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number: /2023
CIT number: 0
Number of views: 972
Inclusive education for children with autism spectrum disorder (ASD) relies on the active involvement of parents. However, in Vietnam, research on the difficulties and needs of parents in accessing reference materials remains limited. This study aimed to examine the challenges and requirements of parents in obtaining guidelines for children with ASD in inclusive schools. An online survey was conducted with 109 parents of elementary school students with ASD to investigate this issue. The findings indicate that, in the existing guidelines, much of the information on autism symptoms, signs, and causes are primarily obtained from social media sites and unreliable sources. In contrast, parents expressed a desire to access materials developed by autism experts in a video format that is easy to comprehend and implement.
number: /2023
CIT number: 0
Number of views: 770
Despite Zimbabwe being a signatory to various international gender equality treaties and protocols, rural female students’ progression in education at one secondary school remains a mirage. In this context, this study sought to explore factors influencing rural female students to either progress or not in secondary school education. Data generation, analysis, and discussion were grounded in an emancipatory paradigm and qualitative approach. Against this background, the researchers used document analysis, interviews, and focus group discussion in sourcing information. As sources of data, thirty rural female students and five class teachers from one secondary school were purposively selected to form the sample for the study. Generated data were analyzed and discussed according to themes derived from the research questions. In this context, results from the analyzed and discussed data revealed numerous gender-related policy guidelines that advocate for rural female students’ progression in secondary school education. It was also noted that socialization was the protagonist in influencing rural female students on whether to progress or not to progress in secondary school education. In addition, the findings revealed that female students encounter multi-faceted obstacles in their progression in secondary school education. Therefore, from these results, the researchers concluded that multiple obstacles make rural female students’ progression in secondary school education a mirage. In this context, researchers recommended that parents or guardians transform their mindsets toward the rural female students’ progression in secondary school education and beyond.
number: /2023
CIT number: 0
Number of views: 793
Online universities have been overgrown since the 1980s due to technological development. When the COVID-19 pandemic broke out, traditional universities and colleges were forced to shift to online learning. In this study, we conducted a comprehensive bibliometric of online university research from 1997 to 2021 based on retrieval of the Scopus database. The bibliometric analysis revealed the number of publications, the most prominent countries, authors, journal sources, and critical articles based on citations and the most relevant research topics. Since the first paper was published in 1997, annual publications in online university research have increased rapidly to 1.5 - 2 times every five years. The United States, Spain, and Korea are the top three countries regarding the number of Online university studies. However, it is the authors from Korea who have the most publications. These findings could provide information to researchers and practitioners to better understand Online universities in the experiential and digital era.
number: /2023
CIT number: 0
Number of views: 391
Implementing a policy to enhance continuous training for professionals in the Cuban educational system has prompted a diagnostic assessment of the university model and, more specifically, the English language education program. One of the proposed solutions to graduate competent professionals in this language is to improve the English training process in higher education. A management study was conducted to accomplish this goal. This study focuses on the Language Centre of Pinar del Rio University. It aims to present the key aspects of the English training process management that have led to its improvement. The research employed theoretical methods such as historical-logical, analysis-synthesis, modelling, and empirical methods such as document analysis, observation, and group interviews. The study involved 135 students starting the policy, 21 English teachers from the language centre, and 20 from non-English subjects. The findings highlight the essential aspects of management that have contributed to improving English language education at the university.
number: /2022
CIT number: 0
Number of views: 2,441
Writing is a vital skill in the formation of language. The present study explored the factors that affect students’ writing skills by employing a convergent mixed-methods research design guided by a pragmatic paradigm. A survey and an interview were used to collect data. Simple descriptive and statistical analysis for quantitative data and thematic analysis for qualitative data analysis were employed. The finding showed that writing develops communication, critical thinking, creativity, and imagination in students. The finding also identified intrapersonal, interpersonal, and institutional factors as affecting students’ writing skills. It is recommended that relevant stakeholders such as the Ministry of Education, teachers, and parents work collaboratively to enhance the writing skills of the students
number: /2022
CIT number: 0
Number of views: 451
Task-based language teaching (TBLT) is regarded as one of the most efficient methods for great exposure to the target language through meaningful tasks. However, very few studies have been undertaken on the application of TBLT in secondary education in the Vietnamese EFL context. This paper aims to investigate secondary school students’ attitudes towards the implementation of TBLT in an English reading class. The participants included 73 eighth graders at a Ho Chi Minh City-based secondary school. They were divided into two groups: control group and experimental group. Thirty-three students were assigned to the experimental group and they took a 17-week course with the intervention of TBLT while the others in the control group received traditional methods. The pretest and post-test were employed to collect the quantitative data. The results revealed that the students in the experimental group achieved better results in the reading comprehension post-test than those in the control group. It is, therefore, suggested that EFL teachers should consider implementing TBLT to aid students in improving their reading comprehension.
number: /2022
CIT number: 0
Number of views: 493
A large number of studies emphasize social-emotional competence (SEC) as crucial for children not only in their school readiness and academic achievement but also in both their concurrent and later mental and physical health, success and happiness. In the efforts of Vietnam to approach “happy school”, social and emotional education (SEE) has come to the fore as a promising school-wide intervention to promote a positive relational and inclusive school culture. Aiming to offer a foundational theory for this movement, this paper presents an overview of how SEC has been conceptualized in the literature. It analyzes and draws conclusions about the shifts in social and emotional competence conceptualization from separate abilities to multi-faceted constructs. It further describes the divergent approaches in developing SEC in schools in which SEE plays an ultimate school-wide approach broadened from social and emotional learning.
number: /2022
CIT number: 0
Number of views: 1,328
The current study has derived inspiration from the design thinking approach as one of the pedagogical means to respond to the need for teaching, learning, and assessment in the twenty-first century. Specifically, the study was intended to explore strategies to implement design thinking’ in designing and delivering lessons in higher secondary-level biology classrooms. The study employed a participatory design approach which involved the participation of the researcher with the selected teachers in the co-design of biology lessons. This study was carried out over two weeks in one of the higher secondary schools in Samtse district, Bhutan. Hence, data for this study was obtained from the researcher’s qualitative notes based on field engagement with three piloted teachers, and teaching observations. The data from observation field notes were presented in narrative descriptions, to provide rich descriptions of classroom activities and tasks, teacher and students’ classroom interactions, and the design thinking process followed in the teaching and learning process. Findings revealed that both teachers and students have positive perceptions about the application of design thinking in biology class. The application of design thinking in biology class offers an opportunity for students to learn through the highest degree of collaboration, interaction, and creative thinking, unlike in a conventional classroom. Additionally, this offers an opportunity for building a foundation for teachers and educators to revitalize educational practices to prepare students to thrive in the modern era, by equipping students with the tools and capacity for innovative and creative thinking and the ability to solve problems.
number: /2022
CIT number: 0
Number of views: 453
Despite the availability of professional counselling services at the Samtse College of Education, it has been documented that majority of the staff and students do not avail it. This study investigated the factors determining staff’ and students’ motivation in seeking counselling services of the college. A mixed research method specifically convergent parallel design was adopted for this study. A total of 64 staff of the college and 395 students across all the academic programme have responded to the survey questionnaire. Likewise, a total of 10 focus group interviews (2 FGI with staff and 8 FGI with students) was conducted. The findings revealed that although both staff and students understand the importance and possess positive attitudes towards counselling, they indicated numerous factors affecting their motivation to seek such services. The results showed lack of basic knowledge about counselling of students, awareness of services, infrastructural facilities, the culture of the college, professionalism of counsellors and belief systems of an individual person as the significant factors determining their motivation in seeking counselling services. Several recommendations are also proposed such as conducting separate orientation of counselling and instituting different modes of counselling services in the college.
number: /2022
CIT number: 0
Number of views: 571
Test equating becomes essential to safeguard the test fairness for sitting for the actual national examination. Thus, this paper describes a proposal to help teachers in Malaysia to ascertain the relative efficiency of test score equating methods in comparing students’ high stakes examinations. The proposal addresses the practical implications of score equating by describing aspects of equating and item anchoring process which can be used by teachers. This study examined Principles of Accounting (PA) subject with Rasch measurement framework for dichotomous data analysis. A nonexperimental quantitative research approach was adopted in which a set of equivalent test instrument were administered to two different groups of respondents comprising 429 students. Data collection was through stratified random sampling method and analysed using Winstep software. Results showed a good fit study by using Common Item Non-Equivalent Group Design (CINEG) also named as Non-equivalent Groups with Anchor Test (NEAT) design. Both test forms were reasonably predictable good fit of measurement. No single student’s destiny should rely upon a single test paper (Wu et al., 2016). Hence, multiple sets of equivalent test papers should be developed by teachers in schools with the same standard as the actual exam papers. Subsequently, students will be more well prepared for the national examination and will be able to achieve desired grades.