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All Journal International Journal of Educational Review Educalingua Journal International Journal of Research in Education (IJRE) Curricula: Journal of Curriculum Development
Moses Adeleke ADEOYE
Al-Hikmah University Ilorin-Nigeria
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Parent-Teacher Association Intervention Strategies and Goal Achievement in Public Secondary Schools Adeseko Sunday OLAIFA; Usamatu ABDULKAFEEL; Leonard SHAIBU; Ebunlomo Oreoluwa OLAIFA; Moses Adeleke ADEOYE
International Journal of Educational Review Vol. 6 No. 1 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i1.31227

Abstract

Parent-Teacher Association has ensured and improved the quality and standard of education in Nigeria. This study examined parent-teacher association intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State, Nigeria. The study adopted a descriptive survey of correlational type. Two research questions and one hypothesis were raised to guide the study. A purposive random sampling technique was used to select two hundred and thirty-seven respondents from 39 public senior secondary schools in Ilorin-West Local Government Area, Kwara State. The research instrument was titled Parent-Teacher Association Intervention Strategies Questionnaire (PTAISQ) and Goal Achievement Questionnaire (GAQ) was used to collect data for the study. Descriptive statistic of frequency counts, percentages, mean and standard deviation was used to analyze demographics and answer the research questions raised. Inferential statistics of Pearson Product Moment Correlation statistics were used to test the formulated research hypotheses. The findings of the study revealed that; the level of parents-teachers’ intervention strategies were high based on the dimensions in Ilorin-West Local Government Area, Kwara State. The level of goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State was high. There was a significant relationship between parents-teacher intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State. It was recommended among others that the Kwara State government through Kwara Teaching Service Commission (TESCOM) ensure that qualified and competent teachers are recruited so that effective and efficient teaching and learning processes will be improved.
From Overwhelm to Success: Empowering Educational Personnel with Microlearning and Self-Paced Training to Maximize Performance and Avoid Burnout Moses Adeleke Adeoye; Entika Fani Prastikawati; Rasheedat Modupe Oladimeji; Adeseko Sunday Olaifa
International Journal of Educational Review Vol. 6 No. 1 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i1.31228

Abstract

This study investigates how self-paced training and microlearning can empower teachers, improve their output, and keep them from burning out. The heavy workloads and high levels of stress that teachers and administrators, commonly experience can negatively impact their general well-being and capacity to perform their professions efficiently. This study explores the possibility of self-paced training and microlearning as tools to empower educational personnel to solve these issues. The distribution of brief, bite-sized learning modules that concentrate on particular subjects or abilities is referred to as microlearning. Due to the modules' quick completion times and ease of access, educators can accommodate learning into their already hectic schedules. Self-paced training gives people the freedom to learn at their own pace and customizes and adapts their learning process. Through the use of self-paced training and microlearning, educational staff members can acquire critical knowledge and skills in a convenient and customized way. Furthermore, by enabling educators to prioritize their professional growth and manage their workload, these training methods can assist in avoiding burnout in the classroom. The study will also investigate the possible obstacles and difficulties that educators may encounter while introducing microlearning and self-paced training. To sum up, self-paced training and microlearning have the power to completely change how educators acquire knowledge and grow as professionals. Teachers can enhance their performance, knowledge, and skills by implementing these tactics, which will help students and the educational system as a whole.
Discourse Analysis: Language Issues in Indigenous Language Learning in Indonesia Moses Adeleke Adeoye; Entika Fani Prastikawati; Lulut Widyaningrum
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.1114

Abstract

This article examines the complexities of language issues in the context of Indigenous language learning in Indonesia, a nation with over 700 living languages. Indigenous languages are at risk of extinction due to socio-political and economic factors. The research examines the role of language policies, educational practices, and community engagement in preserving and revitalizing Indigenous languages. It highlights the challenges Indigenous communities face in accessing quality language learning resources and the impact of globalization on language transmission. The discourse surrounding Indigenous language learning in Indonesia reveals the importance of these languages in cultural identity and heritage. In Indonesia, many Indigenous languages are classified as endangered, and there is an urgent need to address the barriers to effective language learning. The Indonesian government's language policy has historically prioritized the national language, Bahasa Indonesia, often marginalizing Indigenous languages. This policy environment creates significant challenges for Indigenous language learners, who may find themselves without adequate resources or support. Schools in many regions do not offer Indigenous language programs; when they do, the curriculum often lacks cultural relevance. Discourse analysis reveals that Indigenous communities often possess rich linguistic resources and knowledge that can contribute to language teaching. Collaborative efforts between educators, community leaders, and linguists can create a more inclusive language learning environment. Initiatives such as language nests, immersion programs, and local storytelling can enhance the learning experience by making it culturally relevant and engaging. By fostering a discourse that values and promotes linguistic diversity, Indonesia can work towards preserving and revitalizing Indigenous languages.
Breaking Barriers in Higher Education Leadership: Empowering Educational Personnel with the 3M Management Model Moses Adeleke Adeoye; Rasheedat Modupe Oladimeji; Jamilla Yusuf
International Journal of Research in Education Vol. 4 No. 2 (2024): Issued in July 2024
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v4i2.458

Abstract

This study aims to explore the potential of the 3M Management Model in empowering educational personnel to break barriers in higher education leadership. The objectives of the study seek to bridge the gap between theory and practice in higher education leadership by exploring the potential of the 3M Management Model and providing evidence-based insights that can inform decision-making and improve leadership development programs. The method used in this research is a Systematic Literature Review. The result found that educational leaders can develop their leadership abilities and encourage constructive change within their institutions by implementing this paradigm. The advantages of using the 3M Management Model are examined on how it can promote an innovative culture, enhance decision-making procedures and boost output. It also emphasizes how critical it is to cultivate a growth mentality, put successful procedures into place and use pertinent metrics to gauge performance. Higher education institutions can overcome obstacles and achieve sustainable growth and success by equipping their staff with this strategy
Reassessing standardized tests: Evaluating their effectiveness in school performance measurement Oyeronke Christiana Paramole; Moses Adeleke Adeoye
Curricula: Journal of Curriculum Development Vol. 3 No. 2 (2024): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v3i2.74535

Abstract

This research article reassesses the role of standardized tests in educational assessment, focusing on their complexities, historical context, and implications. It examines the accountability, and academic achievement benchmarks these tests provide while addressing criticisms such as cultural bias and narrowly teaching to the test. Alternative assessment methods, including formative and performance-based assessments, are also explored to offer a more holistic view of student learning and school performance. The article aims to contribute to a nuanced understanding of standardized tests' role in education, driving discussions on potential reforms that prioritize equitable and comprehensive assessment strategies. Critics raise concerns about the limitations of these tests, including their inability to capture the full range of student abilities, leading to biased and narrow educational outcomes. The study calls for a more balanced approach to educational assessment, integrating multiple methods to foster a more prosperous and fairer evaluation of student performance.   Abstrak Artikel penelitian ini mengevaluasi kembali peran tes terstandarisasi dalam penilaian pendidikan, dengan fokus pada kompleksitas, konteks historis, dan implikasinya. Artikel ini membahas tolok ukur akuntabilitas dan pencapaian akademik yang dihasilkan oleh tes ini, sembari mengatasi kritik seperti bias budaya dan pengajaran yang hanya berfokus pada persiapan tes. Metode penilaian alternatif, termasuk penilaian formatif dan berbasis kinerja, juga dieksplorasi karena menawarkan pandangan yang lebih holistik terhadap pembelajaran siswa dan kinerja sekolah. Artikel ini bertujuan untuk memberikan kontribusi pada pemahaman yang lebih mendalam tentang peran tes terstandarisasi dalam pendidikan, serta mendorong diskusi mengenai reformasi yang memprioritaskan strategi penilaian yang adil dan komprehensif. Para kritikus mengkhawatirkan keterbatasan tes ini, termasuk ketidakmampuannya menangkap seluruh kemampuan siswa, yang menyebabkan hasil pendidikan yang bias dan sempit. Kata Kunci: Asesmen pendidikan; keadilan pendidikan; kinerja siswa; tes terstandarisasi 
Co-Authors Adeseko Sunday OLAIFA Ebunlomo Oreoluwa OLAIFA Entika Fani Prastikawati Jamilla Yusuf Leonard SHAIBU Lulut Widyaningrum Oyeronke Christiana Paramole Rasheedat Modupe Oladimeji Rasheedat Modupe Oladimeji Usamatu ABDULKAFEEL