning in technology, and learning with technology. He argues learning with technology, where students actively create with technology, is most effective.
2) Mishra urges teachers to consider their role in social transformation through appropriately using technology to improve student learning. Teacher educators have a significant role to play in facilitating this.
3) Universities must create enabling environments for open access to research, open educational resources, and appropriate social media use to facilitate educational transformation processes
The document discusses the evolution of the concept of lifelong education from adult education. It notes that adult education has been at the heart of developing lifelong education as a theoretical framework and providing flexible learning opportunities. The key contributions of adult education to lifelong education include developing a theory of andragogy to help maturing learners, providing non-traditional study programs that are self-directed and convenient for part-time learners, and retraining teachers to serve as facilitators for self-directed learners. Adult education is seen as central to advancing the goal of preparing all individuals to be engaged in lifelong learning and inquiry.
impact of distance learning on academic performance of.pptxRoseLimaMagbanua
This document provides an introduction to a study on the impact of distance learning on the academic performance of child laborers in the Philippines during the COVID-19 pandemic. The study will use a mixed methods quantitative-qualitative research design. It will examine interventions used during quarantine like online learning, TV instruction, and worksheets. The study is grounded in Maslow's hierarchy of needs theory. It aims to determine how distance learning has affected the academic performance of junior high school students who are also child laborers. The results could benefit the Department of Education, schools, teachers, students, and future researchers. Key terms and the methodology are outlined.
Education and science are two fields that play a vital role in the advancement of human knowledge and the development of a well-informed and productive society.
Education is the process of learning and acquiring knowledge, skills, values, and beliefs. It helps to develop critical thinking and problem-solving skills, as well as the ability to communicate effectively and work well with others. Education also fosters a sense of curiosity and a desire to learn, which are essential for personal and professional growth.
Science is a systematic and logical approach to discovering new knowledge and understanding the natural world. It relies on research and experimentation to test hypotheses and establish scientific concepts and principles. Science has numerous practical applications in various fields, including medicine, engineering, and technology, and has led to numerous advances and discoveries that have had a profound impact on society.
Together, education and science play a critical role in shaping the future and advancing our understanding of the world around us. By investing in education and science, we can help to build a brighter future for ourselves and future generations.
Positive education for university students in the twenty first century a nece...MokhtariaRahmani
Positive education has long been stressed as a prime factor in the educational accomplishment of young learners, and less interest was granted for students in higher education, on the ground that they are more responsible and conscious about their engagement for their future career. Yet, in the midst of fast communication technologies that have marked the twenty-first century, and momentous socio-economic change of the world, particularly in Third World countries, university students exhibit slender commitment in their studies, raising thereby the question of the necessity/superfluity of teaching positivity at the university. The present study tries to answer this question taking Master students at the University of Saida-Algeria as a case study. Semi-structured questionnaires for canvassing the views of both teachers and students were used. The findings indicate that the dissemination of positivity to learners has become nowadays a mandatory tool for university instructors in view of the great rate of students’ feelings of uneasiness, demotivation, and stress, above all within special conjunctures. Yet, such instruction commands a combination of factors such as well-involved teachers cognizant about the momentum for professional development, and a well-structured administrative staff that gears appropriately pedagogical matters. The study highlights the momentousness of positivity infusion (especially in contemporary times) to university students as a guarantee for the bolstering of positive cognition and emotions.
Keywords: positivity infusion; university students; twenty-first century; cognition; emotions
The Process of Teaching and Learning in the University, Setting From Studentinventionjournals
ABSTRACT:The university teacher must respond to the current challenges for quality education therefore must have a specific teaching professional profile to meet the expectations of the authorities, parents and students. The study aimed to describe the perception of students about the process of teaching and learning they receive and their expectations of teacher performance. The study was conducted with all third semester students are studying Bachelor of Athletic Training offered by the State University of Sonora. The population surveyed was 136 students. The gathering of information was through a questionnaire with open questions to facilitate student expression on the object of study. The interest of the students to develop in a balanced way the theoretical and practical elements required in the professional field, calling for more attention to the work applied to the race in both cases is identified. The profile of university teaching focuses on social, emotional, organizational and teaching skills. The need for teaching with sufficient demand to stimulate the academic performance, but flexible and understanding at the required times is emphasized.
Similar to Status of pedagogical practices in Somaliland higher education institutionsStatus of pedagogical practices in Somaliland higher education institutions (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
More from Journal of Education and Learning (EduLearn) (20)
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Status of pedagogical practices in Somaliland higher education institutionsStatus of pedagogical practices in Somaliland higher education institutions
1. Journal of Education and Learning (EduLearn)
Vol. 17, No. 4, November 2023, pp. 526~534
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i4.20914 526
Journal homepage: http://edulearn.intelektual.org
Status of pedagogical practices in Somaliland higher
education institutions
Gulled Mohamed Yasin1
, Rachel Monde Kabeta2
1
Center for Educational Research and Innovation, National Taiwan Normal University, Taipei City, Taiwan
2
School of Education, Mulungushi University, Kabwe, Zambia
Article Info ABSTRACT
Article history:
Received Apr 25, 2023
Revised Jul 31, 2023
Accepted Sep 25, 2023
Recently, there has been a concern in many parts of the world about the
teaching strategies employed at higher education institutions (HEI).
Empirical evidence shows that pedagogical practices affect the student
engagement and academic excellence. Despite progress on the new
innovative pedagogies globally, Somaliland HEI are still struggling with the
old didactic teaching method which impedes students lifelong learning and
future endeavors. Traditional teaching methods of HEI in Somaliland
prevented students to unleash their potentials. Guided by the human capital
theory, this study examined the status of lecturers’ application to modern
pedagogical practices. The 35 lecturers at the University of Hargeisa,
Somalia from the different faculties who had received postgraduate diploma
in education provided by the university participated in this study. Employed
by micro-teaching observation protocol of quantitative research design, the
study found out lecture method as the most prevalent in their teaching
practicum, with very low student cognitive engagement, inconsistencies with
the instructional behavior and inadequate instructional aids. The study
therefore proposed a cooperative jigsaw method as a veritable strategy for
effective classrooms and better student engagement. The study recommends
Somaliland higher education to adopt the policies, guidelines and regulations
that guide the universities across the country.
Keywords:
Higher education
Jigsaw method
Micro-teaching
Pedagogical practices
Somaliland
This is an open access article under the CC BY-SA license.
Corresponding Author:
Gulled Mohamed Yasin
Center for Educational Research and Innovation, National Taiwan Normal University
No. 162, Section 1, Heping E Rd, Da’an District, Taipei City, 106, Taiwan
Email: fiqi215@gmail.com
1. INTRODUCTION
Throughout history, education has been a salient tool for addressing man’s most pressing issues.
Various levels of education such as pre-primary, primary, secondary, tertiary, and vocational schools have
always been intended to come up with comprehensive plans and ideas that transform societies across the
globe. There is a consensus among educational researchers that education plays a vital role in equipping
learners with the skills, attitudes, values, and knowledge necessary to contribute to their communities. For
example, a study by Maton [1] found that education is an essential tool for empowering individuals to
participate actively in their communities and to promote positive social change. Similarly, a report by the
World Bank [2] highlighted the importance of education in fostering social and economic development,
stating that education is a key driver of inclusive growth and poverty reduction.
One of the primary contributions of higher education is the education and training of individuals to
become skilled professionals in various fields. Higher education institution (HEI) provides students with the
knowledge, skills, and experiences necessary to succeed in their chosen careers. According to a report by the
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National Center for Education Statistics, in 2019, there were approximately 20.4 million students enrolled in
colleges and universities in the United States alone [3]. These students go on to become doctors, lawyers,
engineers, teachers, scientists, and other professionals who make significant contributions to society.
In addition to providing individuals with the skills they need to succeed in their chosen professions,
HEI also conduct research that contributes to the advancement of knowledge and the betterment of society.
Through research, HEI generate new knowledge and ideas that can be used to solve complex problems and
improve people’s lives. For example, researchers at universities have played a significant role in developing
vaccines for COVID-19 [4]. Moreover, research conducted at HEI has also contributed to the development of
new technologies, improved healthcare, and environmental sustainability.
Similarly, HEI contribute to their society through community outreach and engagement. Many
universities and colleges have established partnerships with local communities, governments, and non-profit
organizations to address social and economic challenges. These partnerships help universities to use their
resources to improve the quality of life for people living in their communities. Higher education also plays a
significant role in the remedy of societal encumbrances such as ravaging wars and instability by promoting
peace, tranquility, and vigilance among societies. A study by UNESCO found that higher education can
contribute to peacebuilding by fostering critical thinking, tolerance, and respect for diversity. It can also provide
opportunities for conflict resolution and promote social cohesion [5]. Similarly, the World Bank Group [6]
explain that education represents a fundamental entitlement of all individuals, a potent catalyst for progress, and
a highly effective means for diminishing impoverishment, enhancing well-being, fostering gender equity, and
promoting harmony and security. It can contribute to rebuilding institutions, promoting democratic values, and
reducing poverty and inequality. In this way, HEI yield competitive human capital that brings about economic
growth and societal development in various dimensions. On the vast literature on human capital and education,
producing the quality human capital requires the content to be delivered and of course the teaching method
employed for the instructional strategy [7].
Teaching methods are part of the educational discipline called pedagogical practice. Pedagogical
practices are defined as the methods and strategies used by teachers and educators to facilitate learning and
promote student engagement and achievement. Teaching methods, which are an essential component of
pedagogical practices, enable educators to effectively deliver instructional content and foster meaningful
learning experiences. Moreover, pedagogical practices encompass various elements of teaching, including
curriculum design, assessment, and classroom management, all of which are crucial for creating a positive
and productive learning environment. Therefore, this study portrays the concept of pedagogical practices by
focusing teaching methods which are now employed by the HEI of Somaliland. The paper elucidates the
historical aspect of teaching methods by culminating the traditional approaches used by the early
civilizations, ancient times, Islamic golden age, colonial era, and how Somali context has been.
Teaching methods have evolved significantly throughout history. From ancient times to modern-
day, educators have developed numerous teaching methods and techniques to enhance the learning
experience of students. Historically, teaching methods were primarily oral and experiential. In ancient times,
the Greeks used the Socratic method, where the teacher would ask questions and encourage students to think
critically [8]. Similarly, in India, the Gurukul system was prevalent, where students would live with the
teacher and learn through observation and experience [9]. In medieval Europe, the apprentice system was
used to teach trades, where the apprentice would work alongside a master to learn the necessary skills [10].
The golden age of Islamic civilization, which lasted from the 8th to the 13th century, was a time of
great scientific, cultural, and intellectual achievements. During this period, numerous teaching methods were
developed that have had a lasting impact on education. One of the most prominent teaching methods was the
system of madrasas or Islamic school, which were educational institutions that taught Islamic law, theology,
science, math, and philosophy. These institutions were designed to provide a comprehensive education to
students, and they were open to people of all social classes and backgrounds [11].
The curriculum in madrasas was based on a system of memorization and repetition. Students would
memorize the Qur’an and other Islamic texts and then recite them to their teachers. This approach to learning
was based on the belief that repetition and memorization were essential for developing a deep understanding
of the material [12]. Another important teaching method in the golden age was the use of textbooks. Islamic
scholars produced numerous textbooks on a variety of subjects, including mathematics, astronomy, medicine,
and literature. These textbooks were widely used in madrasas and other educational institutions throughout
the Islamic world, and they played a significant role in the dissemination of knowledge.
Islamic scholars also developed a system of debates and discussions, known as mubahathah. This
method of teaching involved students engaging in lively debates and discussions with their teachers and
fellow students. This approach to learning was based on the belief that debate and discussion were essential
for developing critical thinking skills and for fostering a deeper understanding of the material. In addition,
Islamic scholars developed a system of apprenticeships, known as ustad-shagird. This method of teaching
involved a master (ustad) working with an apprentice (shagird) to teach them a particular skill or trade. This
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approach to learning was based on the belief that hands-on experience was essential for developing mastery
of a particular subject.
With the invention of the printing press in the 15th century, books became more accessible, and
teaching methods started to change [13]. The lecture method became prevalent in universities, where teachers
would read from textbooks to a large group of students. In the 17th century, John Locke introduced the idea
of teaching by association, where teachers would relate new information to something students already knew
[14]. In the 18th and 19th centuries, education reformers began to advocate for more student-centered
approaches. Jean-Jacques Rousseau, for example, emphasized the importance of allowing children to learn
through experience and exploration [15]. Johann Pestalozzi developed the method of object teaching, where
students would learn by manipulating physical objects [16]. Maria Montessori developed the Montessori
method, which focuses on individualized learning and self-directed activities [17]. In the 20th century,
behaviorism became a dominant theory in education, and teaching methods were heavily influenced by this
approach. B. F. Skinner developed the theory of operant conditioning, which led to the development of
programmed instruction and the use of teaching machines [18]. However, behaviorism eventually gave way
to cognitive theories of learning, which emphasize the importance of mental processes in learning.
In the case of Africa, one of the most prominent teaching methods used in African schools during
this time was the lecture method [19]. Another teaching method used in African schools during this period
was the demonstration method [20]. The question-and-answer method was also commonly used in African
schools during this period. In addition to these teaching methods, African education during the colonial
era also placed a strong emphasis on rote learning. While these methods may have been effective in
certain contexts, they often failed to take into account the unique cultural, linguistic, and social contexts of
African students.
In Somaliland, most of educational settings have been delivering their content through didactic
mechanism since the inception of formal education during the British Protectorate in Sheikh District. In
higher education, the most employed instructional strategy is straight lecture method where lecturers
passively impart knowledge from slides to students. Numerous studies carried out in Somaliland revealed
that academic performance is affected by the pedagogical practice teachers employ during their instruction.
For example, a study by Gulled [21] revealed that teachers pedagogical practices have positive effect on the
academic performance of students in public primary schools in Hargeisa, Somalia. Since the establishment of
Somaliland higher institutions, lecturers at the universities have not been subjected to training, workshops,
and seminars on instructional teachers of the dynamic world. Despite the increase of HEI of Somaliland,
knowledge to pedagogical practices as instructors has not been an issue of the local universities in the
country; the only requirement is having a degree relevant to the subject matter. As a result, concerns have
been raised on the declining overall quality of education system in Somaliland due to the insufficient
qualified professionals and the limited funds.
There is a growing recognition of employing interactive teaching methods. One of the most
pertinent teaching methods which is now employed by the education institutions is the cooperative method.
Cooperative learning is a teaching method that emphasizes active participation and collaboration among
students. According to Johnson and Johnson [22], cooperative learning is the instructional use of small
groups so that students work together to maximize their own and each other’s learning. The jigsaw method is
a cooperative teaching strategy that has uses in multiple areas of science, language instruction, foreign
language teaching, social sciences, and medical science. It is beginning to show up in various in-class
activities based on changes throughout time. In terms of the length of the group work (a unit or a single
topic), the educational materials used, the activities, the evaluation procedures, the organization of
the groups, the methods of creating dependency, delegating duty, offering engagement strategies, and
offering incentive programs, the characteristics of the field and the specific subject have experienced
extensive adjustments.
Therefore, this study is aimed at exploring the status of pedagogical practices of HEI of Somaliland.
For this purpose, the study explored how lecturers at the universities of Somaliland delivered their contents to
their students. From this perspective, the study also depicted some of the new innovative pedagogies that will
trigger provision of quality education to the students in higher institutions.
2. LITERATURE REVIEW
Elliot Aronson, a social psychologist, developed a method to defuse tension in racially diverse
classrooms in the early 1970s [23]. Aronson and his team noticed that the competitive atmosphere in these
classrooms was creating problems for the freshly mixed black, Hispanic, and white children. Aronson
suggested a cooperative atmosphere where students had to rely on one another to learn the subject to address
this. Within a short time, students who had previously been hostile to one another started cheering for and
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praising one another as they mastered the material. Racial tensions subsided as a result, and students showed
greater mastery of the subject. According to research, pupils of all ages can benefit from this strategy.
According to Gulled [24], the findings of both the qualitative and quantitative analyses suggest that public
investments in teacher quality are associated to improvements in student achievement. The primary tactic
entails designing assignments and activities that enable students to become experts in a particular field and
then impart that knowledge to their classmates. Then, they are urged to work in groups to successfully
complete assignments or prepare for tests by drawing on one another’s expertise.
Jigsaw assignments that are designed to include components essential to efficient cooperative
learning have favorable benefits, according to research on the usage of jigsaw in undergraduate courses [25].
The emphasis on interpersonal and small group skills, individual accountability, face-to-face connection, and
group processing are some of these essential components. Students are said to benefit from taking more
ownership of their education, being more involved in class, asking more questions, and turning to their peers
for information rather than the teacher. Different jigsaw variations have been successfully used in
undergraduate courses in an array of subject areas, including statistics and language classes [26], chemistry
[27], psychology [28], [29] multi-disciplinary computational science and engineering [30], philosophy [31],
biology [32], geology [33], and sociology [34], [35].
The jigsaw method is a cooperative learning method that encourages active student participation,
critical thinking, and teamwork, all of which can result in academic distinction. In the jigsaw method, pupils
work in small groups to become authorities on a particular subject before presenting their expertise to their
peers. This section will investigate the possible advantages of the jigsaw method for achieving academic
brilliance and will make use of pertinent research in this field.
Slavin [36] looked at the effect of cooperative learning strategies, such as the jigsaw method, on
math student progress in one research. In 59 elementary school classes, the study indicated that children who
employed cooperative learning techniques outperformed those in traditional classrooms in terms of
achievement. The jigsaw method was particularly successful at fostering higher order thinking abilities and
enhancing student learning attitude. Educational researchers [37] also looked at the effects of cooperative
learning on academic performance in a variety of subject areas. In almost 600 classes spanning several grade
levels, the study indicated that pupils who adopted cooperative learning strategies performed better than
those in typical classroom settings. It was discovered that the jigsaw method is especially good at
encouraging critical thinking and problem-solving abilities.
The jigsaw method’s effects on middle school students’ academic achievement and social-emotional
learning were investigated in a more recent study by Aronson et al. [38], students who employed the jigsaw
method had higher academic scores and gained more social-emotional skills than those in regular classes,
according to research involving 19 classrooms. The jigsaw method was particularly successful at encouraging
pupils to cooperate, feel a sense of community, and have sympathy. The jigsaw method can help to foster
academic achievement by encouraging collaborative learning, critical thinking, and engaged learning among
students. According to studies, the jigsaw method can boost students’ accomplishment levels and attitudes
toward learning in a variety of subject areas and grade levels. Teachers can assist their students in achieving
academic achievement and the growth of vital social-emotional skills by introducing the jigsaw method into
classroom education. This study by guided by the human capital theory. Human capital theory is an economic
theory developed by Theodore W. Schultz in the 1960s [39]. The theory argues that education
and training are investments in human capital, which increases an individual’s productivity and earning
potential. According to Schultz, the accumulation of human capital is a key determinant of economic growth
and development.
Schultz in 1961 defined human capital as the knowledge, skills, and abilities that make people
productive [40]. He argued that individuals can invest in their own human capital by acquiring education and
training, and that firms can invest in the human capital of their employees through training programs and
other forms of skill development. The theory postulates that investments in education and training can have
long-term economic benefits. Individuals who invest in their own human capital can increase their
productivity and earning potential, which can lead to higher wages and greater job security. Similarly, firms
that invest in the human capital of their employees can increase their productivity and competitiveness in the
marketplace. Human capital theory also highlights the importance of education and training as a means of
reducing inequality and promoting social mobility. According to Schultz [41] in 1990, education is a key
factor in determining an individual’s earning potential and social status. By investing in education
and training, individuals can overcome the constraints of their social background and achieve greater
economic success.
In addition to its implications for individuals and firms, human capital theory has broader
implications for economic growth and development. Schultz argued that investments in education and
training can increase a nation’s stock of human capital, which can lead to greater economic productivity and
competitiveness. He also argued that education can contribute to social and political stability by promoting
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greater understanding and tolerance among diverse groups. From this perspective, investment in scientific
and evidence-based training in Somaliland higher education is a pertinent aspect that can bring about the
provision quality of education which triggers economic growth in the country. Providing training on
innovative pedagogies and practicums to our lecturers at the promote society’s productivity and potentials.
3. RESEARCH METHOD
Employing quantitative research design, the researcher carried out classroom observation at the
University of Hargeisa, a public university in the capital city, Hargeisa. The 35 lecturers at the University of
Hargeisa from the different faculties (very few were secondary school teachers and lecturers from the other
universities in Hargeisa City) who had been participating in postgraduate diploma program in education
provided by the university to enhance their teaching practice were sampled to participate in the study. The
study sought to examine the status of the pedagogical practices of the teachers. The participants of this study
had taught different fields and disciplines such as science, technology, engineering, and mathematics
(STEM), social sciences and humanities. Therefore, the pedagogical practices focused on the relevance of the
lesson plans and schemes of work that the teachers had submitted before the lesson and its conformity with
the practical session. Pedagogical practices were further operationalized as the teaching methods employed
by the teachers (cooperative teaching, jigsaw method, flipped method, technology enabled active learning
(TEAL), discussion method, inquiry-method, demonstration method, project-based method, case study
and scenario mapping, experiential method, and many others) and its compliance with the objectives of
the lesson.
Each teacher was observed on three occasions by the researcher and recorded the teacher’s
behaviors every three minutes using the checklist that reflects on the aspects that are subjected to
measurement. It is important to note that this was solely a micro-teaching observation protocol and was not
intended to undertake rigorous teacher evaluation program which requires adequate resources.
Micro-teaching, a globally employed pedagogical method in teacher training, offers educators a platform to
enhance their instructional abilities by refining fundamental teaching skills. With demonstrated efficacy
among both novice and experienced educators, micro-teaching fosters genuine teaching practice. Key
components of micro-teaching, like presentation and reinforcement competencies, facilitate the learning of
the teaching craft, making it accessible and comprehensive for novice teachers. Founded in 2000, University
of Hargeisa was selected as it has the highest number of student enrollment in Somaliland country. This
makes it the target for research since it also accommodates the highest number of lecturers.
4. RESULTS
4.1. Lecture as the dominant instructional strategy
The delivery of the course material was mainly constituted by the lecture teaching method. Out of
the repertoire teaching strategies, the sole method by which most of the teachers employed was straight
lecture method. About 75% of the 3-minute intervals on the occasions to observe the teacher, the most
prevalent method was lecture method with short slides intended to impart knowledge to the students. Writing
or drawing on the whiteboard was seldom seen. Similarly, 14% of the teachers employed the inquiry method
and posed questions to the students. Similarly, in the areas that needed diagram presentation or crafting a
picture, only 5% of the teachers’ employed diagrams and tree-diagrams to draw inferences for their students.
The pictorial superiority effect was not imperative for the teachers during this observation.
4.2. Instructional behavior
During the observation, the researcher observed inconsistent mannerism styles among the teachers
observed. During the content delivery, very few teachers employed analogy to persuade a concept to the
students. In creating student-teacher rapport, 8% of the teachers were seen instances they utilized humor to
engage students’ attention. It is worth noting that 14% of the teachers who employed inquiry-method
experienced some questions from the students. The teachers responded to the questions on the
comprehension domain while ignoring the novel questions.
4.3. Status of student cognitive engagement
The observer saw the majority of instances where teachers delivered the content using lecture
(didactic) teaching method. This method was based on the theory of tabula rasa and students were passively
receiving lessons from the lecturers. The researcher also captured instances were teachers (10%) engaged
students on rote memorization to recall information. The observer did not come across any instances were
teachers employed critical thinking, collaboration, creativity, solving real world problems and communication.
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4.4. Use of teaching learning materials
In regard to this perspective, the researcher observed the extent to which teachers deployed digital
and non-digital aids to help students better understand the concepts of the lesson. The 91% of the teachers
employed slides (PowerPoint presentation). Only 8% of the teachers used whiteboards. The 5% of 91% only
introduced their lesson writing the topic on the whiteboard.
5. JIGSAW IN ACTION: SIMPLIFIED PROCESSES AND PRACTICES
As previously discussed in the literature, the jigsaw method is a cooperative learning strategy that
involves breaking a class into small groups, with each group responsible for mastering a specific piece of
content and then teaching it to the rest of the class. Figure 1 portrays how the method works. To employ
jigsaw teaching method, a teacher should follow these guidelines. They are: i) Update the pupils; explain the
value of the jigsaw approach and how it enhances students’ academic achievement, communication, critical
thinking, creativity, teamwork, and problem-solving skills in general; ii) Create smaller groups in your class
by dividing it into sections of four to six pupils each. Ensure that each group includes students from all
backgrounds and skill levels. Students are grouped together as seen in Figure 1. Each group can hold four
people; iii) Give each group a specific assignment or topic to research and become authorities on; assign a
topic. Give students the tools they need to do research and gather their data; iv) Give pupils enough time to
conduct independent research on the topics they have been assigned. You can complete this as homework or
in class; v) Create new groups (expert group): rearrange the class into new groups, ensuring that each group
contains a representative of each of the original groups. Ensure that the members of the new groups are
diverse and possess various levels of competence; vi) Information sharing: students in their new groups
should educate their peers on the material they have learnt. Encourage them to debate and elaborate on any
ideas that need more explanation; vii) Piece together to develop a final product: students should produce a
final piece that combines all of the knowledge they have gained. This might be a written report, a poster,
or a presentation; and viii) Motivate students to ponder on their work and assess their own and their
group’s progress after finishing the final product. They can use this to pinpoint problem areas and make
necessary modifications.
Figure 1. Jigsaw method employed
6. DISCUSSION
The study revealed that the most prevalent instructional strategy in Somaliland universities is the
lecture method. The finding that the majority of teachers employed the lecture method during lessons is
supported by previous research [42]. While the lecture method can be an effective way for teachers to convey
information it can also be problematic if overused or not used in conjunction with other teaching methods. A
potential issue with the lecture method is that it can be passive for students, who may become disengaged and
lack motivation to [43]. Additionally, it may not be effective for students who learn better through hands-on
activities or group work [44].
The finding is also supported by a study of Mahanta et al. [45], they examined the use of the lecture
method in medical education in India. They found that while lectures were the primary mode of instruction,
students preferred more interactive and hands-on learning experiences. The authors suggest that
incorporating more interactive teaching methods, such as problem-based learning, could improve student
engagement and learning outcomes. Research by Yasin [46] asserted that for a teacher to be effective, they
must possess a deep understanding of instructional methodologies, the use of teaching aids, classroom
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management, student participation, and constant assessment. In commensurate with the finding, a study by
Yeo et al. [47] explored the use of the lecture method in accounting education in Malaysia. They found that
while lectures were the main instructional strategy, students also valued group work, case studies, and online
resources. The authors suggest that incorporating a variety of teaching methods could enhance student
engagement and promote deeper learning.
The study also found out the lecture method employed by the teachers brought about low student
engagement. The finding that there was relatively little student cognitive involvement during the lecture is
consistent with earlier studies [48]. Low cognitive engagement can be brought on by a variety of things, such
as a lack of relevance or interest in the subject matter, a teacher with poor presentational abilities, and
inefficient teaching methods. To enhance the student’s cognitive engagement, a teacher should employ active
teaching strategies rather than passive and didactic methods. For example, they can use multimedia tools,
such as videos or interactive online quizzes, to help students better understand the material. Teachers can also
use active learning techniques, such as role-playing or case studies, to help students apply the material in a
meaningful way.
Interestingly, the study found out that providing slides to students was the sole way of covering the
content. The documented literature states that slides can be supplementary to the teaching process but cannot
be the only way of instructional aid. This supported by the study conducted by Kiewra et al. [49]. They found
that while slides can be useful as a supplement to teaching, they are not sufficient on their own. The study
showed that students who received a lecture supplemented with slides performed better on a test than those
who only received the slides. The researchers suggest that slides should be used as an aid to teach, rather than
a replacement for it. Similarly, a significant number of studies revealed that adequate teaching learning
materials improve the academic performance of students and their interactive engagement.
There are various studies that suggest that simply providing slides is not enough to enhance learning
and that other teaching methods should be used in conjunction with slides to create a more effective learning
environment. Mayer and Moreno [50] argued that simply presenting slides with text and images can lead to
cognitive overload and that additional instructional methods, such as narration, should be used to reduce
cognitive load and enhance learning. Research by Clark and Mayer [51] provided evidence-based guidelines
for designing effective multimedia learning materials, including the use of other teaching methods in
conjunction with slides to enhance learning. Research by Kalyuga et al. [52] suggested that learners with low
levels of expertise may benefit from more guidance and instruction beyond slides, such as worked examples
and problem-solving tasks. Overall, these studies suggest that while slides can be a useful tool for presenting
information, they should be used in conjunction with other teaching methods to create a more effective
learning environment.
7. CONCLUSION
Despite teachers possessing good knowledge of subject matter issues, the study found that the
majority of the teachers in the University of Hargeisa employed didactic or lecture methods during their
instructional time. In terms of student engagement during the instruction, the study revealed that majority of
the lecturers used teacher-centered approach where knowledge was passively imparted to students using rote
memorization. Students’ priori knowledge was ignored, and knowledge was deposited to their brains as
banks. From the perspective of the use of teaching learning materials, the study found out that the majority of
the teachers used projectors for slide presentations. Whiteboard and markers were rarely used. Although there
were instances where the use of teaching aids was important, teaching aids were not brought to class.
Somaliland National Commission for Higher Education (SNCHE) should develop and implement a
comprehensive teacher training program that focuses on pedagogical practices, subject matter expertise, and
effective use of technology. SNCHE should encourage teachers to adopt innovative student-centered
pedagogies that promote active learning and engagement in the classroom. SNCHE should provide training
and resources for teachers on the use of teaching aids and materials. The Ministry of Education and SNCHE
should establish a system of teacher evaluation and feedback that includes input from students, peers, and
supervisors. Universities of Somaliland should also promote the use of formative assessment strategies to
gauge student understanding and promote learning. Universities should also provide opportunities for
teachers to observe and learn from each other (peer observation). Encourage teachers to seek feedback from
their students on their instructional practices. Provide support for the development and implementation of
effective instructional strategies and practices. The SNCHE and universities should also provide incentives,
recognition, awards, and opportunities for career advancement for teachers who demonstrate excellence in
teaching can help to create a culture of excellence within the institution and inspire all teachers to strive for
excellence in their own teaching practice.
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BIOGRAPHIES OF AUTHORS
Gulled Mohamed Yasin is a research fellow at the Center of Educational
Research and Innovation of National Taiwan Normal University. He is the recipient of Taiwan
MOFA Fellowship in 2023. He is currently working on how Taiwan Curriculum
Competencies Research Project. Gulled has just completed his PhD in Education from Unicaf
University. He also has MSc in research, data analysis and statistical methods from Amoud
University. In 2021, he joined the School of Graduate Studies at the University of Hargeisa as
a lecturer. He has written several papers in the areas of innovative pedagogy, curriculum,
educational policy, and educational leadership. He can be contacted at email:
fiqi215@gmail.com.
Rachel Monde Kabeta is a senior lecturer in education courses focusing mainly
on education management, education administration and educational leadership and
curriculum studies at Mulungushi University, Kabwe, Zambia. Dr Kabeta has published quite
number of research papers on the areas of educational leadership, curriculum and educational
administration. She can be reached at email: rachaelmabuku@yahoo.com.