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Journal of Education and Teacher Training Innovation (JETTI)
Published by PT. Pusmedia Group Indonesia
ISSN : -     EISSN : 30253500     DOI : 10.61227
Core Subject : Education,
Education
The Education and Teacher Training Innovation Journal specifically publishes journal articles in the field of education which include: character building multicultural education nature based education Islamic education Innovative pedagogy Learning model Learning analytics Service learning Active learning Impact of the use of technology related to education Collaborative technology is applied to education or teaching Lifelong education Distance education and MOOC Online system in support of education Educational simulation and game Virtual and augmented reality systems Mobile learning Interface and interaction design for instructions Multimedia in education Digital learning objects Evaluation system Social media for learning Educational Method Innovation Educational Technology Innovation
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 41 Documents
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Postgraduate Students' Usage Patterns, Perceptions, and Attitudes Toward Artificial Intelligence Applications in Learning: A Case Study of the University of Zawia, Libya Alsayd, Abdulnasir; Masoud , Mohieddin; Abdullah, Mahmoud; Alzletni, Naima; Maati, Asmahan; Barka, Amani; Baroud, Najah
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.149

Abstract

This study examines the integration and impact of Artificial Intelligence (AI) applications and tools within postgraduate programs at the University of Zawia, Libya. In the context of rapid technological advancements, higher education in Arabic-speaking regions is increasingly shaped by social, economic, and religious factors. While AI is transforming global educational practices through adaptive learning platforms, virtual tutors, and personalized experiences, its adoption in Libyan universities remains limited and underexplored particularly in relation to ethical considerations and student preparedness. Employing a mixed-methods approach, this research combines quantitative survey data from 150 postgraduate students with qualitative insights to examine levels of awareness, perceptions, challenges, and usage patterns of AI tools in academic contexts. The data were analyzed using basic statistics, mainly percentages, to identify trends that support the study’s objectives. By exploring how students utilize AI to enhance their academic performance, the study aims to offer practical recommendations to promote AI literacy, address ethical concerns, and align institutional policies with technological advancements. The findings contribute to the broader discourse on the role of AI in higher education, with a focus on sustainable integration and the preservation of academic integrity within Libya’s educational institutions.
Contribution of Sports and Games to Changing Students’ Social Behaviour: A Focus on Selected Public Secondary Schools in Temeke Municipality, Tanzania Masaba, Leah R.; Mwila, Prospery M.
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.153

Abstract

This study aimed to assess the contribution of sports and games in changing student behavior in a case of a selected public secondary school in Temeke Municipality. Specifically, the study aimed to investigate students’ preferred sports and games in relation to the behavioral change benefits of selected games, e.g., football, on teamwork enhancement among secondary school students and to determine the relationship between sports and games and academic activities. The study employed a mixed research approach and a sequential exploratory research design. Four hundred and twenty (420) participants, including sports and games teachers, students and schools heads, were sampled and exposed to question items on the interviews, documentary sources, questionnaires, and focus group discussions. The results reveal that sports activities play a significant role in fostering physical fitness and emotional well-being among children and adolescents. Engaging in sports activities elicits a range of favourable physiological adaptations, primarily enhancing the cardiovascular and muscular systems. In addition, engagement in sporting activities was found to be positively related to psychological factors related to mental well-being while also facilitating the active integration of children and adolescents into society and overall academic performance. Thus, sports teachers and educators must create environments in the playing fields that support ideal notions of ethics, moral reasoning, character and sportsmanship. In doing so, the sports teachers should have the intention of building character when they are engajing with students. This means that without intentions from students and sports teachers themselves, sports cannot build up character.
Challenges Faced by Students and Teachers in Utilizing Digital Technologies For Enhancing Map Reading and Interpretation Skills: (A Case of Kisarawe District, Tanzania) Maganga, Clement; Srivastava, Ashwarya
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.161

Abstract

Background: The integration of digital technologies in geography education has shown promise, with tools such as Google Maps, and Google Earth enhancing map reading abilities. However, secondary schools in Tanzania encounter obstacles including limited digital resources, inadequate internet connectivity, and insufficient teacher training, which impede effective implementation. The study aimed to explore those challenges in secondary schools of Tanzania. Methods: This research employed a mixed-methods approach, integrating quantitative and qualitative techniques. Statistical analyses, including Chi-Square and Wilcoxon Signed-Rank tests, were used to examine relationships between variables, while surveys, interviews, and observations provided more comprehensive insights. Thematic analysis identified key challenges, such as training inadequacies, financial limitations, and policy shortcomings. Results: Indicated that the digital divide and poor infrastructure were the most significant hurdles, followed by insufficient teacher training and financial constraints that limited access to digital tools. Responses regarding policy alignment were mixed, while resistance to change was a minor issue. Language barriers and motivation also played a role in digital adoption. Conclusion: Despite these obstacles, educators recognize the potential of digital tools to enhance geography education. Statistical analysis revealed no significant correlation between specific challenges and teachers' attitudes, suggesting a willingness to embrace technology given adequate support. Overcoming these barriers is essential for successfully incorporating digital technologies into geography education in Tanzania's secondary schools.
A Tale of Two Foreign Languages: A Comparison of the Methods Used by Arabic and English Teachers’ Used in High School Classes Qolinejad Kamarposhti, Arezoo
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.162

Abstract

Both Arabic and English as foreign languages are compulsory in Iranian high schools and have been taught for decades. The textbooks and teaching methods which have been used in Arabic and English classes in high schools have undergone so many changes in the past decades in Iran. Unlike teaching Arabic as a foreign language, in Iran, teaching English as a foreign language has been in the cannon of attention in terms of the volume of research done on both the language and teaching methodologies. This implies that teaching these two languages has been dealt with different out of the class. This research aims at tracing such a difference within a single class through a case study method. Qualitative case study research using classroom observation and retrospective interview was utilized to see two teachers, one teaching Arabic and the other teaching English adopt different teaching methods within a single class. The analysis of field notes from eight hours of observation and the data from the semi-structured interviews showed that the teachers adopted quite different methods in the class. While the English teacher was linguistically oriented focusing on morphosyntactic rules, the Arabic teacher focused on translation and every-day use of language relying on community related examples, some of which were created by the students themselves. Moreover, the English teacher bolded the use of technological aids for teaching, especially, use of multimedia. The pedagogical implications of the findings were discussed, according to the findings of the study
The Impact of Artificial Intelligence on Knowledge Management: Faculty Perspectives from the University of Zawia’s Faculties of Economics, Management, and Law Husayn, Enaas; Alrumayh, Safa; Kasheem, Majdy; Ibrahim, DafaAllah; Alouzi, Khuloud; Shalghoum, Najimudin; Almajri, Sumaia
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.163

Abstract

The rapid technological advancements in the educational management enforce institutions to adopt new innovative approaches in knowledge management in ways that support innovation, decision-making, and institutional development. Artificial intelligence (AI) has emerged as a transformative tool with significant potential to enhance knowledge management (KM) practices. However, in many developing contexts, including Libya, the integration of AI in higher education remains limited and underexplored. This study investigates the impact of artificial intelligence (AI) on knowledge management (KM) within academic institutions, focusing on faculty awareness, utilization, perceived benefits, and encountered challenges.  The researchers, using a structured questionnaire distributed to 210 academic staff members from faculty of Economy, Management and Law, employed a quantitative research design.  This study reveals critical challenges to AI adoption in Libyan institution, including insufficient infrastructure, resistance to change, and a lack of technical expertise among faculty. Compared with previous studies conducted in technologically advanced contexts, this research contributes novel insights by examining AI in relation to KM integration in a developing academic environment as a gap in the literature. The findings reveal that a generally low level of AI awareness among participants, with limited understanding of core AI concepts and its future implications for higher education. However, moderate use of AI was reported in specific KM functions such as archiving and institutional support.  The study concludes that while AI integration in academic knowledge systems is in its early stages, there exists a clear recognition of its value. Limitations of the study include its focus on one institution, which is the University of Zawia, Libya, and its reliance on self-reported data. Future research should consider longitudinal studies, cross-institutional comparisons, and qualitative investigations to deepen understanding of AI's evolving role in academic institutions. Recommendations include targeted faculty training, infrastructural investments, strategic policy development, and the promotion of a culture acceptance of new to technologies.
Influence of Large Class Size on the Effective Teaching and Learning of Chemistry in Secondary Schools in Onitsha North Local Government Area of Anambra State Okongwu, Dozie John
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.165

Abstract

The study investigated the influence of large class size on the effective teaching and learning of Chemistry in secondary schools in Onitsha North Local Government Area, Anambra state. The study adopted a descriptive survey research design. Four research questions guided the study. The population of the study comprised two thousand six hundred and five (2,605) secondary schools two (SS II) Chemistry students and Sixty seven (67) Chemistry teachers. Simple random sampling technique was used. One hundred and eighty (180) senior secondary two (SS 2) Chemistry students and twenty (20) Chemistry teachers were sampled and used for the study. The instrument for data collection was structured questionnaire developed by the researchers. Also, the instrument was validated by three experts and the reliability of the instrument was obtained using Cronbach alpha reliability which gave a reliability index of 0.85. Data collected were analyzed using mean and standard deviation to answer the research questions. The findings of the study revealed the followings: It was revealed that large class size negatively influence the teaching of Chemistry in secondary school. It was revealed that large class size negatively influence the learning of Chemistry in secondary school. It was revealed that large class size have ineffective classroom interaction during Chemistry lesson. It was revealed that teachers do not provide optimum support for students in large class size during Chemistry lesson. Based on the findings and conclusions, it was recommended among others that the policy makers and government should ensure that more classrooms are built and number of students in a class should not be more than 40. The Parent Teacher Association (PTA), School Based Management Board (SBMB), philanthropist and other charitable organizations are also implored to compliment the effort of the government to boost the performance of students by building more class rooms and buildings. Teacher should employ variety of teaching methods that would be beneficial to all students irrespective of the size of the class.
Achieving the Exigency of Pattern Development Among Clothing and Textiles Students in Tertiary Institutions for Garment Production in South East, Nigeria Azonuche, Juliana Ego; Adilo, Obioma Angela; Ichekor, Oghenetega; Afam-Osia, Favour Emelie
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.172

Abstract

This study addresses the critical need to enhance pattern development skills among clothing and textiles students in tertiary institutions in South East, Nigeria. Focused on the context of large-scale garment production, both in rural and urban areas, the research explores the dynamic interplay between traditional craftsmanship and contemporary techniques within the local fashion industry. Three research questions guided the study and hypotheses tested at 0.05 significance level. The study adopted the ex-post facto research design using the descriptive survey method. The population of the study was 363 subjects, which comprised of all the Clothing and textiles students in Federal and State tertiary institutions in South East States. The research instrument used to collect data from the respondents was a structured questionnaire. The reliability of the questionnaire was determined with the use of Split-half reliability method. The data collected from respondents were coded and inputted in SPSS, Version 23, and analyzed with frequency counts, percentages, mean (¯X) scores, Standard Deviation (SD), Improvement Need Index (INI), and t-test statistical tools.  The result showed that Students in clothing and textiles require improvement in eight competencies for pattern drafting, including the use of 3D and 2D digital scanner software. Nine competencies in pattern alteration and adaptation, such as developing construction plans and alter and adapt pattern pieces need enhancement. Additionally, 11 competencies in pattern grading, involving correct measurement application require improvement. Notably, there were no significant differences in mean performance or need ratings between students in Colleges of Education and Polytechnics, as well as between students in rural and urban areas. Investing in the education and training of clothing and textiles students, policymakers, educational institutions, and industry stakeholders can contribute to skilled workforce development capable of driving innovation. The study advocates for strategic investments by policymakers, educational institutions, and industry stakeholders to ensure a well-prepared workforce. Bridging the gap between theory and application is paramount, and initiatives such as vocational training programs, industry-academia collaborations, and access to modern technology and nurture skills.
Factors Influencing the Development of English Language Listening and Reading Skills of Public Primary School Pupils: A Case Study of Temeke Municipality, Tanzania John, Rehema; Mwila, Prospery M.
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.173

Abstract

Because many of the courses taught and class assignments assigned need reading comprehension, successful students in school are those who acquire an interest in listening and reading. The purpose of the study was to determine factors influencing the development of English Lamguage Listening and Reading skills among public primary schools in Temeke Municipality in Kinondoni, Dar es Salaam, Tanzania. Two objectives were employed to guide the study, namely, to investigate the availability of teaching resources for reading and listening skills in English and to identify other factors affecting pupils’ attainment of listening and reading skills in English. The study employed a mixed-methods design and a convergent parralle design. Five hundred and fifty (550) participants, including head teachers, teachers and pupils, were sampled through probability and nonprobability sampling techniques. Interview guides, questionnaires and classroom observation guides were used as tools for data collection. The results revealed that the majority of teachers in public primary schools lacked adequate command of the methods, strategies, and stages for teaching reading skills. Other factors that influenced the teaching of reading skills in public primary schools and thus the acquisition of reading skills included an insufficient number of qualified teachers, overcrowding of pupils in one class, a lack of textbooks, supplementary books, and other reading materials, pupil truancy, regular curriculum changes without proper teacher training on the changes, and a failure of pupils to attend preprimary school education. As a result of these deficiencies, it was discovered that the capacity to teach reading skills in public primary schools varied from one school to the next as well as among teachers within the same schools. The study recommended that short courses on teaching methodology should be held in teachers' resource centers to train teachers on the methods, tactics, and procedures involved in teaching reading skills.
Reactions of EFL Learners to an Unfairness Test Salarian, Hossein
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.174

Abstract

The matter of bias is more muddled by the problem of obviously differentiating components of culture and instructional background from the language capacities we want to measure. This study investigates the reaction of English as a Foreign Language (EFL) learners to perceived test unfairness, examining the role of social class and gender in test performance. Drawing on fairness theories and using the reading section of the IELTS test, thirty-four intermediate-level learners were initially pretested and grouped according to gender and social class. After exposure to a uniform instructional treatment, participants completed a posttest. For this purpose, both descriptive and inferential statistics were used to compare the results of the groups. In order to make sure that the differences between the groups are not statistically significant, a one-way ANOVA was employed. Results revealed significant disparities in performance linked to social class and gender, suggesting the presence of test unfairness or differential access to the skills required. This study underscores the importance of validating assessment instruments not only in terms of construct validity but also in terms of fairness across sociocultural demographics. There are some theoretical and practical implications involved in this study.
Implementation of Pre-Primary Education in Public School in Tanzania: Challenges and Possible Solutions Kitula, Paul Raphael
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.213

Abstract

The study was conducted to investigate the challenges hindering the effective implementation of the pre-primary curriculum in public schools in Tanzania and to explore strategies that could improve its implementation. The study used the leadership obstacle course (LOC) model as the theoretical framework that helped to identify the key barriers for effective implementation of pre-primary education. A mixed-methods approach with a convergent design was employed, involving 31 respondents (10 head teachers, 20 pre-primary teachers, and one district education officer) selected through random and purposive sampling techniques. Data was gathered using questionnaires, interview guides and observation tools and analyzed through descriptive statistics and thematic analysis. The study found out that key challenges included insufficient teaching resources, lack of teacher training, large class sizes and inadequate cooperation between teachers and parents. Teachers reported a lack of essential skills and resources as major obstacles. Additionally, large class sizes and parental neglect in supporting the curriculum were identified as significant challenges. To improve the situation, the study recommended providing additional training for teachers, increasing resource availability and enhancing parental involvement in the education process

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