Journal La Edusci
Journal La Edusci ISSN 2721-1258 (Online) and ISSN 2721-0979 (Print) includes all the areas of research activities in all fields of Education such as Teacher education, Population education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Women education, Educational management, Education theory, Educational experiences, Special education, School curriculum, Curriculum theory, Academic disciplines, Moral education, Philosophy of education, University systems, E learning, Library and etymology, Board of education, Textbook, Collaborative learning, College, Comparative education, Compulsory education, Continuing education, Curriculum, Department of Education, Developmental Education, Educational technology, Educational animation, Educational philosophies, Educational psychology, Free education, Glossary of education, Grade (education), Homework, Humanistic education, CSPE (Civil, Social, and Political Education), Instructional technology, Language education, Learning, Learning community, Library, Life skills, Lifelong education, List of educators, ethical education, Online learning community.
Articles
190 Documents
<![CDATA[An Analysis and Evaluation toward the Implementation of Teacher Competency Test in Makassar, South Sulawesi, Indonesia ]]>
<![CDATA[Muthia Mutmainnah Darmuh]]>;
<![CDATA[Rezki Ramdani]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 3 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i3.654
<![CDATA[The purpose of this research is to analyze and evaluate the Teacher Competency Test (TCT) implementation in Makassar, South Sulawesi, Indonesia. In addition, this research analyzed the perspectives of instructors, officer representatives, and academics on the TCT Objective and Implementation, as well as the Program's Effectiveness and Efficiency. This research used a qualitative approach and in-depth interviews. The results imply that the current TCT does not accurately reflect teachers' real-world proficiency owing to teachers' lack of computer literacy, since they were evaluated using a computer-based testing. However, the outcomes of this evaluation are also valuable for government decision-making on the mapping of teachers' requirements and future development. Second, the development of TCT program management and the quantity of financing for teacher training must be enhanced to assure the program's future viability. This research concludes by recommending a strategic shift to enhance student learning: mapping teachers' competency and education and the Sustainable Teachers Training and Development Program. Proper and ongoing professional development would not only assist instructors in supporting successful learning, but it would also enable experienced teachers to work with novice teachers and act as mentors for them, therefore enhancing classroom learning circumstances.]]>
<![CDATA[Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature ]]>
<![CDATA[Ganira Khavugwi Lilian]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 3 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i3.662
<![CDATA[Education for sustainable development (ESD) emphasizes integration of values inherent in all curricular to encourage changes in behavior that allows a just society for all. The ESD pedagogy initiated by UNESCO highlights a shift towards active participation and experiential learning methods which engage learners in critical thinking and ability to act responsively for informed citizenship. Integrating sustainable development pedagogies, which include problem-based, inquiry-based and reflective learning in social studies curriculum, encourages creativity, critical thinking and respect for cultural diversity and creation of a sustainable society. Anchored on constructivism theory, the study used data from both primary and secondary sources on influence of ESD through social studies curriculum. Secondary data was sourced mainly from the internet, focusing on the work of UNESCO on education for sustainable development. Literature reviewed established that social studies curriculum, which is entrenched in values of humanity provides opportunities for lifelong learning and sustainable development. The ESD pedagogies facilitate learning of knowledge, promotes skills, perspectives and values that sustainable societies require for spurring the 21st Century and beyond. The systematic review recommends that teaching and learning of social studies should incorporate appropriate pedagogies for sustainable development for learners to progress to adult life as responsible and functional citizens for collective harmony.]]>
<![CDATA[Teachers’ Best Practices: A Phenomenological Philosophy ]]>
<![CDATA[Jonifer Dultra]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 3 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i3.678
<![CDATA[The purpose of this study is to explore the perceptions of teachers in the field in order to generate a theory from teachers’ best practices. This qualitative study utilized a survey questionnaire and followed a Straussian grounded-theory design to guide the coding and collection of interview data to identify emerging categories and generate such theory. The researcher had collected data through interviews with 15 respondents who are regular/permanent secondary school teachers. A constantant comparative analysis of the data were generated on teachers’ best practices theory. This emergent theory states that the perception of teachers’ practices will matter that there is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to the school and student outcomes.]]>
<![CDATA[Willingness to Get Vaccinated and Attitude Toward COVID-19 among Humanities and Social Sciences Students ]]>
<![CDATA[Athena Ella G. Antepuesto]]>;
<![CDATA[Dennis A. Coja, Jr.]]>;
<![CDATA[Therese Carmel C. Comeros]]>;
<![CDATA[Juliana Mae T. Flores]]>;
<![CDATA[Flordeliza S. Gagani]]>;
<![CDATA[Vea Marielle T. Guantero]]>;
<![CDATA[Daven Egan D. Labitad]]>;
<![CDATA[Anne Valerie S. Torrejos]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 3 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i3.686
<![CDATA[Divergent viewpoints about COVID-19 health guidelines continue to impact the collective effort to reduce COVID-19 transmission. Thus, this descriptive-correlational study was conducted to determine if there is a significant relationship between the level of willingness to get vaccinated against COVID-19 and the attitude toward COVID-19 among sixty randomly selected Grade 12 Humanities and Social Sciences students of the University of San Carlos - South Campus in Cebu City, Philippines. Online data collection was done through two adapted and reliable Likert-type survey questionnaires. The findings indicated that the degree of willingness to be vaccinated was high (x = 3.79, SD = .98), while the level of attitude toward COVID-19 was very high (x = 4.36, SD = .75). Moreover, the correlation between the two variables was found to be significant, r(58) = 0.48, p = .000104, p < .05 at = .05. Therefore, the null hypothesis of no significant relationship was rejected, and the researchers found that there is a weakly positive correlation (r =.48) between the levels of willingness to be vaccinated and the students' attitude regarding COVID-19. This result indicates that their attitude toward COVID-19 improves in proportion to their vaccination willingness. This also suggests that adolescents who understand authorized COVID-19 vaccination guidelines are more eager to get the COVID-19 vaccine. The researchers recommend that more initiatives be developed to boost the public's desire and attitude toward COVID-19 immunization, and that additional research be conducted to validate results and examine trends in other communities.]]>
<![CDATA[The Academic Faltering of Orphan Students in the Quarantine of Covid-19 ]]>
<![CDATA[Jabbar Frayyeh Shraida]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 3 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i3.699
<![CDATA[The research objectives are there individual differences between the sample members according to gender, Limitations of the Study Curriculum book for first grade reading in Iraq for 2020-2021 academic years, the sample A sample (400) of the current research was selected from male and female teachers in Baghdad who expressed a desire to answer the research questions and The research tool: An exploratory question that was presented to teachers, “What are the reasons for students, ' failure to a study from your point of view, and 30 reasons were collected, Are there individual differences between the sample members according to the gender variable. It was found there are no individual differences between the Ganders and the reasons are known to them.]]>
<![CDATA[Secondary School Teachers’ Resiliency Amidst COVID 19 Pandemic ]]>
<![CDATA[Jonifer Dultra]]>;
<![CDATA[Maricel Abarca]]>;
<![CDATA[Agnes Bulado]]>;
<![CDATA[Maria Socorro Dultra]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 4 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i4.704
<![CDATA[Achieving quality education is nonetheless the welfare among teachers. This study ascertains the effectiveness of Mindful Awareness Training among teacher-leaders resiliency in public secondary schools in the Philippines amidst pandemics. The participants of this study were subjected to a 10-minute training of mindful awareness at their own convenient time each day that is good for one week. They were asked to give their opinion before and after the training to determine the effectiveness of the said model. This study is a one-group quantitative design and utilized descriptive and non-parametric analyses. It found that Mindful Awareness Training is effective in the development of teachers’ resiliency levels. It helps teachers to boost their confidence in facing pandemic crises like COVID-19.]]>
<![CDATA[Teachers’ Perceptions of Multiple Trade Unions in Promoting Professional Development among Teachers ]]>
<![CDATA[Tinus Range Elias]]>;
<![CDATA[Freddie Iramba]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 4 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i4.735
<![CDATA[The purpose of this study was to examine teachers’ perceptions of multiple trade unions in promoting professional development among teachers. The study objective specifically was; to examine teachers ‘perceptions of multiple trade unions in promoting professional development among Teachers. The study was in form of qualitative, it was a case study design involving ten public secondary school (A-J) in Dodoma city council. The population were Trade Unions’ Members, Trade Unions’ Leaders and Tanzania Registrar of Trade Unions. The sampling procedure used was purposive only, the sample size of 44 participants was employed. Two research instruments were used (focused group discussion and interview). Data was analyzed by using six stages of thematic analysis. The findings revealed teachers’ perceptions of multiple trade unions to promote professional development such as; reformation of the law of labour relation and education policy, collaboration between trade unions and the government in educational issues .Also to establish some programs such as trainings, workshops and seminars to promote teachers‘ professionalism. The government recommended to change the law of labour relation so as to reboots trade unions activities .Thus leaders of multiple trade unions were advised to re-examining the leadership and make restorations where necessary to make sure that unions’ activities are revived once again..]]>
<![CDATA[Pathway to Participation: The Dilemma in Early Years Education Learning Environments in Kenya ]]>
<![CDATA[Odundo Paul Amolloh]]>;
<![CDATA[Ganira Khavugwi Lilian]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 4 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i4.737
<![CDATA[Listening to what children say expand upon language, building vocabulary and background knowledge in social, political and economic world for effective communication. Article 12 of the CRC 1989 stresses the right to participation in decision-making processes, which influence choices taken by children for empowering sense of belonging and community cohesion. However, too often children are denied opportunities for participation in decision-making and to exercise responsibility resulting to under democracy situations. In addition, there is limited understanding of children’s right to participate in matters affecting them in developing countries especially in Sub-Saharan Africa. The study sought to determine children’s; perceptions, preferences, interests, views and feelings concerning participation in pre-primary school learning environments in Kenya. This was an exploratory case study, which relied on data sampled from pre-primary school children and teachers in selected schools in Kenya using probability and simple random sampling techniques. Anchored on recognition theory, the study determined that participation of children is scanty and in instances where it occurs, only at the implementation stage rather than the planning design. The study recommended the need for collaboration and sharing information among children, teachers, communities and government towards realization of children’s perception to what they say and in decision making.]]>
<![CDATA[Textbook Evaluation Criteria and Learning Achievement in Secondary Schools in Kenya and Japan: Addressing Instructional Content and Pedagogy ]]>
<![CDATA[Sarah Getahun Bekele]]>;
<![CDATA[Paul Odundo Amolo]]>;
<![CDATA[Ganira Khavugwi Lilian]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 4 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i4.756
<![CDATA[Knowledge and skills are enhanced if instructional content support lively learning experiences for increased learner achievement. Study presents literature review of related literature on textbook evaluation criteria in secondary education in Kenya and Japan. Assessing quality of instructional content has enhanced effective teaching and learning in secondary schools in Kenya promoting self-efficacy among learners. However in instances where techniques of presenting instructional content do not accommodate learner centered approach learning outcome is propelled resulting in success in learning. Research question for this study is focused on relationship between evaluation criteria in Kenya and Japanese system of education. The study dimensions include teaching methods and instructional content. The purpose of this desk review is to establish suitability of evaluation criteria in promoting learning achievement in Kenya and Japanese system of education. Design adopted for this study is systematic literature review in the area of pedagogy, instructional content and evaluation Criteria. The articles reviewed are those published in the last five years from global view point and African perspective. The study concluded that both Kenya and Japan offer business studies at secondary level and that both of the countries encourage learner centered pedagogical technique to enhance academic outcome. The study recommends that Kenya improves on content presentation to integrate digital textbooks to enhance online learning for lifelong learning experience.]]>
<![CDATA[An Analysis of Movement Activities Curriculum and Achievement of Sustainable Development Goals in Kenya ]]>
<![CDATA[Ruth Mugo Kahiga]]>;
<![CDATA[Juliet Njeri Muasya]]>
<![CDATA[ Journal La Edusci Vol. 3 No. 4 (2022): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v3i4.762
<![CDATA[Research has shown that Physical education (PE) and sports programmes, currently referred to as Movement activities in the lower primary Competency Based Curriculum (CBC) in Kenya, impacts on the physical, mental, social and emotional growth of individuals. The programmes produce individuals who are competent, confident and endowed with knowledge, skills and attitudes for lifelong physical activity. To some extent, the programmes contribute to societal development, which leads to the achievement of Sustainable Development Goals (SDGs). The aim of the current analysis was to find the extent to which movement activities in CBC is geared towards the achievement of the SDGs using Posner’s curriculum analysis framework. Research findings show that the curriculum is committed to achieving the SDGs for instance, good health and quality education. Maintaining the commitment and determination in implementing the movement activities curriculum will go a long way in actualizing the SDGs in Kenya.]]>
