International Journal of Education, Teaching, and Social Sciences
International Journal of Education, Teaching, and Social Sciences (IJETS) is a peer-reviewed journal which publishes original research papers. IJETS is established in 2021 and currently published quarterly (January, May, September, and December). IJETS focuses on, but are not limited to, applications and best practice in any field of education, teaching, learning and social sciences studies.
Articles
53 Documents
<![CDATA[Women Liberty through Colonial Oppression: A Short Study on M. K. Gandhi and R. S. Hossain ]]>
<![CDATA[Md. Eftekhairul]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 1 (2023): International Journal of Education, Teaching, and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i1.941
<![CDATA[The point of the current paper is to reveal insight into women's condition within Indian Subcontinent during the colonial period. The investigation will fixate on the gendered place that women had to take, and on the male developed generalizations to which they were oppressed from an Enlightenment Feminist viewpoint. Begum Rokeya brought the social condition of women into mindfulness how a lady was obliged to comply with social built biases which made of her an item; all chances for education, prospect, freedom and improvement were shut to her. When the people of colonial India could feel the independence, they could realize the essence of women education. Colonialism not only depress men but also became the key factor to trap the women into a case-house. The permission of women’s education did not come automatically, but with a long struggle and well leading campaign. Only for Hindus, Mahatma Gandhi played an imperative part to support the dignity of women folk by stating that women were neither mere figures in the hands of male nor their opponents. Begum Rokeya Sakhawat Hossain, for both Muslims and Hindus, shouted the women's consciousness and women's freedom through education could play a vital issue to strengthen the man's heart for colonial freedom. They, both, wanted women's empowerment and equality in society; at the workstation; at the community, and even at family for sustainable-development of a nation. Their activism inspired modern women gliding to economic, political and mental growth. Nowadays, women is involving in all sphere of national or international sectors in the Indian Subcontinent]]>
<![CDATA[Effects of Computer-Animation among NCE Students’ of Different Ability Levels in Biology Concepts in Bauchi State, Nigeria ]]>
<![CDATA[Ahmed Nasiru Ala]]>;
<![CDATA[Amos Ochayi Onojah]]>;
<![CDATA[Abdullahi Mohammed Isyaku]]>;
<![CDATA[hu'Aibu Bala Adamu]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 2 (2023): International Journal of Education, Teaching, and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i2.892
<![CDATA[Computer-animation is the use of computer device to create an illusion of moving images in sequential form. Computer-animations, when effectively used in teaching abstract and complex concepts especially in Biology, better performance could be granted. This study investigated the effects of computer-animation on NCE students with different ability levels in Biology concepts in Bauchi State, Nigeria. The objective of the study was to determine the effects of ability levels on NCE students’ performance when taught biology concepts using computer-animation-package. The study adopted quasi-experimental design. The population for this study comprised 2,594 Biology students in colleges of education in Bauchi State, while the target population was 878 NCE II Biology students. There are four NCE-awarding institutions in the State of which only two run Biology Education programme at the NCE level. Sixty NCE II Biology students participated (42 for experimental of 21 males, 21 females taught using animation-package and 18 for control group of 9 males and 9 females taught with lesson note). Six instruments were developed: animation-package, questionnaire, lesson notes, to-do lists, manual and test. The 6 instruments were validated but only the animation-package test items were pilot tested for reliability. The results were 0.432 for pretest, and 0.001 for posttest. Mean and standard deviation were used to answer research question. Analysis of Variance at 0.05 level of significance. The findings of the study revealed no significant difference in the performance of high ability, medium ability and low ability levels students, when taught biology concepts using computer-animation. The study concluded that computer-animation strategy enhanced NCE students’ academic performance in biology concepts irrespective of their ability levels. The implication is that computer-animation instructional strategies played significant role in the teaching and learning biology concepts among students with different ability levels in colleges of education in Bauchi State, Nigeria. The study recommended that lecturers of Biology in colleges of education to incorporate computer-animation into their teaching]]>
<![CDATA[The Impact of Artificial Intelligence On Higher Learning Institutions ]]>
<![CDATA[Bongs Lainjo]]>;
<![CDATA[Hanan Tsmouche]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 2 (2023): International Journal of Education, Teaching, and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i2.1028
<![CDATA[Artificial intelligence applications in education have attracted the attention of multiple parties, including scholars, educators, governments, and researchers. The article aims to conduct a comprehensive and inclusive review of the proliferation and impact of Artificial intelligence on Higher Learning. Chronologically, the focus has been artificial intelligence applications in higher learning since the early 1950s. There needs to be more literature regarding the adoption of AI in higher education, resulting in a substantial limitation of this article. This article also discusses the role of cyber security in adopting AI in higher education. The authors have also discussed various applications of AI in higher education and the challenges. This article presents some recommendations. More research is needed as the recommendations are based on a limited number of scholarly articles. A Georgia State University case study conducted in 2015 substantiates AI adoption's benefits in higher education.]]>
<![CDATA[Exploring An Approach Towards Measuring Student Learning Outcomes: A Case Study For A Pre-Service Teacher Education Programme at A University In Vietnam ]]>
<![CDATA[Thi Giao Chi Le]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 2 (2023): International Journal of Education, Teaching, and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i2.1066
<![CDATA[Higher education in South-East Asia as elsewhere in the world has been under transformations as it aims to meet increasing demands for quality workforce to fuel the economic growth and global integration. Higher education institutions are striving for quality of student learning and measures have been taken, be they quality assurance initiatives or responsible educational practices, to ultimately demonstrate their accountability towards their educational outputs – the achievement of their student learning outcomes. This paper presents an approach to measuring the attainment of student learning outcomes for a pre-service teacher education programme at a university in Vietnam. It shows attempts being made to an assessment plan to determine whether the intended learning outcomes have been achieved and to what extent. The process involves establishing a set of performance indicators (PIs) which well correspond to the set learning outcomes and identifying various types of direct student achievement data being collected and benchmarked against the set targets The findings allow some generalisations to be drawn on the overall performance of student learning with certain aspects being reported to outperform their counterparts in the programme, especially in the outcomes towards lifelong learning, personal and professional development. The paper also suggests the use of indirect evidence collected via surveys to stakeholders to allow a more comprehensive picture of the performance of student learning from which better-informed decisions could be made on changes in curricular design and delivery.]]>
<![CDATA[Evaluation of the Implementation of Distance Education Social Studies Curriculum in Ghana ]]>
<![CDATA[Augustus Daniel Arko]]>;
<![CDATA[Ebenezer Kporyi]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 2 (2023): International Journal of Education, Teaching, and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i2.1107
<![CDATA[This study investigated the implementation of distance education Social Studies curriculum in Ghana. A concurrent embedded mixed-method design was used for the study. Four research questions were formulated to guide the study. The population for the study consisted of all 168 Social Studies tutors of the College of Distance Education, University of Cape Coast, and data was gathered from questionnaire interviews and observations. The mean and standard deviation were used to analyse research questions one, three, and four, while thematic analysis was performed for research question two. The results revealed that the study centres of the college had inadequate physical facilities and instructional materials. Also, the primary instructional methods used by tutors at the college were discussion, expository, inquiry, discovery, role-play, and comparative learning methods but there was a lack of motivational packages for tutors. Furthermore, Social Studies tutors were found to have a high level of self-efficacy for students’ engagement and were efficient in helping students to think critically about social issues. Recommendations were made for the improvement of facilities as well as instructional materials. ]]>
<![CDATA[E-learning and its influence on Teachers’ Professional Development in Zimbabwe ]]>
<![CDATA[Tawanda Shonhiwa]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 2 (2023): International Journal of Education, Teaching, and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i2.1116
<![CDATA[This paper sought to gain insight into e-learning and its influence on teachers’ professional development in Zimbabwe. The methodological lens used in interrogating this issue comprised of the interpretive paradigm and qualitative approach. As sources of data fifty participants were purposively selected. Data was generated the through literature method, focus group discussion and in-depth interviews. Analysis of the sourced data was narrative in nature buttressed by emerging themes. Findings acknowledged the existence of policies enabled the introduction of e-learning in teacher training institutions. It was further revealed that the implementation of the new framework that enabled the inclusion of e-learning in teachers’ training courses. From the discussion it can be concluded that e-learning is indeed of much attention in various sectors of the education system to enable professional growth. The study recommended the provision of e-learning professional development and support to all college departments to ensure its successful integration into daily teacher training routines.]]>
<![CDATA[An Assessment of Prostitution among African Women in the Diaspora: Evidence from Amma Darko’s Beyond the Horizon ]]>
<![CDATA[Samuel Ohene Anane]]>;
<![CDATA[Edward Owusu]]>;
<![CDATA[Priscilla Appiah]]>;
<![CDATA[Nana Agyemang Opoku]]>;
<![CDATA[Bernice Quampah]]>;
<![CDATA[Hagar Ampomah Donkor]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 2 (2023): International Journal of Education, Teaching, and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i2.1118
<![CDATA[The development of every nation is highly dependent on the success of the individuals in it. This is but a realization of the adage that the average man if rationally organized, lives by the sweat of his brow. Every individual becomes successful based on the work he/she does. This is to say that the individual's success and the development of a nation are mutually dependent. The African woman’s engagement in prostitution as a livelihood has attracted all forms of dialogue, both in Africa and in the diaspora. The purpose of this study was to analyse how Amma Darko presents prostitution among African women in the Diaspora. To achieve this objective, we used Beyond the Horizon as their primary source of data. We analysed the factors that push women into prostitution in the Diaspora as well as the presentation of the practice of prostitution, as presented by the primary source. The findings of the study affirmed that women who go into prostitution in the diaspora are mostly blackmailed and coerced into it by their male benefactors who take them abroad. The study also revealed that through prostitution, women sex workers get addicted to drugs, and coming out of this trade becomes almost impossible. Based on the analysis, we conclude that the expectations of the families of the sojourning African women remain a strong influence on the women joining the sex industry.]]>
<![CDATA[Students’ Self-Regulation as Correlate of Academic Achievement in Biology in Public Secondary Schools in Orlu Education Zone, Imo State, Nigeria ]]>
<![CDATA[Ndidi Angelina Ononuju]]>;
<![CDATA[Chidinma Eberechukwu Okwara-Kalu]]>;
<![CDATA[Annabel Uchechukwu Obinna-Akakuru]]>;
<![CDATA[Ordua Victor Ndubuisi]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 3 (2023): International Journal of Education, Teaching and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i3.1142
<![CDATA[The study investigated students’ self-regulation as a correlate of academic achievement in Biology in public secondary schools in Orlu Education Zone, Imo State, Nigeria. The study which adopted a correlation research design was guided by two research questions and hypotheses. The population for the study was 24,600 female students and male students. The sample size for the study was 200 female students and male students, from 5 intact classes of 40 students each, selected through a simple random sampling technique. One instrument, the “Students’ Self-Regulation Questionnaire” (SSRQ) was used for data collection. The instrument was validated by three lecturers in the Department of Educational Psychology, Alvan Ikoku College of Education, Owerri. The reliability of the instrument was established using test-retest method which yielded a coefficient of 0.86. Pearson’s Product Moment Correlation Coefficient (r) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. Results showed a moderate extent to which acceptance of responsibility and controlling one's learning correlate with academic achievement in Biology in public secondary schools in Orlu Education Zone. In addition, there is no significant correlation between acceptance of responsibility and academic achievement in Biology in public secondary schools in Orlu Education Zone. It was concluded that students’ self-regulation correlates with academic achievement in Biology in public secondary schools as students’ acceptance of responsibility and controlling their own learning for their learning are considered important correlates]]>
<![CDATA[Well-being and Capability Approaches to Social Injustice in Internationalization of Higher Education: Evidence from Vietnam ]]>
<![CDATA[Huu Thanh Minh Nguyen]]>;
<![CDATA[Hoang My Thieu]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 3 (2023): International Journal of Education, Teaching and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i3.1335
<![CDATA[This mixed-method study investigated social injustice in higher education produced from the internationalized high-quality program (HQP) characterized by adapting the curriculum from prestigious universities abroad and employing English as the medium of instruction in Vietnam, based on White’s (2010) well-being approach as well as Sen’s (2001) capability approach. Using the questionnaire administered to 120 students and 30 lecturers and semi-structured interviews conducted with eight students in a university in Vietnam, the findings suggested that from subjective dimensions of well-being, the superior features of the HQP and pre-sessional English language training were perceived values of endowments that HQP students and their parents situated themselves in. That established a solid linkage to material dimensions reflected in the possibility of securing the economy after program completion. From the capability approach perspective, although such a disparity in endowments was unjustifiable due to problematic program delivery, there were no different entitlements that might have led to social injustice, providing that students of any program could fulfil their education. The issue of financial affordability relating to the HQP implementation has raised concern about unequal access to educational opportunities for all.]]>
<![CDATA[Work Environment and Teachers’ Job Performance in Public Primary Schools in Ondo State Nigeria ]]>
<![CDATA[Femi Idowu Aladetan]]>
<![CDATA[ International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 1 (2023): International Journal of Education, Teaching, and Social Science ]]>
Publisher : <![CDATA[Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS) ]]>
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DOI: 10.47747/ijets.v3i1.846
<![CDATA[The apparent indiscipline and low quality education in primary schools calls for a serious concern. It is observed that teachers are not performing their duties as expected and this could be as a result of perceived poor work environment hindering effective performance of teachers’ duties. Therefore, this study examined work environment and teachers’ job performance in public primary schools in Ondo State, Nigeria. The descriptive research design of the survey type was employed. The sample consisted of 120 teachers and 20 head teachers randomly selected from 20 public primary schools in Akoko South West Local Government Area of Ondo State. Two researcher-made questionnaires entitled “Work Environment Questionnaire (WEQ)” and “Teachers’ Job Performance Questionnaire (TJPQ)” were used to elicit response from the respondents. The test re-test method was used to test the reliability of WEQ and TJPQ which yielded coefficients of 0.89 and 0.77 respectively. Four research questions were raised and answered using frequency counts, percentage, and mean, while three hypotheses were formulated and tested at 0.05 level of significance using Pearson Product Moment Correlation. The findings revealed that school location was moderately conducive for teachers’ work; the level of interpersonal relationship among teachers was high and the provision of physical facilities was moderate. The findings also revealed that there was significant relationship between school location and teachers’ job performance (r = 0.310, p = 0.001); and there was significant relationship between provision of physical facilities and teachers’ job performance (r = 0.578, p = 0.000). The study therefore concluded that work environment enhanced job performance of the teachers. Based on the findings and conclusion, it was recommended that physical facilities such as conducive office space, potable water and constant electricity should be provided to aid teachers’ job performance]]>
