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Research on Teaching Quality Improvement Path of Ideological and Political Course in Universities
Issue:
Volume 8, Issue 3, September 2023
Pages:
117-120
Received:
18 June 2023
Accepted:
4 July 2023
Published:
11 July 2023
Abstract: The teaching quality of ideological and political courses in universities is related to the effectiveness of teaching and educating. At present, due to the influence of various factors, the quality of ideological and political courses in universities is faced with realistic difficulties: students' learning initiative and enthusiasm are not high; The professional skills of ideological and political teachers are uneven, and the innovation of teaching methods is insufficient. The teaching content of ideological and political courses does not fit well with students' major. Therefore, the way to improve the teaching quality of ideological and political courses in universities needs to start from three aspects: improving students' learning initiative and enthusiasm; Improve the teaching ability of ideological and political teachers; To innovate the teaching methods of ideological and political courses and strengthen the collaborative integration construction of ideological and political courses and specialized courses. While grasping the commonness and regularity of ideological and political course teaching quality construction, it is necessary to explore the substantial improvement of teaching quality in combination with school reality, teachers' strength and students' ideological reality. Through various efforts, we will continuously improve the teaching quality of ideological and political course, and build it into a course that students truly love and benefit from throughout their lives.
Abstract: The teaching quality of ideological and political courses in universities is related to the effectiveness of teaching and educating. At present, due to the influence of various factors, the quality of ideological and political courses in universities is faced with realistic difficulties: students' learning initiative and enthusiasm are not high; Th...
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Instructional Leadership Promotes Stem Education in Schools
Tran Van Dat,
Phan Ngoc Thach,
Pham Nguyen Cam Tu
Issue:
Volume 8, Issue 3, September 2023
Pages:
121-128
Received:
30 June 2023
Accepted:
17 July 2023
Published:
26 July 2023
Abstract: STEM education is interested as an educational solution to train high-quality human resources for the country. For STEM education to be implemented well in schools, it is necessary to have the leadership and comprehensive guidance of the principal. At this time, the principal needs to equip himself with an instructional leadership style. Instructional leadership is a school leadership model in which the principal plays the role of guiding teachers, students, and staff in establishing an effective organizational structure for teaching and learning activities. For STEM education, leadership directly supports, advises, and helps teachers access methods of integrating science, technology, engineering, and mathematics into teaching and educational activities. Within the scope of this research, the author uses theoretical research methods to clarify the importance of school leadership, the role and meaning of STEM education, models, system of methods, and forms of development. promote effective STEM education in schools. The research contents clearly demonstrate the principal's role in guiding and directing teachers to integrate science, technology, engineering, and mathematics (STEM) into teaching and educational activities to develop students' quality and capacity, suitable to the context of the current knowledge economy. From there, it is concluded that instructional leadership is one of the leadership styles that promote STEM education in schools.
Abstract: STEM education is interested as an educational solution to train high-quality human resources for the country. For STEM education to be implemented well in schools, it is necessary to have the leadership and comprehensive guidance of the principal. At this time, the principal needs to equip himself with an instructional leadership style. Instructio...
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Need for Knowledge of Trigonometry and Characteristics of Its Teaching
Neel Báez Ureña,
Ramón Blanco Sánchez,
Ricardo Benjamín Valdez Reyes
Issue:
Volume 8, Issue 3, September 2023
Pages:
129-136
Received:
28 February 2023
Accepted:
23 March 2023
Published:
9 August 2023
Abstract: In the present work, in the first place, the need for knowledge of trigonometry is argued, both in Mathematics itself and in practical applications; but despite the usefulness and necessity of trigonometry, it can be seen in the specialized bibliography that it is usual for students to present difficulties with the aforementioned contents. For this reason, the work presented here is aimed at determining aspects of this branch of Mathematics that influence the difficulties that students present in their learning; Reasons for these difficulties are specified and precise didactically based guidelines are provided in order to avoid or at least mitigate them. Therefore, the objective of this work is to provide a set of didactic guidelines, with their theoretical foundations, that help teachers in the direction of the teaching-learning process of trigonometry. Obviously, as reflected in the specialized bibliography, the student's activity is essential for their learning and cognitive development. The theoretical foundations that serve as a basis in a specific way in the proposed proposal are also specified, such as representation register changes, theoretical generalization, and process-to-object transit. The methods used are based on bibliographic review and participant research with a pedagogical experiment to check the results obtained.
Abstract: In the present work, in the first place, the need for knowledge of trigonometry is argued, both in Mathematics itself and in practical applications; but despite the usefulness and necessity of trigonometry, it can be seen in the specialized bibliography that it is usual for students to present difficulties with the aforementioned contents. For this...
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Effect of Discrete Learning Implementation on Adaptive Skill Acquisition of Autistic Learner in Tharaka Nithi County, Kenya: Positioning Prospects, Policy and Practice
Gatuura Festus Doris,
Odundo Paul Amollo,
Theresa Kazungu,
Ganira Khavugwi Lilian
Issue:
Volume 8, Issue 3, September 2023
Pages:
137-145
Received:
6 April 2023
Accepted:
11 May 2023
Published:
9 August 2023
Abstract: Adaptive skill acquisition is premised on effective discrete learning implementation to support functionality of autistic learner. Non appropriate implementation may compromise learner functionality due to low adaptive skills acquisition. Efficient implementation is underpinned on interest discovery, making learning fun, provision of hands on experiences which may increase adaptability of autistic learner. Discrete learning premised on instructional delivery, response recording and repeated instructions may help overcome issues emanating from non-participation in learning activities to accelerate adaptive skills acquisition for survival. Study sought to establish effect of discrete learning implementation, on adaptive skill acquisition of autistic learner in Tharaka Nithi County, Kenya: positioning prospects, policy and practice. Study was anchored on executive dysfunction theory of autism which depicts that autistic learners are challenged in understanding complex tasks minimizing adaptive skills acquisition. Study embraced correlation coefficient design to examine effect of discrete learning on skill acquisition without control nor manipulation. Public primary schools sheltering special needs learners formed target population while suitable sample was obtained using purposive sampling for autistic learner’s teachers and stratified random sampling for stakeholders. Data was obtained from 17 respondents; 13 teachers and 4 stakeholders using questionnaire. Pearson correlation coefficient indicated a P value of ≤ to 0.05 indicating a statistical significance of implementation on acquisition of adaptive skills. Descriptive analysis indicated Means of repeated instruction; 2.71, instruction delivery; 2.29 and response recording; 1.96 insinuating a positive effect. Policy positioning on discrete learning implementation, refresher courses to expedite effective implementation and further research on interventions for adaptive skills acquisition.
Abstract: Adaptive skill acquisition is premised on effective discrete learning implementation to support functionality of autistic learner. Non appropriate implementation may compromise learner functionality due to low adaptive skills acquisition. Efficient implementation is underpinned on interest discovery, making learning fun, provision of hands on exper...
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Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan
Chomunorwira Tafara,
Koyama Masataka
Issue:
Volume 8, Issue 3, September 2023
Pages:
146-152
Received:
5 July 2023
Accepted:
25 July 2023
Published:
9 August 2023
Abstract: The purpose of this study was to clarify the challenges faced by junior and senior high school mathematics teachers in practicing project-based learning (mainly task-based learning that mathematically solves real-world problems) in the classroom and their solutions to the challenges. Therefore, with the approval of the Research Ethics Review Committee, we conducted an open-ended online questionnaire survey (July 15 to August 31, 2022) of high school mathematics teachers in Japan about the issues they face and the solutions in the three stages of project-based learning: the design and preparation stage of the learning tasks to be handled in project-based learning, the implementation process, and the evaluation stage. In this paper, we analyzed the data from 25 high school mathematics teachers who agreed and responded to the purpose of this survey using a qualitative content analysis method. As a result, it was clarified that mathematics teachers face six challenges when practicing project-based learning in the classroom: designing authentic mathematical tasks, arousing students' interest, the degree of learning support for students, collaborative activities in groups, securing time, and evaluating learning outcomes. Second, it was clarified that mathematics teachers are trying to solve these problems by creating project-based learning tasks in small scale and for a short time, collaborating with mathematics teachers at the same school, collaborating with teachers of other subjects at the same school, collaborating with students, collaborating with experts in mathematics education, and investigating previous studies on project-based learning. Finally, based on these research results, we suggest research issues that need to be addressed in future research on the practice of project-based learning in mathematics education.
Abstract: The purpose of this study was to clarify the challenges faced by junior and senior high school mathematics teachers in practicing project-based learning (mainly task-based learning that mathematically solves real-world problems) in the classroom and their solutions to the challenges. Therefore, with the approval of the Research Ethics Review Commit...
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The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program
Salifu Yakubu,
Haruna Abdul Karim,
Zibreal Sandawey Salifu,
Shaibu Issah Abdulmumin
Issue:
Volume 8, Issue 3, September 2023
Pages:
153-159
Received:
6 July 2023
Accepted:
20 July 2023
Published:
9 August 2023
Abstract: This paper highlighted the challenges of mentors of the student’s teachers (Mentees) under the Supported Teaching in Schools (STS) program that has been introduced into the Colleges of Education in Ghana as part of the new B. Ed. curriculum. The study employed a descriptive survey to find out the perception of mentors in partner schools towards the STS program and some of the challenges affecting the mentors in the East Mamprusi Municipality in the North-East region of Ghana. A sample of 66 mentors, comprising 33 of each sex, was selected from the partner schools of Gambaga College of Education and surveyed using questionnaires. The data was analysed using both descriptive and inferential statistics. The findings, among other thofgs, revealed that even though the STS program is rated highly across the ranks in GES, mentors with higher ranks rated the STS program higher than their juniors. The findings also further revealed that some of the challenges affecting the mentors include a lack of financial and other incentives, a lack of TLS, and a lack of proper orientation. Consequently, it is recommended that stakeholders offer mentors the necessary incentives and also create an avenue to educate mentors to embed STS program as part of their routine professional discourse. Periodic orientation must be provided to the mentors, and the partner schools must be equipped with appropriate TLMs.
Abstract: This paper highlighted the challenges of mentors of the student’s teachers (Mentees) under the Supported Teaching in Schools (STS) program that has been introduced into the Colleges of Education in Ghana as part of the new B. Ed. curriculum. The study employed a descriptive survey to find out the perception of mentors in partner schools towards the...
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Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning
Mboh Jones Nchenepoh,
Patrick Kongnyuy
Issue:
Volume 8, Issue 3, September 2023
Pages:
160-167
Received:
31 July 2023
Accepted:
25 August 2023
Published:
8 September 2023
Abstract: The paper aimed at assessing the quality of virtual teaching/learning experiences incorporated in the teaching practicum at the Government Teacher Training Colleges in Cameroon. Teaching practicum is a very important exercise in the initial training of teachers. It has to be rich in context, input and process to ensure that the trainees are well equipped to meet present and future needs of diverse learners and the society by extension. At the same time, it has to be holistic and proactive so as to guarantee an effective teaching/learning even in an advent of physical classroom lockdown imposed by pandemics or social unrest. This can be done by diversifying teaching/learning methods to embrace aspects like e-learning techniques that will solve even the crisis of over-crowded physical classrooms. The study adopted a descriptive survey that anchored on an 11 item closed ended questionnaire for teacher trainers and 11 item closed ended questionnaire for teacher trainees as well as document review. The questionnaire items were adapted in keeping with the Stufflebeam’s Evaluation Model. The questionnaires were pilot tested on 10 respondents each who did not constitute part of the sample. The participants were randomly selected and made up of 200 final year student teachers and 60 teacher trainers. Findings revealed that the teaching practicum at the Government Teacher Training Colleges in Cameroon is effective as it respects regulatory guidelines vis-à-vis the teaching practicum context to a greater extent but there is need to include a module on virtual teaching practicum in the training programme in order to guarantee sustainable Teaching/Learning in schools.
Abstract: The paper aimed at assessing the quality of virtual teaching/learning experiences incorporated in the teaching practicum at the Government Teacher Training Colleges in Cameroon. Teaching practicum is a very important exercise in the initial training of teachers. It has to be rich in context, input and process to ensure that the trainees are well eq...
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