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Research in Social Sciences and Technology
Published by Universitas Pamulang
ISSN : -     EISSN : 24686891     DOI : 10.46303/ressat.05.02.7
Core Subject : Education,
Education
Office address of Editor-in-Chief: Yesilova Mah. Caldiran Cad. 29/11 Etimesgut-Ankara-Turkey-- E-ISSN registered office located at Den Haag Netherlands, 2496 NL,Netherlands
Arjuna Subject : Umum - Umum
Articles 284 Documents
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Medicinal gardens as an educational strategy in the teaching of the natural sciences: A pedagogical proposal Adriana-Elizabeth Reyes; Jorge-Manuel Dueñas
Research in Social Sciences and Technology Vol 6 No 1 (2021): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.2

Abstract

The main aim of this paper was to analyze how medicinal gardens in secondary schools can improve teaching-learning processes in rural settings. The sample comprised 179 students (69.3% girls) from a rural public secondary school in the province of Huila (Colombia). The age of the participants ranged from 15 to 17 years with a mean of 15.86 years (SD = 0.86). Seeking school motivation strategies for rural students from a rural institution in the municipality of Guadalupe, teachers of the natural sciences designed didactic-pedagogical alternatives employing situated learning that would allow them to contribute to solving school problems and environmental issues affecting rural areas. The environmental phenomena included the loss of fertile soils and the harmful effects of the use of agrochemicals. Medicinal gardens together with situated learning activities proved a useful teaching tool in formal rural educational settings.
Predictors of Success in Advance Higher Education: A Case in Northwest Samar State University, Philippines Donald M. Patimo; Ma. Bernadette A. Lucero
Research in Social Sciences and Technology Vol 6 No 1 (2021): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.3

Abstract

Teachers play a significant role in the preparation of our youth as they make important decisions about education, work, and life. Existing studies on the correlations between teaching proficiency and academic performance of the students are primarily limited to elementary, secondary, and tertiary levels. Considering the big difference between advance higher education and other educational levels, there is a need to explore the relationship of the teaching proficiency to the academic performance of the students in advance higher education. This study made use of the descriptive-correlation research design. Survey questionnaires were distributed to all advance higher education faculty members and students from School Years 2015 to 2017 at Northwest Samar State University. Statistical tools like frequency and percentage distribution, means, standard deviations, and regression analysis were used for the analysis of the data. Results showed that most of the advance higher education faculty members are male, married, doctorate holders, professionals, research-oriented, very satisfactory performers, and possess good financial status. The best predictor of the academic performance of the advance higher education students is the work experience of the faculty members.
The Effect of Strategic Collaboration Approach on the National Educational Standards Achievement and Service Quality in Basic Education at Local Government in Indonesia Mashuri H Tahili; Ismail Tolla; Mohammad Arifin Ahmad; Abdul Saman; Sulaiman Samad
Research in Social Sciences and Technology Vol 6 No 1 (2021): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.4

Abstract

This study measures the effect of strategic collaboration approach on the Educational National Standards (ENS) and the basic education service quality at local government in Indonesia The research used a quantitative method. We used 489 teachers and 271 school principals in primary and secondary schools. The data were collected through questionnaires for the quantitative data and analyze using a structural model. The research findings confirm strategic collaboration approach has a positive and significant effect on ENS and basic education service quality. Further, the educational national standards have a positive and significant effect on the basic education service. In this study, we found that the strategic collaboration approach may employ in basic education to perform basic education performance. We argue that to better implementation of strategic collaboration approach, the greater improvement of the achievement of ENS and basic education service quality at local government in Indonesia.
Equity in Distance Education During COVID-19 Tamika K Williams; Robert W McIntosh; William B. Russell
Research in Social Sciences and Technology Vol 6 No 1 (2021): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.1

Abstract

The COVID-19 pandemic forced districts, schools, and teachers to mobilize in order to deal with the digital inequities that have existed for decades. At the beginning stages of technological advances in education, the so-called digital divide related more to access to technology and equipment. Utilizing the phenomenological approach to qualitative research, this study examines the experiences of educators who served students with differing experiences and needs during the COVID-19 pandemic. Total of 14 (N) educators (including adminstrators, teachers, and counselors) participated likert style questionaires. 11 of 14 participated in focus group interviews. Findings are shared and conclusions are drawn.
Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa Habasisa Vincent Molise
Research in Social Sciences and Technology Vol 6 No 1 (2021): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.5

Abstract

This paper aims to explore the pathways to mitigate challenges of learner academic (LAP) performance in a Grade 10 economics class in South Africa. The challenge of poor LAP has ushered a myriad of predicaments in schools globally. These predicaments include lack of teacher inclusion in decision making, inability to work cooperatively together, and lack of professional development opportunities geared towards LAP. The study was qualitative, with 15 participants chosen through purposeful sampling from one rural school in the Thabo-Mofutsanyane education district. This paper is couched in critical emancipatory research with emphasis on the emancipation of the teachers regarding pathways they can self-develop to mitigate the challenges of LAP. The focus group discussions were used to gather information regarding pathways to mitigate the challenges of LAP in schools. The study revealed that teachers possess a very equivocal and varying experience regarding the pathways to use to mitigate the challenges of LAP. The findings suggest that for successful implementation of pathways to mitigate the challenges of LAP, schools need to invest in training teachers for team-teaching and avail the necessary resources (both human and physical) to ensure effective quality teaching and learning exist in the school. The article recommends that schools should develop policy frameworks, together with relevant stakeholders, to guide novice teachers on the strategies they can use to mitigate the challenges of LAP in their classes.
The Relationship Between the Performance and the Perceived Stress of Employees Yeşim Avunduk
Research in Social Sciences and Technology Vol 6 No 1 (2021): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.6

Abstract

The study aimed to determine the relationship between the job performance of individuals working in the sports industry and their perceived stress. The sample of the study consisted of a total of 474 people including 361 male and 113 female that working in a private company operating in the sports industry in Istanbul, and they were selected by purposeful sampling method. After the data showed normal distribution; Independent t-test, ANOVA and Pearson Correlation analysis were used to analyse the data. According to the result of the analysis, there was no statistically significant difference found between the job performance and perceived stress levels of the participants according to their marital status and educational status. A significant difference was found in the perceived stress levels and job performances of the individuals according to their gender and working period in the workplace. Finally, it was found that there was a negative and low-level relationship between the perceived stress scale and job performance scale. As a result, it was determined that the stress perceived by the individuals and their job performance levels differed according to the socio-demographic characteristics of the individuals, and the higher the stress levels perceived by the individuals, the lower their job performance were.
Covid-19 and Technology: Higher Education’s Responses to Inclusive Practices for Pre-Service Teachers with Disabilities Edwin Darrell De Klerk; June Monica Palmer; Greg Alexander
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.8

Abstract

Transforming the learning experiences of pre-service teachers with disabilities from stigma and social exclusion to experiencing a sense of belonging, is a desirable imperative for learning mediators in the South African Higher Education (SAHE) context. This paper presents a relational content analysis of the concepts, theories and policies, related to effecting transformation in the meaning schemes of pre-service teachers with disabilities and to provide HEIs with inclusive responses to addressing their learning support needs. The theory of perspective transformation, which highlights the process of effecting change in a frame of reference, is applied. The theory expands on three dimensions, including psychological (changes in understanding of the self), convictional (revision of belief systems) and behavioural (changes in lifestyle) with a sound foundation of inclusion aimed at drawing on practices for the prevention of exclusion of the pre-service teacher with disabilities in SAHE spaces. The paper further analyses discourses extracted from Section 47 of the Salamanca Statement, (1994) that build on inclusion artefacts in addressing perspective transformation. The findings in terms of belonging show that affirmations of the discourses, related to an interpersonal connection with others, have the scope to affect pre-service teachers with disabilities’ need for a positive regard as a prerequisite to foster the inclusion of individuals within any given relationship. This paper recommends that SAHE institutions embrace an ethos of inclusivity to achieve transformative equity for pre-service teachers with disabilities and offers an inclusive response framework to ensure that they are able to participate, learn and be welcomed as appreciated associates of HEIs.
Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help? Bekithemba Dube; Xolisile P. Ndaba
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.9

Abstract

This paper discusses using bricolage to mitigate the struggles faced by progressed learners in rural KwaZulu-Natal, South Africa, in the context of the global COVID-19 pandemic. Most progressed learners perform poorly in many subjects, especially sciences. Their struggle has stimulated the need to find ways to enhance their performance. Reinvented artefacts and processes can be used for emancipation, and to transform agendas for improving the performance of progressed learners. To collect data, we used participatory action research, which uses a thematic approach to make meaning of data. We created a WhatsApp group to enable focus group discussions for collecting data, to circumvent COVID-19 restrictions. The group had 14 members, among whom teachers and learners from rural schools. The study found that the factors that contributed to poor performance were a lack of teaching and learning materials, too few teachers, less than optimal teaching methods and learners’ attitudes towards science subjects. The main argument of the article is that, in this time characterised by the COVID-19 pandemic, embracing bricolage has the impetus to mitigate challenges relating to the education of progressed learners. Thus, it is important to emancipate teachers, so that they can bricolise the environment for teaching and learning.
A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom Elma Marais
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.17

Abstract

The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students’ creative and digital skills to promote digital storytelling as a way of enhancing their learning experience. This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.
Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution Obert Matarirano; Onke Gqokonqana; Abor Yeboah
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.19

Abstract

COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.

Page 9 of 29 | Total Record : 284

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