Authors:Keka Varadwaj, Jaba Varadwaj Pages: 1 - 22 Abstract: The study was carried out to examine the mediation of spiritual intelligence between psychological capital and academic behaviour of college students. Spiritual intelligence included critical existential thinking, personal meaning production, transcendental awareness and conscious state expansion. Psychological capital included hope, self-efficacy, resilience, and optimism. Academic behaviour included academic engagement, perceived academic competence, learning strategies, and class room interaction. Participants were 120 randomly selected college students who responded to King’s Spiritual Intelligence Inventory, Luthan’s PsyCap Questionnaire, and Sia’s Academic Behaviour Scale. Correlational analyses of the data pointed out that all the attributes of spiritual intelligence has significant positive correlation with all the attributes of psychological capital and of academic behaviour. Confirmatory factor analyses were carried out for each attribute of spiritual intelligence and adequate model fits were obtained. The results revealed significant mediation effect of each attributes of spiritual intelligence between psychological capital and academic behaviour. PubDate: 2022-05-01 DOI: 10.53103/cjess.v2i3.40 Issue No:Vol. 2, No. 3 (2022)
Authors:Mustafa Altun, Soran Abdullah, Bander Hamad Wsen, Sahand Said Qadir, Lava Omar Ismail Pages: 23 - 36 Abstract: This research aimed to analyze the role and significance of lexical cohesion in making sentences more coherent. The research also seeks on comparing the Kurdish and English lexical cohesions respectively. For doing that, the research found out that both departments of English and Kurdish languages have more familiarity with the use and functions of reiteration than the collocations. The total number of cases of reiteration in the English department was 29, in the Kurdish department was 23, however, the number of collocations in the English department was 30, but in the Kurdish department were only 3 cases. Because both languages do have lexical cohesion academically, the cause of the limited number of collocations in the Kurdish department refers to the lack of students' skills of writing and their familiarity with the lexical cohesion usages. Students of the Kurdish department have more familiarity merely with reiteration than collocations. Therefore, they ought to study the elements of lexical cohesion to make their writings more coherent and meaningful. PubDate: 2022-05-01 DOI: 10.53103/cjess.v2i3.37 Issue No:Vol. 2, No. 3 (2022)
Authors:Recep Bilgin Pages: 37 - 49 Abstract: Public speaking can be defined as the art of speaking effectively in front of a community. However, doing this effectively depends on following some rules and premises. In this case, it is important to carefully monitor certain elements and make adjustments according to their condition. The process starting from the speaker continues until the speech is delivered to the listener, and between the two factors such as the content of the message, its relevance, its impressiveness, and its suitability for the needs of the audience play a role. Public speaking includes a number of important functions. In particular, the effective transmission of ideas to the community and the emergence of opinion changes or increased motivation from them have emerged as an important function. Public speaking can be for the purpose of informing the audience, as well as for the purpose of persuading them. Finally, there are some threats that will prevent effective public speaking. Especially the monotony and the anxious state of the speaker are great threats. PubDate: 2022-05-01 DOI: 10.53103/cjess.v2i3.39 Issue No:Vol. 2, No. 3 (2022)
Authors:Folasade Esther Jimola, Foluso Florence Adeleke Pages: 50 - 64 Abstract: Several studies have examined the effectiveness of asynchronous and synchronous e-learning tools on students’ learning but these studies did not investigate learners’ preference and inhibitors of the use of a/synchronous e-learning tools. Learners in tertiary institutions make use of asynchronous and synchronous tools for either academic or non-academic purposes or even for both purposes. It is therefore necessary to consider which of these technological tools students prefer, why they prefer them and constraints inhibiting them from using these technological tools. To actualize this aim, an empirical study of the descriptive research design of survey type was employed. A total sample of 300 respondents of Higher National Diploma from a polytechnic was randomly selected for the study. The findings showed that Skype, Video conferencing and Audio-conferencing are the most preferred synchronous e-learning tools while Whatsapp, Facebook, and YouTube are shown as the most preferred asynchronous e-learning tools. Respondents revealed that they prefer asynchronous e-learning tools because asynchronous e-learning helps students learn and interact with peers and lecturers who are in remote areas at their convenience and they prefer synchronous e-learning tools because synchronous e-learning fosters collaboration and real-life interaction among learners. Factors inhibiting the use of a/synchronous e-learning tools were discussed in the study. This study therefore gave some recommendations that could be useful for concerned stakeholders. PubDate: 2022-05-01 DOI: 10.53103/cjess.v2i3.38 Issue No:Vol. 2, No. 3 (2022)
Authors:Margaret Gathondu, J Kagema, A Wanderi Pages: 65 - 78 Abstract: Quality education outcomes are the driving force of society’s development and this has been the quest for various local, national, and international frameworks including Kenya’s Vision 2030 and Sustainable Development Goals. Nevertheless, an examination of their pedagogical practices reveals gaps in the achievement of quality education outcomes. This study examined a comparative review of teachers’ professional identity and its impact on teachers’ pedagogical practices in two counties of Kenya. Social Constructivism Theory, which theorizes how social learning occurs, guided the study. Through a comprehensive review of literature, the study identified gaps in teachers’ pedagogical practices that motivated the present study. The study purposively sampled 24 principals and systematically randomized 80 teachers and 144 students. The key research instruments were questionnaires for teachers and students, while interview guides were used to collect data from principals from the selected public secondary schools. Validity was enhanced by the piloting of the instruments before collecting the final data. To enhance credibility, an adjustment of the tools was done according to the opinion obtained from respondents and the advice provided by university supervisors. The reliability of the instruments was calculated using the Pearson product-moment correlation coefficient and found to be ρ =.77, hence considered reliable. To test the internal consistency of reliability within the questionnaire items, Cronbach alpha based on the standardized items was used, which yielded α =.759. Quantitative data were analyzed using SPSS Version 25 for both descriptive and inferential statistics. Measures among variables were described using standard deviations, SD. The test generated Chi-square coefficients of χ (1) =.87.685, 176.153 with corresponding significant levels of p=, .000 for teachers and p= .000 for learners which were both equal to the already determined level of significance of 0.05, that is p values of 0.00 and 0.00 are equal to 0.00. The reporting of the quantitative data was in percentages, tables, and charts. Qualitative data was analyzed through identification, categorization of data into concepts, and interpretation of patterns and themes in textual data, which determined how these patterns and themes helped answer the research questions. The study findings indicated that teachers are pivotal in determining educational outcomes through their pedagogical practices as corroborated by the respective research objectives and findings. The study is significant to education policymakers as they design effective curriculum delivery strategies and to school administrators and wider educational stakeholders. The study also concludes that a pedagogical practice among teachers plays a great role in quality educational outcomes. The study recommends that teachers should undergo continuous professional development to improve curriculum delivery. Also, the government should enhance quality assurance and monitoring strategies in schools to ensure that the school curriculum is highly implemented to achieve the educational goals in Kenya and beyond. PubDate: 2022-05-01 DOI: 10.53103/cjess.v2i3.43 Issue No:Vol. 2, No. 3 (2022)
Authors:Hussein Hakeem Barzani Sami, Star Mustafa Bahast Pages: 79 - 97 Abstract: Teacher education refers to policies and processes aimed at providing teachers with the information and skills they need to be effective educators and teach effectively; however, this is easier said than done. Therefore, comprehensive preparation of student-teachers would aid them performing well in educational and teaching contexts. Students of Tishk International University, Faculty of Education study for four years to go into real classrooms and teach. They go through many different phases, take different theoretical and practical courses, attend various extracurricular activities, and carry out practice teaching program in order to become effective teachers in our age of speed. This study endeavored to find the sufficiency and effectiveness of the program offered at the faculty via senior students and graduates’ perceptions. To do so, data were collected both quantitatively and qualitatively. In the quantitative part, the study population comprised of seventy-one senior students and graduates from the Faculty of Education, whereas eight participants responded to the interview questions for the qualitative phase. The data were collected using a questionnaire and open-ended questions. The collected data were analyzed using SPSS and descriptions. The result indicated that the overwhelming majority of the participants are satisfied with the whole program they received. A strong majority of the participants showed that they have gained a lot from the curriculum in many of the aspects necessary for teachers in the twenty-first century. Moreover, results unveiled positive attitudes of the respondents towards content, pedagogical, technological, and methodological knowledge they collected during years of study. PubDate: 2022-05-01 DOI: 10.53103/cjess.v2i3.41 Issue No:Vol. 2, No. 3 (2022)
Authors:Joseph Munyoki Mwinzi Pages: 98 - 108 Abstract: The contemporary society is at a crucial point in the evolution of digital technology. An extensive usage of digital technology in education theory, policy, and practice poses the challenge of digital ethics. It is apt to be conversant with digital ethics, which is ‘doing the right thing at the intersection of technological innovation and accepted societal values’. On the contrary, these dazzling digital technologies capture the attention and inspire imagination of human beings in the framework of teaching and learning in the current era. The speed of digital technology change and the relativity of social values cannot ignore the indispensable questions about ethics in educational theory, policy, and practice. Therefore, this treatise draws attention to the indispensable necessity of averting the reality of relativity, contingency, and subjectivity as perceived in digital technology and affirming the relevance of authenticity as the hallmark of ethical deliberations in the realm of educational theory, policy, and practice. PubDate: 2022-05-01 DOI: 10.53103/cjess.v2i3.44 Issue No:Vol. 2, No. 3 (2022)
Authors:Leticia Bosu Pages: 109 - 138 Abstract: The study assessed Senior High Schools’ (SHSs) Accounting teachers’ pedagogical strategies in planning their lessons. A convergent parallel mixed method was employed, drawing samples from 60 SHSs, of which 81(12 interviewed) Accounting participated. The study revealed that teachers incorporated appropriate pedagogical strategies in planning lesson introductions. However, teachers do not write comprehensive lesson notes. Still, they have skeletal plans, and they did not incorporate appropriate Teaching Learning Resources (TLRs) in their lesson plans and activities to enhance their teaching/learning. Most of the lesson plans did not reflect on concepts that build students’ confidence in interpreting Accounting concepts/principles. The study suggests that incorporating TLRs and teaching/learning activities in a lesson plan should be emphasised. PubDate: 2022-05-01 DOI: 10.53103/cjess.v2i3.45 Issue No:Vol. 2, No. 3 (2022)
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