International Journal of Asian Education
International Journal of Asian Education invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Education, The focus of the Journal is on all levels, stages, and processes of education (e.g., formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education). Which covers textual and fieldwork investigation with various perspectives of: Education Curriculum, Education Philosophy, Education Management Education Technology The International Journal of Asian Education aims to publish articles that show high levels of theoretical insight and /or empirical analytic work and gives preference to articles that demonstrate engagement on the key issues that face Asian education. Issues internal to education rather than external forces impacting on education are given preference. While it is intended that the Journal will remain academic in nature, the readers are considered to be educational generalists, and articles that are of interest to such readers will receive preference.
Articles
184 Documents
<![CDATA[Social Interaction and Academic Performance of Construction Management Students ]]>
<![CDATA[Bao Ngoc Nguyen]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.182
<![CDATA[Social interaction between students is a crucial but under-researched part of the education realm. Understanding how connections form in university classes and their effects on learning outcomes may provide extraordinary knowledge for researchers, educators, and policy-makers. This paper collected data from the questionnaire survey and then processed them with Gephi software to produce visualization and measurement. Initial results seem to indicate a significant correlation between students' connectedness and academic performance in one class. However, in another class, the results show a contrasting situation as there is no evidence that social network attributes impact learning performance. Taken together, these results would seem to suggest that the characteristics of the network should be judged on a case-by-case basis, and large-scale SNA analyses have been rarely reported. This present study provides a springboard for a new way to shed some light on classmates' interconnection. Using a similar approach to this article, it is believed that there is ample opportunity to study the association between classmate connectedness and career success. Research techniques and approaches around Social Network Analysis are expected to evolve further in the foreseeable future.]]>
<![CDATA[An Investigation on the Preference Approach in Experiencing Open and Distance Learning Methods ]]>
<![CDATA[Masyitah Md Nujid]]>;
<![CDATA[Duratul Ain Tholibon]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.184
<![CDATA[Open and distance learning (ODL) has become an alternative in teaching and learning (T&L) while the COVID-19 pandemic crisis struck the world globally in December 2019. However, the preferred tool and platform to be chosen in the transition period among students remain uncertain. The purpose of this study was to assess and investigate the effect of T&L preference techniques and technologies chosen by employing ODL in universities during the pandemic. This research adopted a descriptive approach and a quantitative survey was used to collect the necessary data. The questionnaire consisted of 14 questions and was separated into two parts: demographic information and undergraduate students' preference towards online class technology during the COVID-19 pandemic. Four themes and 16 sub-themes were identified in the set of questions in the survey. The results of the analysis revealed that ODL is the preferred method with WhatsApp social media platform as the medium for communication between educators and learners. Educators might consider devoting additional attention to improving teaching and learning practices in open and distance learning in choosing the right approaches and platform to be used through online and offline classes.]]>
<![CDATA[Lesson Study as an Intervention to Develop Prospective English Language Teachers' Classroom Management Skills ]]>
<![CDATA[Ertan Altınsoy]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.189
<![CDATA[This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.]]>
<![CDATA[A Narrative Study of Science Teaching Methods and Techniques in the New Normal ]]>
<![CDATA[Jastine Kent Florungco]]>;
<![CDATA[Dennis G. Caballes]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.190
<![CDATA[This study aims to discover the different techniques teachers use in delivering lessons in an online class. Teachers are still adjusting to the effects of the pandemic on the education system, particularly on the delivery of learning online. It was revealed that educators tend to test various techniques in teaching the learners' competencies. Assessments play a key role in dictating the success of these methods, which is why teachers are seemed to be very cautious in conducting quizzes and exams because these may be prone to cheating since it is online nature. On the other hand, the ongoing internet issues still hound the system here in the country.]]>
<![CDATA[Digital Divide: Alarming Agenda of Marxism on the Digital Education Sector ]]>
<![CDATA[Neil Beeto Jerrin]]>;
<![CDATA[Bhuvaneswari G]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.191
<![CDATA[As this world progresses towards a phase where digital modes of education are no longer considered optional, it has become mandatory and the only means of schooling due to the effects of the pandemic, Covid-19. The education sector is now entirely under the wing of digitalization to accomplish its objectives. Even though education can only be carried out through digital means, the ease of accessibility for digital modes for people from every socioeconomic sector cannot establish the concept of 'Digital Divide.' This term explains the breach between people who do not have the resources to utilize the digital realm. This breach between the people in the Digital Divide universe lurks the agendas of Marxism. The people who are privileged to access digital life are the ones who are from a well-established socioeconomic background/ sector, and the underprivileged ones are from a sector where the accessibility of the digital modes of life, even for education, are hectic because of their socioeconomic standards. Thereby, an image of how Marxist agendas is on the Digital Divide's shadows can be seen.]]>
<![CDATA[The Experiences of Ph.D. Dropouts in Geography ]]>
<![CDATA[Esma Emmioglu Sarikaya]]>;
<![CDATA[Ayşe Çağlar]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.197
<![CDATA[This study examines the experiences of four Ph.D. drop-out students in Geography programs in Turkey. Phone interviews were used to collect data. Narrative inquiry was used as a research design. Snowball sampling was used to reach the participants of the study. The study participants were two men and two women who started their Ph.D. programs in different universities in Turkey. The main reason that the participants had started their Ph.D. degrees was for getting academic jobs. The participants reported that they had positive experiences such as learning new skills and expanding knowledge but also negative experiences during their Ph.D. programs. All participants dropped out of their Ph.D. programs while they were writing their dissertations. Participants reported several personal (e.g., lack of skills) and circumstantial (e.g., social responsibilities, commuting) factors as reasons for quitting their Ph.D. programs. For educators, administrators, and policymakers, we recommended that setting higher criteria for Ph.D. students should be considered to attract and accept the best candidates for doctoral programs. During the doctorate, students should be able to select their supervisors or change their supervisors. In addition, doctoral students should be offered opportunities to socialize, share information, and learn from each other and should be encouraged to cooperate.]]>
<![CDATA[Developing The Evaluation Scale of Female School Administrators ]]>
<![CDATA[Emel Tüzel İşeri]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.199
<![CDATA[The aim of this study is to present a measurement tool that will be used to measure the female stereotypes faced by women managers in the school organization, how women managers are perceived and how teachers evaluate the school administrators. The study group consisted of 221 teachers working in primary schools in Ankara. As a result of the analysis, a measurement tool consisting of 45 items and five sub-factors including “General Management Success”, “Authority Provision and Impact on Interpersonal Relations”, “Personality Characteristics”, “Family Life” and “Objectivity and Equal Treatment” has been introduced. The Cronbach Alpha reliability coefficients of the factors were calculated as. 96, .94, .93, .94, .90 and. 98 for all items. The variances explained by the factors were 19.797%, 13.190%, 12.529%, 12.127% and 11.122% respectively. The total variance of the five factors was determined as 68.765%. The results show that the scale structure has been validated and that can be used as a valid and reliable tool in determining the evaluations of teachers among female school administrators.]]>
<![CDATA[Digital learning Initiatives, Challenges and Achievement in Higher Education in Nepal Amidst COVID-19 ]]>
<![CDATA[Ashis Acharya]]>;
<![CDATA[Srijana Subedi]]>;
<![CDATA[Narayan Gyawali]]>;
<![CDATA[Nabaraj Poudyal]]>;
<![CDATA[Ganesh Lamichhane]]>;
<![CDATA[Govinda Bastola]]>;
<![CDATA[Babita Aryal]]>;
<![CDATA[Bibek Raj Bhattarai]]>;
<![CDATA[Bikash Adhikari]]>;
<![CDATA[Rishab Marahatha]]>;
<![CDATA[Madhabi Bhatta]]>;
<![CDATA[Mohan Paudel]]>;
<![CDATA[Niranjan Parajuli]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.224
<![CDATA[The COVID-19 pandemic has affected higher education institutions (HEIs) worldwide and reshaped the existing educational system. Due to travel constraints and physical separation, there has been a global shift toward distance learning, and Nepal is no exception. This research intends to assess the practicality of online education by evaluating learners' experiences amidst COVID-19. A cross-sectional study was directed among HEIs students in Nepal using self-structured questionnaires. Our study revealed that 64.6% of the respondents were unsatisfied with online classes. More than half of the respondents (53.4%) use cell phones for online studies. Online education was reported to be unappealing to 28.8% of respondents. Variables such as age group (p = 0.05), enjoying class (p < 0.001), hours spent for an online class in a day (p = 0.05), and period for educational work using an electronic device (p = 0.1) were found significant with satisfaction level using both bivariate test and inferential test of univariate binary logistics regression. The challenges and opportunities encountered among students and faculties are highlighted along with the recommendations for fortifying communication in online-based teaching/learning.]]>
<![CDATA[Readiness of Students in Flexible Learning Modality: A Convergent Parallel Mixed-Methods Study ]]>
<![CDATA[Rodrigo Jr Licayan]]>;
<![CDATA[Herrera, Angelli B]]>;
<![CDATA[Bersano, Michelle S]]>;
<![CDATA[Idul, Rocris Glenn R]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 4 (2021): IJAE Vol. 02, No. 4, December 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i4.118
<![CDATA[This convergent-parallel mixed-methods study was conducted to examine students' readiness on flexible learning modality established in the local context based on Commission on Higher Education Memorandum Order No. 04 series of 2020 or the "Guidelines on the Implementation "Flexible Learning in the Philippines." A sample of 408 students participated in the study. The self-determination theory model and contextual approach to e-learning delivery (learning flexibility, online learning, study management, technology, modular learning, and online interaction) were used as theoretical underpinnings. Data collected using electronic surveys and information from semi-structured interviews were analyzed. The application of a descriptive survey confirms the low level of readiness among students. When compared across the population, the results provided no significant difference in the level of readiness among students when grouped according to sex and provided significant difference according to year level and Course. Interpreting the results together with qualitative analysis parallels the notion of difficulties among students in all dimensions of flexible learning. This research places the thrust of improving curriculum delivery by addressing flexible learning policies in the local context.]]>
<![CDATA[Impact of GeoGebra on the Students’ Conceptual: Understanding of Limit of a Function in Bhutan ]]>
<![CDATA[Kado Kado]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 4 (2021): IJAE Vol. 02, No. 4, December 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i4.140
<![CDATA[The paradigm shift from traditional didactic instruction to technology-enriched teaching and learning environments significantly benefits learners. Educational technology can visualize abstract mathematical concepts contextually and graphically and allow learners to actively construct this knowledge. This study aims to ascertain the efficacy of a computer-assisted instruction method using GeoGebra in further developing the concept of the function limit for grade XI students. This study employed a quasi-experiment static-group comparison design with 60 students from Gongzim Ugyen Dorji Central School at Haa in Bhutan. The students were divided into two equal groups. Group ‘A’ used the GeoGebra software, while group ‘B’ used the conventional method to learn the limit of the function. The data was collected through a Conceptual Knowledge Test of Limit Function. In addition, an independent sample t-test was employed using the Statistical Package for the Social Sciences (SPSS 22.0). This study demonstrated that students who were taught using GeoGebra outperformed those who learned through conventional methods. The results confirmed that GeoGebra software could enhance and significantly improve students’ conceptual understanding of the limit of the function.]]>
