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All Journal Psikoislamika : Jurnal Psikologi dan Psikologi Islam International Journal of Research in Counseling and Education Atfaluna: Journal of Islamic Early Childhood Education
Ugwuanyi, Christian
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Neuroscience Public Health Social Sciences

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Psychometric properties of Sense of Community Scale using Nigerian secondary school students Ugwuanyi, Christian
International Journal of Research in Counseling and Education Vol 7, No 1 (2023): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/00631za0002

Abstract

The populous of Nigeria is fleeing in dread as a result of the obscene security breaches. The school-age teens who may not have a strong feeling of their community are those who are most impacted. Due to the lack of comparable studies in Nigeria, this study carried out the factorial validation of a 36-item SoCS created by Cicognani et al. (2006). The tool was accepted and verified. For this study, a sample of 489 secondary school students was selected using a straightforward random selection procedure. Factor analysis was used to evaluate the validity and reliability of the instrument as part of the factorial validation process. In addition, the exploratory and confirmatory factor analyses were conducted using the principal component matrix with Varimax rotation, and the data model fit was assessed using the root mean square approximation (RMSEA) and confirmatory factor index (CFI). The study's findings revealed that SoCS in the Nigerian setting exhibited good model fit (RMSEA =.041, CFI =.951) and reliability (0.89). The sense of community among teenagers enrolled in school can be measured with the SoCS.
The Effect of Rational-Emotive Behavior Therapy on Physics Teachers’ Stress Management in Nigeria Ugwuanyi, Christian
Psikoislamika: Jurnal Psikologi Islam Vol 20, No 2 (2023)
Publisher : Fakultas Psikologi Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/psikoislamika.v20i2.24316

Abstract

This study investigated how rational-emotive behavior therapy (REBT) helped secondary school physics teachers manage work-related stress. There are 86 secondary school physics teachers participated in this study using a randomised control trial group design as the study population. An appropriately validated and trial-tested job stress questionnaire was used to gather data for the study (α=.84). Prior to receiving a 12-week REBT intervention treatment, the participants underwent a pretest. After the intervention ended, the subjects underwent a posttest and were also given a follow-up test two months later. Data generated for this research was analysed analysis of variance (specifically repeated analysis of variance). The outcome of the research revealed that the work stress of the physics teachers exposed to REBT was reduced significantly more than those of the control group. Implications: The research implication is that the work stress of physics teachers can be better managed using the REBT program. The study contributes to advancing the therapeutic space and concern that REBT treatment can be applied.
Exploring Practitioners’ Lived Mathematical Play Practices in the Early Childhood Care and Education Setting Okeke, Chinedu; Baloyi-Mothibeli, Seipati; Ugwuanyi, Christian
Aṭfālunā Journal of Islamic Early Childhood Education Vol 7 No 2 (2024): July-December 2024
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v7i2.9238

Abstract

Attention to engaging children in math-related play is increasing, but it is not clear how early childhood practitioners in South Africa practice lived mathematical play. This study sought to determine early childhood care and education practitioners’ lived mathematical play practices. The study was anchored on Vygotsky's social constructivist theory, which holds that children learn best when they are scaffolded and mediated by people who have more knowledge than they do. The study adopted a phenomenological research design using a sample of 10 practitioners. The researchers gathered data using a semi-structured interview guide. A thematic analysis was used to analyze the data that were gathered. The findings of the study revealed that the lived mathematical play practices of early childhood partitioners include building relationships, showing respect, having passion, being experienced, and acting in loco parentis. Moreover, practitioners seem to know and understand what was expected of them in ECCE, particularly regarding the teaching of mathematical play-based learning. It was recommended that practitioners' lived mathematics play-based learning can be improved through appropriate teacher development programs and by gaining acceptable qualifications.
Exploring Practitioners' Lived Mathematical Play Practices in the Early Childhood Care and Education Setting Okeke, Chinedu; Baloyi-Mothibeli, Seipati; Ugwuanyi, Christian
Atfaluna Journal of Islamic Early Childhood Education Vol 7 No 2 (2024): July-December 2024
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v7i2.9238

Abstract

Attention to engaging children in math-related play is increasing, but it is not clear how early childhood practitioners in South Africa practice lived mathematical play. This study sought to determine early childhood care and education practitioners' lived mathematical play practices. The study was anchored on Vygotsky's social constructivist theory, which holds that children learn best when they are scaffolded and mediated by people who have more knowledge than they do. The study adopted a phenomenological research design using a sample of 10 practitioners. The researchers gathered data using a semi-structured interview guide. A thematic analysis was used to analyze the data that were gathered. The findings of the study revealed that the lived mathematical play practices of early childhood partitioners include building relationships, showing respect, having passion, being experienced, and acting in loco parentis. Moreover, practitioners seem to know and understand what was expected of them in ECCE, particularly regarding the teaching of mathematical play-based learning. It was recommended that practitioners' lived mathematics play-based learning can be improved through appropriate teacher development programs and by gaining acceptable qualifications.
Co-Authors Baloyi-Mothibeli, Seipati Okeke, Chinedu