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Electronic Journal of Education, Social Economics and Technology
Published by SAINTIS Publishing
ISSN : -     EISSN : 27236250     DOI : https://doi.org/10.33122/ejeset
Core Subject : Religion, Economy, Humanities, Health, Science, Education, Art, Social, Engineering,
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other
Electronic Journal of Education, Social Economics and Technology (eJESET) with ISSN 2723-6250 (online) is a open-access, peer-reviewed multidisciplinary international journal. The journal aims to provide an international platform for researchers, professionals and scientists for solve of problems with multidisciplinary approaches on all topics related to educational, social science, economics and technology to exchange, sharing and disseminate theoretical of current research results as widely as possible. Electronic Journal of Education, Social Economics and Technology (eJESET) publishes the latest research results in multidisciplinary approaches on all topics related to educational, social science, economics and technology. First published in 2020. The Journal is published biannually and is available in open access electronic version.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 3, No 1 (2022)" : 6 Documents clear
Restrictive use of interpretation of language actions in legal construction Romadhon, Ahmad Heru; Lapasere, Fachria; Wardantik, Yuli Endah
Electronic Journal of Education, Social Economics and Technology Vol 3, No 1 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.586 KB) | DOI: 10.33122/ejeset.v3i1.34

Abstract

The purpose of this study is to understand the essence of language action in legal construction as a means of communication that should rely on language grammar in interpreting the meaning of sentences. Such a method is an attempt to avoid the different interpretations of the multiple interpretations of the meaning of language. The simplification of legal language must be linked to the content of the rules, where there are two arguments regarding "intentions and extensions", before carrying out legal interpretation, then interpretation is generally understood as a process, action, series of interpreting and explaining the meaning of something that is less clear or opinion, view of the context in which it is interpreted. This study uses a normative juridical method that explains the interpretation of manuscripts, legal principles and principles, legal rules, theories and legal doctrines that apply as a tool to understand the meaning of legal language communication and to understand the substance of a statutory regulation. The research approach uses a conceptual approach to examine and examine the subject matter. The consequences of blurred inter-connections result in a disparity in the factual application of the law which is correlated with a “policy during decision-making” in a formulaic policy which is a “policy” context. Based on these aspects, especially in language action, it is essentially an "effort in realizing clarity of meaning in laws and regulations so that they are in accordance with current and future implementation and conditions.
Students’ awareness on the use of digital library in tertiary institutions in Ekiti state for sustainable development Adepoju, Eunice Olayinka; Sunday, Ogunmodede Aderemi
Electronic Journal of Education, Social Economics and Technology Vol 3, No 1 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (411.355 KB) | DOI: 10.33122/ejeset.v3i1.51

Abstract

The study examined the awareness of students and use of e-library in tertiary institutions in Ekiti State. Descriptive design of the survey was employed. The population comprised all 100 level and 200 level students in tertiary institutions in Ekiti State while the sample consisted of 150 students drawn from three tertiary institutions in Ekiti State using proportionate sampling techniques. A self-constructed questionnaire titled “Students’ awareness and use of e-library” was used to collect relevant data for the study. The instrument was validated by experienced library expert. A reliability co-efficient of 0.75 was obtained through test re-test method. Data collected were analysed using frequency count and simple percentage. The study revealed that students in tertiary institutions were aware of e-library but with low patronage on the use of electronic database. The major source of awareness of electronic library among the students are through friends and sensitization. The finding revealed that students use youtube page more than online database and  e-journal, e-book and google. Based on the findings, the students should be encouraged to use e-library. Emphasis must be made in the class during the lecture on the use of e-library.
Continuous professional development: Perceptions of secondary school teachers in Zambia Muyunda, Gift
Electronic Journal of Education, Social Economics and Technology Vol 3, No 1 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.944 KB) | DOI: 10.33122/ejeset.v3i1.47

Abstract

Teacher professional development (TPD) is not only an ongoing process that contributes towards individual growth of teachers but also an integral element in school improvement. This paper reports the Zambian secondary school teachers’ perceptions of their continuous professional development in teacher engagement in CPD activities, perceived importance of different CPD programs/activities, needs to be focused on future training, and barriers using quantitative data. A self-created questionnaire was distributed to 700 conveniently selected secondary school teachers from four schools. The data was examined using descriptive statistics such as frequency of responses, mean scores, and standard deviation, as well as the t-test of independent samples for comparing the perspectives of respondents from different categories. From the findings, teachers were moderately engaged in TPD programs/activities and perceived developing teaching and learning materials as highly important. The impact of their perceptions was evident as there was no significant difference between female and male perceptions about their engagement in teacher CPD programs. Thus, the importance of recognizing and addressing teachers' perceptions of CPD is argued in this study because teachers play an important role in how they learn and how their perceptions impact the changes they make in their teaching practice.
Exploring para teacher’s strategies in developing pupil’s phonemic awareness in New Normal Cerna, Glory Mei Sabandal
Electronic Journal of Education, Social Economics and Technology Vol 3, No 1 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.086 KB) | DOI: 10.33122/ejeset.v3i1.53

Abstract

This study examines the applied strategies of para teacher in developing the English language phonemic awareness of a first grader in the context of modular distance learning delivery modality. To develop such awareness, students should be able to master the tasks such as (1) phoneme isolation, (2) phoneme identity (3) phoneme deletion, (4) phoneme segmentation, (5) phoneme categorization, and (6) phoneme blending. This study concentrates on how the para teacher addresses all the six components of phonemic awareness and explores whether there are any additional elements that should be considered with English learners’ phonemic awareness development. In this case study, data were collected through semi-structured interviews, field notes from modular instruction observation, and phonemic awareness assessment results. The results from this case study imply that systematic teaching strategies are essential to consider with English learners’ phonemic awareness development. The findings of this study also disclosed that both para teacher and learner’s motivation is an essential component in teaching and learning phonemic awareness.
Academic experiences of shs learners studying english in distance modular approach: A phenomenological study Espina, Arlene Lluisma; Monte, Rhea Joy Deligero
Electronic Journal of Education, Social Economics and Technology Vol 3, No 1 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (435.405 KB) | DOI: 10.33122/ejeset.v3i1.48

Abstract

This study intended to explore and understand the academic experiences of senior high school students studying English in a distance modular approach. The researchers investigated the academic experiences, the challenges encountered, the techniques in facing challenges, and the suggestions in addressing the challenges. The four Grade 12 SHS learners of General Santos City National High School, one representing each track: Academic, TVL, Sports, and Arts and design, were the participants of this study who were selected through purposive sampling. The current qualitative inquiry is phenomenological in nature. The data were interpreted through coding, categorizing, and conceptualizing. It revealed that the academic experiences of the senior high school students are categorized into two themes; 1. Learners’ Learning Preferences and Time Management and 2. Learners’ Difficulty in Learning English.  The learners experienced difficulty in understanding and comprehending lessons in English subjects. The findings also showed the learners’ learning preferences and the techniques employed in time management like the time blocking method. The challenges were the learners’ intrinsic and extrinsic motivation specifically rooted from being unmotivated and lacking parental support in tackling their learning difficulty; learners' learning preferences and time management specifically identifying their lack of time management technique; learning environment at home that shows unstable network connection and inability to allocate specific time for school work and chores; and learners' difficulty in learning English that shows the difficulty in understanding and comprehending lessons in English subjects.
Teacher educators’ nature of understanding of adult learning theories application in pre-service teachers’ classes Matorevhu, Alois
Electronic Journal of Education, Social Economics and Technology Vol 3, No 1 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (455.278 KB) | DOI: 10.33122/ejeset.v3i1.50

Abstract

Research publications show that they are many different theories which explain how adults learn, but none of them individually fully explains what happens when adults learn, hence cannot be applied universally. Each theory has its own merits and demerits, therefore to maximise learning, a combination of theories should be used. Adult teacher educators’ familiarity with this knowledge base of adult learning improves effectiveness in meeting adult learner needs, since implementation of the most effective ways for adult learning is made possible. The current study sought to find out the nature of experiences of secondary school teachers recruited to be teacher educators at a secondary teachers’ college, had during the transition from teaching children (pedagogy) to teaching adults (pre-service mathematics and science teachers). Interviews were done, with the view to enable teacher educators to compare their experiences during training (as adult learners) in various teacher education institutions, teaching children at secondary school level, and teaching adults at the teachers’ college in the current study. Interview responses were coded to come up with themes which were analysed. Findings show that learning and application of adult learning theories is a missing link in teacher preparation institutions in Zimbabwe. In order to align teacher preparation with the current Zimbabwean curriculum, training institutions must prepare prospective teachers for both pedagogy and adult learning theories, so that they adapt as the situation requires. This resonates with metagogy, a hybrid of pedagogy and adult learning theories. Preparing teachers this way is in line with best practices, which engender competitiveness to deal with diverse teaching and learning situations, in the 21st century.

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