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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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Yu, Nan Sook. "Case Study of Home Economics Curriculum in Victoria Australia." Korean Home Economics Education Association 32, no. 2 (June 30, 2020): 19–42. http://dx.doi.org/10.19031/jkheea.2020.06.32.2.19.
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Urdziņa-Deruma, Māra, and Lolita Šelvaha. "Crafts and Home Economics Studies Abroad." International Journal of Smart Education and Urban Society 9, no. 4 (October 2018): 77–89. http://dx.doi.org/10.4018/ijseus.2018100107.
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The purpose of this article is to research and analyze the differences students have noted in foreign programmes and suggest ways to development the crafts and home economics teacher education programme in Latvia. Students (n=14) were interviewed and asked to describe any noted differences in the study organization process; indicate the various methods, assignments, and assessment practices used in home economics and craft courses, including teaching practice; and attitude of students towards the study process. Content analysis of the interviews indicate students' suggestions to development the crafts and home economics learning and teaching process, as well changes in teaching practice made by the students. Research results indicate that the students offered more information on differences than suggestions for development. The greatest differences were noted in the acquisition of crafts skills, followed by the organization of the study process and home economics. Student suggestions focused mainly on course content, but actual changes were implemented in teaching methods.
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Granberg, Albina, Viktoria Olsson, and Ylva Mattsson Sydner. "Teaching and learning cooking skills in Home Economics." British Food Journal 119, no. 5 (May 2, 2017): 1067–78. http://dx.doi.org/10.1108/bfj-09-2016-0435.
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Purpose The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students with mild intellectual disability (ID) consider important for their students to learn. Design/methodology/approach In total, 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework. Findings The elements of cooking skills that were emphasized included mastering the language of cooking, measuring, following recipes, representing an instrumental and task-centered – knowledge on cooking. Practical implications The results of this study provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. This has implications for both regular schools and schools for students with mild IDs since the elements that teachers consider important then guide what the students are given to learn. Teachers should be conscious that the planning of lessons should also be based on the students’ specific circumstances and context. Originality/value To the authors’ knowledge, this is the first study that provides knowledge about how HE teachers reason regarding which cooking skills they consider important for students to learn. HE is taught to both children and adolescents, and it is important to investigate teachers’ perceptions about the subject and how the teaching is organized, including cooking skills.
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Justina, Nchekwube, and Amarachi Igwe. "HOME ECONOMICS VERSUS OTHER SUBJECTS: A STUDY OF NIGERIANS PARENT ATTITUDE TOWARDS HOME ECONOMICS EDUCATION IN SECONDARY SCHOOLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 517–20. http://dx.doi.org/10.21474/ijar01/12867.
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Home economics is an essential subject in Nigerias education system with the potential of providing life skills and teaching basic homecare knowledge to the students. However, there is a growing concern about the decreasing enrollment and interest of students in home economics education in Nigeria. Thus, the primary purpose of this study wasto investigate the attitudes of parentsregarding home economics education in comparison to other subjects. Two hundred and thirty-six parents were drawn from different locations in the Enugu State of Nigeria. A simple percentage score indicates that the majority of the parents (74%) indicated a negative attitude towards home economics, while less (26%) showed positive attitudes. The study concludes that there is a prevalence of negative attitudes towards home economics education in secondary schools in Nigeria.
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Bamalli, Halima Sidi. "Competencies and Strategies for the Teaching of 21ST Century Learners in Vocational Home Economics Education." International Letters of Social and Humanistic Sciences 19 (December 2013): 50–55. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.50.
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Vocational Home Economics is a skill oriented field of study which equipped the learners with saleable skills that make them self reliance/self employed. To equip the learners, the teacher must also be equipped with competent strategies for effective teaching and learning. The paper looks at Home Economics Education as a Vocation and discussed some effective strategies every teacher should use for teaching. The paper recommends that learners should adapt to change and develop initiative and self direction, while the Home Economics teachers should reposition their teaching strategies for effective teaching and learning in the 21st century.
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Azonuche, Juliana Ego. "Revitalizing Home Economics Education in Tertiary Institutions in Nigeria Through ICT Use for Skill Acquisition for Global Relevance." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 332. http://dx.doi.org/10.36941/jesr-2020-0131.
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The study examined how to revitalize Home Economics education in tertiary institutions through ICT use for skill acquisition and global relevance. Three research questions and one hypothesis guided the study. A descriptive survey was adopted for this study. 233 Lecturers and students constituted the population and 134 subjects were selected through simple random sampling method. A structured questionnaire was used to collect data and was analysed using mean, standard deviation and t-test analysis. Findings showed 30 skills that can be acquired through ICT use in Home Economics teaching and learning, such as; scaling of foods, meal planning, budgeting, selection, purchasing of foodstuffs and preparation. Factors affecting teaching and learning Home Economics include; insufficient personnel to teach practical, teaching more of theory than practical in the course. 10 ways proffered on how to revitalize Home Economics education include; equipping laboratory with adequate ICT facilities, teachers and students being ICT proficient, Carrying out assignment online, among others. It was concluded that since much skills can be learnt in Home Economics that enables learners to be relevant to self and the world, training and provision of ICT equipment is important in tertiary institutions.
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Winters, Grace, and Helen Maguire. "'A time of constant innovation!' - The impact of the COVID-19 pandemic on the teaching of food practical Home Economics in Ireland, and learning for future best practice: an explanatory mixed methods study." Routledge Open Research 1 (October 19, 2022): 18. http://dx.doi.org/10.12688/routledgeopenres.17558.1.
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Background: The ongoing global pandemic of SARS-CoV-2 (COVID-19) (WHO, 2020) utterly disrupted traditional modes of education nationally and internationally. Mastering online teaching imposed by the COVID-19 pandemic was challenging for many teachers. The purpose of the study was to illuminate the challenges experienced by food practical Home Economics teachers, investigating their ability to innovate, adapt and proceed with food practical classes during the COVID-19 pandemic. This study also aimed to discover best practical methodologies for online and face-to-face food practical classes while looking forward with reimagined approaches to teaching and learning for a post-pandemic world and documented teachers experiences, agency, adaptations and innovations. Methods: Both qualitative and quantitative research methods were employed to meet study objectives. Data was gathered in the Republic of Ireland via 132 questionnaires with Home Economics teachers and semi-structured interviews with six Home Economics teachers. Results: Results revealed that COVID-19 imposed serious challenges on teachers who nonetheless adapted well to the changing environment. They employed innovation and determination to proceed with practical classes in very challenging working environments, resulting in many positive educational advances. Teachers up-skilled, reflected and collaborated to proceed safely with practical’s and deduced best practice methodologies which in a number of cases arose from trial and error. Findings were employed to produce frameworks for best practice when conducting food practical Home Economics classes (both online and face-to-face). These frameworks have national and international relevance in considering new models of teaching in which authentic teaching can occur and provide alternative pedagogies and technologies to support the food practical. Conclusion: This study recommends more technological training for Home Economics teachers, specifically regarding practical classes, as well as support for physical working environments, collaboration and innovation. This research is focused on how teaching can be reimagined, strengthened and valued to inform future teaching and learning models.
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Lovšin Kozina, Francka. "Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching." Center for Educational Policy Studies Journal 6, no. 3 (September 30, 2016): 101–16. http://dx.doi.org/10.26529/cepsj.67.
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This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to thepre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-serviceteachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results alsorevealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.
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Torkar, Gregor, and Verena Koch. "FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 216–23. http://dx.doi.org/10.33225/jbse/12.11.216.
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The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers’ integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn’t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education. Key words: education, home economics, integration, mathematics, natural sciences, teacher.
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G.T., Pam, and Anyakoha E.U. "TECHNICAL SKILLS NEEDED BY HOME E CONOMICS TEACHERS FOR TEACHING BEAD-CRAFT IN SECONDARY SCHOOLS IN PLATEAU STATE." International Journal of Education and Social Science Research 05, no. 06 (2022): 284–95. http://dx.doi.org/10.37500/ijessr.2022.5622.
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The general purpose of this study was to evolve technical skills needed by Home Economics teachers for teaching bead-craft in Junior Secondary Schools (JSS) in Plateau state. Specifically, the study determined the skills needed for designing bead-craft in JSS in Plateau State. One research question and one hypothesis guided the study. The study adopted the descriptive survey research design .It was conducted in Plateau State ,The population for the study was 588 Home Economics teachers from the urban and rural JSS and 30 bead-craft experts, sample for the study was 131 Home Economics teachers and 30 bead-craft experts Two sets of instruments were developed and used for data collection, A structured questionnaire titled Technical Designing Skills for Teaching Bead-Craft in Junior Secondary School Questionnaire (TDSTBCJSSQ) and one Focus Group Discussion guide (FGDG). The TDSTBCJSSQ and the FGDG were face validated by three Home Economists and two experts from Department of Fine and Applied Arts, all from the University of Nigeria Nsukka. Cronbach Alpha Reliability technique was used to test the internal consistency of the instrument (TDSTBCJEEQ). An overall reliability coefficient of 0.80 was obtained. Mean and Standard Deviation were used to answer the research question while t-test was used to test the hypothesis at 0.05 level of significance. The study found out that all the designing skills were needed for teaching jewelry and decorative beadcraft. These skills include sketching out simple drawing. (3.12), arranging motifs to make artistic designs (2.89), sourcing designs on the internet (3.20) among others. There was no significant difference in the mean of skills needed by Home Economics teachers in the rural junior secondary schools and those from the urban secondary schools on the 22 out of the 25 bead-craft designing skill items for effective teaching of junior secondary school students in Plateau State, whereas there were significant P< 0.05 difference in the mean skills needed by the two groups of respondents on the remaining items. Based on the findings of the study, recommendations were made.
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Saratapan, Narumon, Sasithep Pitiporntapin, and Lisa M. Hines. "Enhancing Pre-Service Teachers’ Integration of STEM Education into Home Economics Lessons Through A Professional Development Program." International Education Studies 12, no. 8 (July 29, 2019): 11. http://dx.doi.org/10.5539/ies.v12n8p11.
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This research was aimed to assess whether a newly developed professional development (PD) program enhances STEM-based teaching practices among pre-service home economics teachers. The activities in this PD program were divided into three parts: knowledge about STEM education, lesson plan development, and implementation of STEM-based lessons. Using three pre-service home economics teachers as case studies, data were collected throughout the PD program from group discussions, observations, interviews, and review of documentation. Data were analyzed using content analysis. The findings demonstrated that the pre-service teachers gained more confidence with integrating STEM education into their lesson plans as a result of the PD program. In addition, they were able to link content about home economics to other disciplines. This integration provided more opportunities for students to test their own ideas, ask questions, and apply 21st century skills. STEM knowledge, school context, students’ learning style, and time constraints were identified as the main factors that impacted their teaching practices. Results from this study provides insight on how to better prepare teachers outside of the STEM disciplines with integrating STEM content into their teaching practices and provides a framework for future research.
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Yu, Nan Sook. "A study on applying Problem-Based Learning to a course entitled ‘Teaching practice’ for prospective Home Economics teachers." Korean Home Economics Education Assciation 27, no. 4 (December 31, 2015): 1. http://dx.doi.org/10.19031/jkheea.2015.12.27.4.1.
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Choi, Seong-Youn. "A Case Study on the ‘Theory of Home Economics Education’ Using Online Problem-Based Learning." Family and Environment Research 60, no. 2 (May 25, 2022): 187–209. http://dx.doi.org/10.6115/fer.2022.013.
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The objective of this study was to conduct a ‘Theory of Home Economics Education’ class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the ‘Theory of Home Economics Education’ at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: ‘Making Home Economics Promotion Materials’ and ‘Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes’. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.
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Choi, Seong-Youn. "Evaluation of Dietary Life Instruction in Middle School Home Economics by Converging Habermas’s Three Systems of Action." Family and Environment Research 58, no. 4 (November 20, 2020): 561–83. http://dx.doi.org/10.6115/fer.2020.038.
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This study developed and implemented a teaching · learning process plan for Home Economics in middle school by converging Habermas’s three systems of action. It also examined the effect of the class through the evaluation of students and teachers who participated in the class. This study developed 10 sessions for a teaching and learning process plan by converging three systems of action and reconstructing learning elements related to ‘balanced meal plan’ and ‘food choice’ according to the practical action teaching model. After class, we surveyed the degree of help for students, analyzed the learning activity sheets, and analyzed the reflection journals of teachers to evaluate the effects of the class.<br/>This class was found to be the most helpful in practicing the healthy dietary life of students, expanding their thoughts, understanding learning contents, and helping them change their lives. As a result of analyzing the learning activity sheet, students gained enlightenment by reflecting and evaluating their action through the class; in addition, changes in interest, awareness, and action appeared. Through the convergence of three systems of action, teachers who practiced the class criticized and realized the act that students were unconsciously accepted. In addition, it confirmed the possibility that students could change their lives, family and society by promoting optimal nutrition and health for a good life that pursues the best good.
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Osuyi, Sunday Oghor, and Priscilla Anwuli Eboh. "Analysis of the relevance of basic electricity to Home Economics Students in Technical Colleges in Edo State, Nigeria." Asian Journal Of Assessment In Teaching And Learning 10, no. 2 (July 20, 2020): 27–33. http://dx.doi.org/10.37134/ajatel.vol10.2.4.2020.
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The study was designed to determine the relevance of basic electricity to home economics students in technical colleges in Edo state, Nigeria. In order to achieve the purpose of this study, three research questions were raised while one hypothesis was formulated. The study adopted the descriptive survey research design. The population and sample of the study consists of one hundred and forty (140) NTC II and III Home Economics students in four technical colleges in Edo State. A four point rating scale questionnaire titled Relevance of Basic Electricity to Home Economics Students Questionnaire (RBEHSQ)was the instrument used to collect data from the respondents. The face and content validity of the instrument was ascertained by two lecturers in department of vocational and technical education, and one Lecturer in department of measurement and evaluation, faculty of education, University of Benin, Benin city, Nigeria. The split half technique was used to determine the reliability of the instrument. The two sets of scores obtained were correlated using Pearson Product Moment Corrolation Coefficient (PPMCC) and the process yielded a correlation coefficient of 0.71 which means that the instrument was reliable. Mean ( ) and standard deviation (SD) were used to answer research questions 2 and 3 while research question 1 was answered with simple percentage. The hypothesis was tested at 0.05 level of significance with chi-square. Findings revealed that Home economics students are much aware of the relevance of basic electricity to home economics, students are moderately familiar with the basic electricity aspect of home economics programme and that the extent to which students are acquainted with basic electricity skills relevant to home economics is low. Tested hypothesis revealed that there is no significant difference between the perception of male and female students of the relevance of basic electricity to home economics. Based on the findings, it was recommended that efforts should be made by home economic lecturers to relate basic electricity to home economics so as to enable students become aware of the relationship between subjects, educational planners and school management should make adequate provision for necessary facilities for the teaching of basic electricity. School management should also ensure that only qualified lecturers are employed to teach home economics and that lecturers on their part should handle the basic electricity with all seriousness in such a way that would increase students’ interest and acquire skills in basic electricity.
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Omoregbe, Obasigie. "Competency Strategies in Alleviating Poverty for Sustainable Development in the Teaching and Learning of Home Economics Education." Journal of Social and Development Sciences 3, no. 10 (October 15, 2012): 331–34. http://dx.doi.org/10.22610/jsds.v3i10.717.
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This study looked at poverty scenario in Edo State and how Home Economics graduate from the universities can use their competency to alleviate poverty for sustainable development. A self-developed questionnaire of 4 point instrument was used for data collection from150 respondents from 25 shops in 2 zones i .e commercial and residential areas in Edo State. The data collected was subjected to frequency distribution count and percentage rating analysis. The findings shows that majority of the home economics graduate from our universities exhibited low competencies of less than 15.0% in business management feasibility, business risk management, business finance management, and creativity ability in alleviating poverty in their chosen business ventures: the reasons being that they were all involved in buying and selling cake items for baking, interior decoration items, provision and toiletries among others. Findings further revealed that all the studied respondents were highly constrained by lack of competency strategies; solutions were thus proffered and established for sustainable development.
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Yee, Chan Mei, and Zarinah Arshat. "Moderating Effects of Teachers’ Teaching Experience on Home Learning Associated with Literacy Skills among Chinese Preschoolers." Asian Social Science 12, no. 2 (January 11, 2016): 23. http://dx.doi.org/10.5539/ass.v12n2p23.
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<p>This study was designed to determine the influence of home learning on Chinese preschoolers’ literacy skills is likely to be moderated by the level of teacher’s teaching experience. There were 136 preschoolers aged ranged between three to six years old with their parents and teachers recruited in this study using a Multi-Stage Cluster sampling technique. The results of the Hierarchical Multiple Regression analysis indicate that teacher’s teaching experience has a significant moderating effect on the strengths of the relationship between home learning and preschoolers’ literacy skills. Further research is needed to investigate more deeply to identify whether these relationships are upheld over time and with diverse sample. </p>
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Sze, Celine, Marilyn Chapman, and Ling Shi. "Functions and genres of ESL children’s English writing at home and at school." Journal of Asian Pacific Communication 19, no. 1 (March 6, 2009): 30–55. http://dx.doi.org/10.1075/japc.19.1.03sze.
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Drawing on a sociocultural perspective of genre as a social action situated in a particular context, this study examined the functions and genres of four second-grade ESL (English as a Second Language) children’s English writing at home and at school. The two boys and two girls were born and raised in Canada, speaking English at school and with their siblings, and Cantonese at home with their parents. A total of 67 pieces of school writing and 54 pieces of home writing were collected over a five-week period. Findings show that home writing exhibit a wider range of functions and genres than school writing. The study suggests that teachers should be aware of the value of the writing opportunities and contexts bicultural children have at home and, therefore, incorporate such home experiences into classroom teaching to enrich the process of literacy development.
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Hayati, Nur, Muthmainah, and Rina Wulandari. "Children’s Online Cognitive Learning Through Integrated Technology and Hybrid Learning." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 116–32. http://dx.doi.org/10.21009/jpud.161.08.
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Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study explain the importance of the teacher's role in OCL and its constraints, how parent-teacher collaboration is the key to successful cognitive improvement through online learning, and the implementation of OCL through effective learning to prevent learning loss. Further research in distance and hybrid learning, especially for early childhood, is expected to give birth to various new learning models and methods that are integrated with technology towards online teaching-learning when needed.
Keywords: early childhood, cognitive online learning, integrated technology, hybrid learning
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Ryu, Ji Sun, and Jung Hyun Chae. "The Effect of Home Economics Instruction Applying Flipped and Problem-Based Learning on Middle-School Students’ Metacognition Skill." Family and Environment Research 60, no. 4 (November 30, 2022): 565–76. http://dx.doi.org/10.6115/fer.2022.038.
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The purpose of this study is to identify the effect of Home Economics Instruction applying Flipped and Problem-Based Learning (FPBL) on Korean middle-school students’ metacognition skill. The study uses a prepost design test of the same group. There were 151 participants (77 male and 74 female) who were middleschool students in the third grade. Two hours of classes on ‘Food Selection and Storage’ were given per week for three weeks – a total of six hours. Analysis using the <i>t</i>-test revealed a statistically significant difference between the pre-test and the post-test, supporting the conclusion that participating in the class improved the metacognition, food selection, and storage behavior scores of the middle-school students. All area scores and overall averages of metacognitive sub-elements such as planning, monitoring, regulation, and evaluation also improved after taking FPBL classes. From the results of this study, Home Economics Instruction applying FPBL is an effective teaching method for improving middle-school students’ metacognition.
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Davidovitch, Nitza, and Eyal Eckhaus. "Economics of time: Advantages of e-learning in proportion to the time utilized and the tradeoff between work and studies." Economics & Sociology 15, no. 2 (2022): 222–35. http://dx.doi.org/10.14254/2071-789x.2022/15-2/14.
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The COVID-19 pandemic created a disruption of the educational system. The transition to e-learning in a state of emergency involved breaching barriers and challenges for both faculty and students. In the current study, we examine the opinion of students on the advantages of e-learning, in a systemic, multi-institutional perspective. Based on 1,859 respondents from several academic institutions, we employed a mixed methods research, combining quantitative and qualitative techniques. The findings show that variables related to time saving significantly affect the preference for e-teaching. In contrast, money-saving variables were not found to be significant. Reduction in travel time was found to be the most important dimension involved in the preference for e-teaching, followed by the convenience of studying from home and lesson recordings. These measures emphasize the advantages of digitization in the modern era and the option of perceiving learning as a consumer product that does not require physical presence. Globalization has facilitated e-commerce with no geographical barriers, from the convenience of one’s home or organization, together with a significant reduction in time required. However academic institutions are lagging in this regard. The COVID-19 era has raised the need for the academic establishment to adapt to the new reality and the advantages of technological modernization in the 21st century.
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Zakso, Amrazi, and Iskandar Agung. "Impact of Student Learning at Home Prevent Pandemic Covid-19 in Indonesia." Academic Journal of Interdisciplinary Studies 10, no. 2 (March 5, 2021): 228. http://dx.doi.org/10.36941/ajis-2021-0053.
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This paper aims to explain the impact of implementing student learning at home in preventing the COVID-19 pandemic on school management, learning activities, reading literacy, and parental participation. The paper is the result of a short study by distributing questionnaires to junior high school students in various regions. From the distribution of the questionnaire obtained 558 students. The analysis technique uses Structural Equation Modeling (SEM) processed through the Lisrel 8.70 program. The implementation of student learning at home has a positive impact on school management, learning activities, reading literacy and parental participation in their children. However, student learning at home still faces several obstacles, both in terms of students and schools and teachers. Students who still rely on teachers as a source of face-to-face teaching said that studying at school is better than at home, absorbing teaching materials more easily and overcoming learning difficulties. In the case of schools and teachers, there are still many who are not ready to provide learning at home, let alone many who do not have digital technology. To carry out student learning at home still requires optimal stakeholder roles. One of them is the government, it is recommended to provide adequate laptops and internet access in schools that can be used by teachers and students in learning.
Received: 2 September 2020 / Accepted: 22 December 2020 / Published: 5 March 2021
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Green, Ray, Piyush Tiwari, Jyoti Rao, and Ricki Hersburgh. "Strategies used by developers in seeking EnviroDevelopment certification for “sustainable” master-planned residential developments in Victoria, Australia." International Journal of Housing Markets and Analysis 11, no. 3 (June 4, 2018): 557–72. http://dx.doi.org/10.1108/ijhma-08-2017-0074.
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Purpose The purpose of this study was to explore strategies used by developers of master-planned housing development projects in Victoria, Australia, for obtaining certification under the Urban Development Institute of Australia’s (UDIA) EnviroDevelopment (ED) sustainable development certification programme. To be awarded ED certification, a development must demonstrate that it meets the assessment criteria within at least four of the six ED “leaves”. These leaves relate to its performance in terms of energy, water, materials, waste, community and ecosystems. This study explored how developers make choices regarding sustainability features they build into the planning, design and management of their developments to gain the leaves needed for ED certification. Having this certification is valued by developers as it can be used to demonstrate the sustainability credentials of their developments to potential house buyers, the validity of which is backed up by a trusted independent non-profit organisation (UDIA). Design/methodology/approach The study sought to quantify the preferential weightings of nine developers in selecting ED “leaves” and the strategies they use for meeting the assessment criteria needed to obtain selected ED leaves. This was done using a novel data collection and analysis method, the analytical hierarchical process (AHP), which relies on respondents, in this case, developers of ED certified development projects, making pairwise comparisons between choices of different development factors associated with the different ED “leaves”. Findings The most highly preferred ED leaves were found to be community, energy and ecosystems. “Community facilities” and “on-site transportation” were the two most highly weighted factors associated with the community leaf. Energy, the next most preferred leaf, was most highly weighted on “saving on operational costs” for the consumers (home buyers). Here consumer demand factors seem to be driving preferences. The ecology leaf was the next most preferred, with “existing site conditions” being the most highly weighted factor for this leaf. For sites that already contain significant areas of indigenous habitat, such as wetlands, selecting this leaf would seem to be an attractive, and potentially lower cost, option. Existing ecologically significant natural areas that are preserved, and where necessary enhanced, can be used for marketing purposes and serve in fulfilling planning open-space contribution requirements. The developers were more indifferent to the water, waste and materials leaves; however, the water leaf was rated slightly higher than the other two and was most strongly associated with “recycled water” and opportunities for “water conservation”, another example of demand factors driving preferences. Originality/value The results of this study reveal the preferences of a small sample of developers in terms of how they weigh different factors in making decisions about acquiring sustainability certification for residential master-planned development projects through the UDIA’S ED programme. The findings provide insight into the types of decisions developers make in the process of seeking ED certification, which includes considerations of site characteristics, costs, predicted effectiveness of different interventions and usefulness for marketing and other factors in terms of which ED leaves to pursue and how to acquire them to gain ED certification. The study also tested the AHP method as a methodological tool for addressing this question. Modifications in how data are collected using the on-line survey can be made to allow the method to be more easily used with larger respondent sample sizes. Collection of more focussed data elicited from respondents with specific areas of expertise, for example, specialists in energy, water, landscape architecture and planning, ecology and other relevant areas of knowledge, should also been considered.
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Loke Ke Wei, Kevin, and Hassanudin Mohd Thas Thaker. "A qualitative inquiry into Islamic home financing: evidence from Malaysia." Qualitative Research in Financial Markets 9, no. 2 (May 2, 2017): 147–67. http://dx.doi.org/10.1108/qrfm-07-2016-0020.
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PurposeThe purpose of this paper is to explore the development of Islamic home financing and some of its practical issues. In addition, the study also intends to draw attention to some recommendations to the issues highlighted from the viewpoint of industrial experts. Design/methodology/approachThe methodology for this study follows the qualitative research approach which aims to capture the thoughts and extensive knowledge of a few related experts in the field. Eight respondents who are mainly scholars and bankers in Islamic banking were selected for the interview purpose. A semi-structured interview was adopted to investigate a series of themes concerning the Islamic home financing in Malaysia. FindingsIn terms of development, the findings showed that a majority of the participants agreed that the Islamic banking and finance (IBF) is developing in line with its counterpart – the conventional banks. This is due to its innovation in products as well as offering a variety of financial products including home financing. Some of the practical issues highlighted by the respondents include pricing, adherence to conventional framework and interest rate movement. Islamic home financing is argued to be much more expensive and faces difficulty in working within a conventional framework. The issue of interest rate movement is also becoming a major hurdle in Islamic banking due to the absence of a proper benchmark for IBF. At present, IBF still follows the benchmark set by its conventional counterpart. Furthermore, the respondents also believed that the product of home financing, together with other financial products, are not in line with the teaching of Shariah principles and guideline. In addressing those issues, the respondents provided some suggestions to counter those problems, which include promoting Islamic home financing, particularly in terms of Musharakah Mutanaqisah (MM), ensuring the transparency of products, strengthening due diligence, legal aspect and others. Research limitations/implicationsThis study is limited in terms of the relatively small number of respondents used to generate its findings. Time constraint is another limiting factor of the research. Additionally, potential respondents in a higher position were unable to take part in the study. Due to these factors, the generalisation of the study’s findings will be visibly restricted. Practical implicationsThis paper is expected to generate several practical implications. Firstly, the study’s exploration of the issues surrounding home financing will likely provide a general overview of the recent development in Islamic banking and the challenges it faces. Consequently, this will indirectly help policymakers and bankers alike to design a better policy when dealing with Islamic home financing issues. In the review of various literatures in the field, a majority of research studies were observed to mainly focus on a quantitative approach. Hence, in terms of methodological innovation, the study’s use of qualitative inquiry based on an interview method may provide a deeper understanding of the matter. The resolutions proposed by the various experts are hoped to contribute to shaping a better framework and system in Islamic and conventional home financing in Malaysia. Originality/valueDespite having many literatures revealing mixed results concerning Islamic home financing, especially the Bai Bithaman Ajil and MM, addressing the issues of Islamic home financing, particularly from an expert perspective, has been lacking. The majority of research studies claim those issues from a theoretical viewpoint rather than a practical one. With this gap and lack of initiative, the current study is motivated to undertake an in-depth analysis on the issues of Islamic home financing and how to address those arising issues from an industrial expert’s point of view via a qualitative approach.
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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Abdul Rajak, Mohd Azrul, Ayu Afiqah Nasrullah, Suriana Lasaraiya, and Sitty Nur Syafa Bakri. "PRELIMINARY STUDY ON PRE-UNIVERSITY STUDENTS’ READINESS FOR ONLINE TEACHING AND LEARNING AT HOME (PdR): AN ASSESSMENT IN INTERNET ACCESSIBILITY." Journal of Information System and Technology Management 6, no. 23 (November 30, 2021): 136–46. http://dx.doi.org/10.35631/jistm.623012.
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During the COVID-19 pandemic in Malaysia, learning and teaching at home (PdR) was implemented to replace face-to-face learning sessions. The readiness of pre-university students in the implementation of PdR helps in delivering a high quality of education. It can be studied through the internet accessibility, learning environment, student economics, suitability of online course content, type of e-learning platform used, and the locality of students. Hence, this preliminary study aims to identify the relationship between internet accessibility toward students’ readiness in PdR. A set of questionnaires was distributed to 344 students to obtain responses related to the type of internet access used, the level of internet speed, and the type of device used for PdR. The results showed that most students access the internet through home WiFi internet (34.3%) and cellular data (33.1%). All students have devices whereas 61.0% of students use a combination of laptops and smartphones for e-learning purposes. The findings for the speed level of the internet to access PdR shows (M = 3.22, SP = 1.269), which is a moderate speed for internet access. Meanwhile, the findings of the study in the level of online connectivity and student availability in PdR show (Mean = 3.74, SP = 1.2006), where it is above the level of low internet bandwidth and high immediacy, and below high bandwidth and low immediacy levels. This preliminary study proves that the quality of internet access affects the readiness of pre-university students in PdR. Factors such as the learning environment, family economy, and weather could also affect the quality of students’ internet access.
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Raharjo, Nur Asiyah, Fitri Oviyanti, Endah Dwi Lestari, and Firdaus Himawan Raharjo. "Online Teaching Practice of Preservice Teachers during Pandemic COVID-19." Humanities and Social Sciences Letters 10, no. 4 (September 5, 2022): 451–62. http://dx.doi.org/10.18488/73.v10i4.3114.
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Good-quality teacher is a crucial pillar of education system. An effort to develop professional competence of preservice teachers is carried out through teaching practice courses. This study aimed to uncover the policy and implementation of independent teaching practice, and its implications for the competence of students as preservice teachers. The data was collected through documentation of teaching practice manual and reports, and interviews with institutional leaders, management teams, supervisors, master teachers and students. The collected data was analyzed qualitatively according to model of Miles and Huberman that consists of data reduction, data display and drawing conclusion. Scoring of the students’ lesson plans and teaching via videos were conducted to measure the levels of students’ professional competencies. The results showed that: the teaching practice was implemented by referring to the government policies that prioritize public health and safety; the teaching practice was carried out independently-online by students, and collaborated with educational institutions adjacent to the student's home; based on the lesson plans and the teaching videos assessment, the professional competence of students during the pandemic had developed although not optimally.
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Lee, Hyun-Jin, and Jung Hyun Chae. "Implications of Freire’s Education Theory and Corresponding Action Plans for Secondary School Home Economics Education." Family and Environment Research 60, no. 3 (August 26, 2022): 407–27. http://dx.doi.org/10.6115/fer.2022.027.
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The purpose of this study was to explore the implications of Freire’s education theory for secondary school Home Economics Education (HEedu). We conducted a review of books written by Freire and classified the characteristics of his education theory into 9 categories. Based on these categories, we concretely explored the forms in which Freire’s education theory could be applied in this area of education through interviews with Home Economics (HE) teachers. We also searched for activities that can be carried out by HEedu agents and the support that can be given by social institutions. The implications of Freire’s education theory for HEedu are that education should exhibit love and respect for human beings, be ethically and democratically responsible, enable people to dream as well as hope, support consciousness and praxis by reflection, stimulate epistemological curiosity in learners’ lives and experiences, promote subjectivity, autonomy and self-reliance, engage in dialogue to bring about a change in relationships rather than viewing dialogue as a skill, and stimulate political engagement. Freire‘s education theory therefore has multiple implications for the purpose, mission, and content of education, teaching methods and perspectives, and directions regarding the role of HE teachers. The results are expected to provide practical assistance in developing a persuasive curriculum for HEedu that can help learners restore subjectivity and love for human beings and their society by expanding the horizons of HEedu philosophy from the critical science of Habermas to Freire’s education theory.
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Sofia Vilhunen, Anna, Maija Aksela, and Anu Hopia. "Learning proteins in the context of molecular gastronomy through higher-order thinking as an activity of fluffy meringue." Lumat: International Journal of Math, Science and Technology Education 1, no. 2 (May 30, 2013): 239–44. http://dx.doi.org/10.31129/lumat.v1i2.1120.
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This article discusses how to study protein chemistry meaningfully in the context of molecular gastronomy by supporting higher-order thinking skills. The instruction also includes several myths that the students can reflect on. Inquiry-based work is performed in the style of the Top Chef competition: the objective is to prepare the lightest and fluffiest meringue possible. The students act as so called investigating chemistry cooks. The instructions are suitable for secondary school and upper secondary school for studying chemistry of proteins, or for unifying chemistry and home economics in teaching.
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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Björklund, Mattias, and Johan Sandahl. "Inviting students to independent judgement: Teaching financial literacy as citizenship education." Citizenship, Social and Economics Education 20, no. 2 (July 2, 2021): 103–21. http://dx.doi.org/10.1177/20471734211029494.
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Many financial literacy educational efforts mainly focus on teaching money management. However, money management alone does not address financial prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the financial system and policy makers. This study examines students’ response to a financial literacy teaching that treats financial issues as controversial and contextually bounded to the financial and societal systems. Data consists of 36 students’ conversations during a financial literacy teaching intervention. Results show that students are capable of grasping and relating to financial concepts where association to the financial system and policy-making produce elaborate understanding. Furthermore, students that contest given financial concepts and system do not only present constructive alternate solutions for the future, but these students also seem to grasp current financial and societal systems in more advanced ways and thereby demonstrate a possible convergence between financial literacy and citizenship education.
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Hanum OK, Azizah. "Inovasi Madrasah: Strategi Pembelajaran Daring di Masa Pandemi." Islamic Education 1, no. 1 (March 5, 2021): 21–26. http://dx.doi.org/10.57251/ie.v1i1.14.
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The influence of the Covid-19 pandemic, which robs people of their rights and movements in carrying out activities outside the home. Until now, economics, social, and even education have not found a common ground in direct learning, even some schools in the corners of the city are desperate to do face-to-face learning. Complaints of parents, students, and educators as one unit found the reason that continuous learning online at home is not effective. This paper tries to analyze how effective online learning was during a pandemic and how enthusiastic students were when learning online. The discussion of this article proves that society is starting to adapt to technological developments that focus on learning. Furthermore, madrasas make good progress through their teaching staff and educational staff. The discussion of this article proves that society is starting to adapt to technological developments that focus on learning. Furthermore, madrasas make good progress through their teaching staff and educational staff. Madrasah innovation followed by support from the community made the goal of distance learning an alternative in carrying out the teaching and learning process. The results of this study will also be used as a reference in developing and finding new theories related to the effectiveness of distance learning. The results of this study will also be used as a reference in developing and finding new theories related to the effectiveness of distance learning.
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Aini, Indah Kuratul, and Ali Nurhadi. "Meningkatkan Semangat Belajar di Rumah dengan Teknik Mind Mapping pada Siswa Kelas 1 SD di Dusun Rokoro Desa Taro’an, Kecamatan Tlanakan, Kabupaten Pamekasan." PERDIKAN (Journal of Community Engagement) 2, no. 1 (June 7, 2020): 29–41. http://dx.doi.org/10.19105/pjce.v2i1.3549.
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The Covid-19 pandemic has shifted teaching and learning activities from school to home. Students are given homework as a way of learning at home. However, this only burdens students and parents. We need a way to increase students’ enthusiasm for learning. Therefore, the purpose of this study is to increase enthusiasm of student in learning at home with mind mapping techniques. It also aims to overcome their boredom in doing assignments that are piled up due to Covid-19 besides not understanding the subject matter. The research method used is action research, because this study applies an action learning at home using mind-mapping techniques. The results showed that learning by using mind mapping technique is able to improve the spirit of student learning because basically, they like learning with media images. Therefore, learning to use mind mapping is highly recommended for use because it can increase the enthusiasm for learning.(Pada masa pandemi Covid-19, kegiatan belajar mengajar dialihkan dari sekolah menjadi belajar di rumah. Siswa diberikan tugas rumah sebagai cara belajar di rumah. Namun, hal itu justru membebani siswa dan orang tua sehingga diperlukan cara untuk meningkatkan semangat belajar para siswa. Maka dari itu, tujuan penelitian ini adalah untuk meningkatkan semangat belajar siswa di rumah dengan teknik mind mapping dan untuk mengatasi kejenuhan siswa dalam mengerjakan tugas yang menumpuk akibat Covid-19 sementara mereka tidak memahami materi pelajaran dengan baik. Adapun metode penelitian yang digunakan adalah penelitian tindakan, karena penelitian ini menerapkan suatu tindakan belajar di rumah menggunakan teknik mind mapping. Hasil penelitian menunjukkan bahwa belajar dengan menggunakan teknik mind mapping mampu meningkatkan semangat belajar siswa karena pada dasarnya, siswa menyukai belajar dengan media gambar. Oleh sebab itu, belajar menggunakan mind mapping sangat diajurkan untuk digunakan karena mampu meningkatkan semangat belajar.)
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Opstad, Leiv. "Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching." International Educational Research 5, no. 1 (September 22, 2022): p1. http://dx.doi.org/10.30560/ier.v5n1p1.
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The aim of this article is to see if there are substantial differences in attitudes towards teaching methods and choice of assessment between the students who are present at campus and to those who prefer the online version. During COVID-19, we got a unique opportunity to compare the students who took the same course and had identical exams. The same questionnaire is distributed to both groups in a compulsory subject in economics at Norwegian University of Science and Technology (NTNU). The choice of method is a pairwise comparison of the mean values using T-test. The findings show a significant difference between these two groups. Those who chose to be on campus had higher Grade Point Average (GPA) at high school, and they preferred the traditional form of exams. Those who chose to follow the lectures digitally favoured multiple choice tests, or home-based ‘open book’ exams. This means that both teaching methods and the choice of exam forms can have a major impact on the ranking of the students.
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Kim, Heuipil, Youngchan Lee, Inkyu Ko, Yeonjeong Kim, Yeongjae Gil, and Hanul Jang. "Development of Experiential Activity Topics for Practical Arts Subject and Educational Needs of Elementary School Teachers." Korean Association of Practical Arts Education 35, no. 2 (June 30, 2022): 1–24. http://dx.doi.org/10.24062/kpae.2022.35.2.1.
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The purpose of this study is to develop experiential activity themes for Practical Arts, and to investigate the educational needs of elementary school teachers. For this purpose, a research study was conducted targeting 44 elementary school teachers nationwide. The conclusions of this study are as follows.
First, the experiential activity themes for Practical Arts that can be used in the field of elementary education were developed. Six experiential activity themes were developed in agriculture, six in technology, eight in home, five in information, and three in career.
Second, the educational needs for ‘Making Scandiamoss topiary’(2.61) was the highest in the agricultural area. In the technology area, ‘Making wireless communication devices using Microbits’(2.83), in the home economics area, ‘Making an all-in-one soap bar’ (1.23), in the information area, ‘Creating smart farm using Minecraft education’(2.32), in the career area, ‘Creating my career vision board’(.92) was the highest.
Third, the following statistically significant differences were found between the low-career group and the high-career group. 'Creating your own garden 1' and 'Creating your own garden 2' in recognition of importance, 'Making a wireless communication device using Microbit' and 'Making a three-dimensional LED card using conductive tape' in recognition of teaching ability, and 'Creating my career vision board' and 'Decorating my future work space' in the perception of the importance and teaching ability.
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Mridula, N., Smitha Baby, and S. Helen. "Online learning for agricultural courses during COVID 19 : Students’ perceptions about its effectiveness." AGRICULTURE UPDATE 15, no. 4 (November 15, 2020): 277–81. http://dx.doi.org/10.15740/has/au/15.4/277-281.
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The coronavirus pandemic has imperilled the teaching-learning process, forcing to adapt to online modes from kindergarten to the tertiary level, globally. In this setting, a study was conducted among randomly selected 120 undergraduate agricultural science students of Kerala Agricultural University regarding their experience based perceptions on the online learning effectiveness for their courses. As per the results, online learning was considered effective in terms of learning material supply, ease of taking exams, cost-effectiveness, doubt clearance and learning flexibility while it was considered ineffective with regard to team feeling and motivation. Connectivity issues, technical problems and lack of interaction have negatively affected the interest and the attention span of the students. The social science subjects (Agricultural Extension and Home Science) were recorded as easier to study online, though the conceptual clarity was negatively impacted in Agricultural Economics and Statistics. Plant Pathology, Agricultural Entomology and Plant Breeding were counted as hard to learn online. This study tries to call for change management in the online teaching-learning process in agricultural education system so that the prevailing uncertainties due to pandemic can be overcome and the teaching-learning activities can be resumed with quality and effectiveness.
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Mridula, N., Smitha Baby, and S. Helen. "Online learning for agricultural courses during COVID 19 : Students’ perceptions about its effectiveness." AGRICULTURE UPDATE 15, no. 4 (November 15, 2020): 277–81. http://dx.doi.org/10.15740/has/au/15.4/277-281.
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The coronavirus pandemic has imperilled the teaching-learning process, forcing to adapt to online modes from kindergarten to the tertiary level, globally. In this setting, a study was conducted among randomly selected 120 undergraduate agricultural science students of Kerala Agricultural University regarding their experience based perceptions on the online learning effectiveness for their courses. As per the results, online learning was considered effective in terms of learning material supply, ease of taking exams, cost-effectiveness, doubt clearance and learning flexibility while it was considered ineffective with regard to team feeling and motivation. Connectivity issues, technical problems and lack of interaction have negatively affected the interest and the attention span of the students. The social science subjects (Agricultural Extension and Home Science) were recorded as easier to study online, though the conceptual clarity was negatively impacted in Agricultural Economics and Statistics. Plant Pathology, Agricultural Entomology and Plant Breeding were counted as hard to learn online. This study tries to call for change management in the online teaching-learning process in agricultural education system so that the prevailing uncertainties due to pandemic can be overcome and the teaching-learning activities can be resumed with quality and effectiveness.
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Nesia Alvida. "The Teachers' Challenges on Teaching English Subject at MTsN 4 Tanah Laut during The Pandemic Era of Covid-19." Lentera: Jurnal Ilmiah Kependidikan 1 (August 31, 2022): 181–91. http://dx.doi.org/10.33654/iseta.v1i0.1709.
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Abstract. This pandemic has changed several aspects of human life, such as economics, society, politics, and education, throughout the world. At the same time, most of the teaching and learning processes have to be conducted from home because offline interactions between students and teachers are limited. Instead, the teaching and learning processes have to be conducted mostly through online learning. This study tried to investigate the challenges faced by the teacher of MTsN 4 Tanah Laut in teaching English. The subject of this research was one English teacher who was actively teaching online at MTsN 4 Tanah Laut. This study applied a descriptive qualitative method. The data were gathered from observations and interview. The findings showed that there were five challenges faced by the English teacher in teaching English, namely managing all online classes, limited media in teaching speaking skills in online classes, limited media in teaching listening skills in online classes, limited internet access, and learning media, and students who were not active in class. However, the teacher also gave solutions for each challenge mentioned before, namely, the teacher remains active and continued her class, the teacher suggested for the students to change the provider used by the student because the area where students live is known as a place that is difficult to get internet access, and for making students active in the online class, the teacher asks in Indonesian the same question (previously using English) so that students could be brave in answering the teacher's questions. This study is expected to be useful for English teachers to improve the quality and effectiveness of teaching and learning English during online learning. Based on the findings, it is suggested to schools to maximize the supporting infrastructure and facilities and arrange an effective teaching schedule so that learning will run well and optimally.
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Strelinger, Jan, Pavol Kita, Jaroslav Kita, Veronika Kitova Mazalanova, and Ferdinand Dano. "Pedagogical Innovation of French-Language Teaching as a Tool for Educating Managers in the Context of Internationalization." Journal of Intercultural Management 10, no. 2 (June 1, 2018): 71–97. http://dx.doi.org/10.2478/joim-2018-0010.
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Abstract Objective: Characterize pedagogical innovation in the context of internationalization of French-language education on the example of international study programme in French language - Sales management at the Faculty of Trade of the University of Economics in Bratislava and testing of its attractiveness from the perspective of the relationship between students and educational institution. Methodology: Article deals with the analysis of the influence of internationalization of the university education within the study programme Management of sale, as well survey of the opinions of its graduates. Findings: Pedagogical innovation is not only the tool of the educational policy but also creates conditions of the project European term and excellence in the development of Professional competences of the future managers. Value Added: International study programme in French language overcomes cultural and disciplinary barriers and contributes to offsetting of the national and international differences. Recommendations: Introducing of pedagogical innovations is the tool of new approaches, strategies, methods, as well as new content and new organization of education to guarantee employability of students on the home and international markets.
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Fosu, Michael, Yarhands Dissou Arthur, Francis Ohene Boateng, and Benjamin Adu-Obeng. "Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement." Journal of Mathematics and Science Teacher 3, no. 1 (January 1, 2023): em024. http://dx.doi.org/10.29333/mathsciteacher/12622.
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<b>Purpose: </b>This study investigated the mediation and moderation effect of mathematics interest and teaching quality on the relationship between self-concept and mathematics achievement.<br /> <b>Design/methodology/approach</b>: The study was conducted at Sakafia Islamic Senior High School (SHS) and Kumasi Academy SHS in Ghana. A sample comprised of 300 students who offered general arts, general science, and home economics were randomly selected from a population of 1,200. The study adopted a descriptive survey and analysis such as exploratory and confirmatory factor analysis, discriminant validity, and reliability analysis from Cronbach’s alpha was estimated using SPSS (version 23) and Amos (version 23).<br /> <b>Findings</b>: From the hypothesis, the findings revealed that self-concept partialy mediate mathematics achievement through mathematics interest and teaching quality also showed moderating effect between interest and achievement. The study also found out that self-concept, mathematics interest and teaching quality have direct effect on students’ performance.<br /> <b>Research limitations/implications</b>: The study investigated the moderation effect of teaching quality, which was found to be insignificant. This is an imperative for further study to critically analyzed it effect on other antecedents.<br /> <b>Practical implication: </b>The study informed teachers teaching mathematics and in other different programs to be equipped with knowledge of how students perceive mathematics so as to select the appropriate teaching approach to influence their interest and belief in the study of mathematics.<br /> <b>Originality/value: </b>There are studies by some researchers combining these variables under study with other factors to influence students’ performance however, little attention was on the effect mathematics interest and teaching quality to impact student performance through self-concept.
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Singh, Anjali, Rajendra Prakash Maurya, Virendra Pratap Singh, Swati Gautam, Anil Kumar, C. P. Mishra, P. Jain, et al. "Study of epidemiology, clinical profile, visual outcome and prognostic factors of blunt ocular trauma in a teaching hospital." Indian Journal of Clinical and Experimental Ophthalmology 8, no. 4 (December 15, 2022): 458–67. http://dx.doi.org/10.18231/j.ijceo.2022.094.
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To describe the epidemiology, patterns of ocular trauma, clinical presentation, visual outcome and prognostic factors of blunt ocular trauma.A teaching hospital based prospective observational study was conducted over a period of 4 years from March 2012 to Feb 2016. 226 patients of all age group fulfilling the various inclusion and exclusion criteria were included in the study. All patients underwent detailed protocol based workup including a comprehensive ocular examination along with relevant radiological tests. Data regarding demographic profile, etiology, circumstances of the injury, traumatic agents, mode and mechanism of injury, extent and severity of injury, clinical features, management and visual outcome was analyzed and prognostic factors including ocular trauma score were evaluated.Out of 402 total cases of ocular trauma, 226 caused by blunt objects were included in this study. 181 (80.1%) were male rest 45(19.9%) were female. The mean age was 42.6 ± 18.8 years. Blunt trauma was more prevalent in age group 16-25yrs (24.3%) followed by 26-35 years (23.9%). Majority (68.6%) of victims belonged to rural background. Most of the patients sustained trauma at road /street (30.5%) and home (27.9%). The most common cause of blunt trauma was road traffic accident (26.5%) followed by sports related injury (22.6%) and physical assault (21.7%). The most frequent traumatic agent was wooden object (26.0%) followed by stone / brick (25.2%) and metallic object (23.1%). Only 32.3% of patients had isolated ocular injuries, rest had associated polytrauma. 93.3% victims had unilateral ocular injury. Left eye (52.3%) was predominantly involved. Majority of injured eyes had more than 3 ocular structure involvement. Out of 241 injured eye 14.0% eyes had only globe injury while 61.4% eyes had simultaneous globe and adnexal injuries. 55.6% eyes had closed globe injury while 19.9% eyes had globe rupture. 20.7% eyes had purely posterior segment injury, while 23.2% eyes had both anterior and posterior segment injury. Most common clinical finding was corneal abrasion (45.6% eyes) followed by hyphema (44.0% eyes), traumatic mydriasis (35.7%), vitreous hemorrhage (33.2%) retinal detachment (20.3%), lens dislocation (22.8%) and traumatic cataract (17.4%). At the time of initial presentation 33.2% eyes had visual impairment and 35.7% eyes had blindness. 14.5% eyes with closed globe injury and 5.0% eyes with open globe injury had zone III injury. Ocular trauma score was in Category I in 14.9% injured eyes and in category II in 7.1% eyes. After 6 months 14.5% of the right eye and 24.2% of the left eye showed blinding outcome.Blunt trauma is the commonest mode of ocular injury. Young adult males are more vulnerable. Intraocular hemorrhage, zone III injury, posterior segment involvement and low ocular trauma score are poor prognostic factors.
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Umeno, Takatoshi, and Takeshi Shimoto. "Teaching Material Imitating the Advanced Driver-Assistance System for Measurement and Control Education." Journal of Robotics and Mechatronics 31, no. 3 (June 20, 2019): 412–18. http://dx.doi.org/10.20965/jrm.2019.p0412.
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The rapid growth of the information technology industry in recent decades requires an increasing number of programmers and engineers, as well as an excellent training environment for relevant human resources. Currently, school curricula promote information education and, since 2012, “measurement and control by programs” have become compulsory topics of study in the technology and home economics (technological field) class in junior high schools. In addition, it has been determined that programming education will be made a compulsory topic in elementary schools from 2020 onward. Thus, programming education is included in the mandatory education program and, accordingly, various associated teaching materials have been developed and distributed to date. However, adequate steps have not been taken to improve the information education skill of the teachers who use the aforementioned teaching materials. In particular, only very few teachers understand the essence of programming control, such as the role played by a program in measurement and control. Hence, there is an urgent need to train teachers to make them capable of providing programming education in school settings. Hence, in this study, we develop a teaching material that helps teachers understand the flow of measurement and control by program using an optical distance sensor and an actuator and design a class practice for the students in the faculty of education. Finally, based on this education practice, we discuss an educational effect of the aforementioned teaching material and its applicability in junior high school settings.
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Mustika, Widya, and Elvi Rahmi. "Pengaruh Variasi Mengajar Guru dan Minat Belajar Siswa Terhadap Hasil Belajar Siswa Kelas X IS SMA Pertiwi 1 Padang Pada Mata Pelajaran Ekonomi Tahun Ajaran 2018/2019." Jurnal Ecogen 2, no. 4 (December 13, 2019): 798. http://dx.doi.org/10.24036/jmpe.v2i4.7857.
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This study aims to examine the direct effect of teacher teaching variations and student interest in learning outcomes of class X IS students of SMA Pertiwi 1 Padang on economic subjects in the 2018/2019 school year. The population in this study were all students of class X IS in SMA Pertiwi 1 Padang. The sample used is the total sample. Data collection techniques using questionnaires, observations, interviews and documentation. This type of research is quantitative descriptive. Test analysis conducted is a test of normality, homogeneity and path analysis. The results of this study indicate that (1) there is no effect of teacher teaching variations on student learning outcomes, (2) there is no effect of student learning interest on student learning outcomes, (3) there is an influence between variations in teacher teaching methods on student learning interests. the suggestions of the researchers in this study are (1) to the principal to provide training to teachers in an effort to improve teaching skills to all teachers in the field of study in SMA Pertiwi 1 padang especially the ability to implement varied, effective and efficient learning methods. (2) to teachers to attend training held by schools to be able to hold teaching methods that are not only varied but also effective and efficient. And pay attention to the development of student learning outcomes, so that they can be evaluated so that students can obtain satisfying learning outcomes and strive to pay attention to other factors beyond which the researcher is careful to improve student learning outcomes that are more dominant.(3) students are advised to be serious in following the learning process, increase interest in reading more books or articles on economics and repeat lessons when at home so they do not forget and have difficulty answering exam questions.(4) to researchers to conduct deeper research regarding the factors that influence student learning outcomes, especially those outside of the current research researchers. Keyword: variations in teaching, interest in learning, economic learning outcomes
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Nurjanah, Wulan, Akhmad Arif Musadad, and Hieronymus Purwanta. "Implementation of distance history learning during the Pandemic Covid-19." International Journal for Educational and Vocational Studies 3, no. 4 (August 30, 2021): 243. http://dx.doi.org/10.29103/ijevs.v3i4.3926.
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The Covid-19 pandemic has an impact on all aspects of life including education, hence, the government issued a study from home policy. The Ministry of Education and Culture issued a Circular Letter Number 4 of 2020 concerning the Implementation of the Education Policy for the Emergency Period of the Spread of Covid-19 conveyed that the learning process takes place remotely or learn from home. This policy was issued as an effort to reduce the spread of the virus. This is a challenge and opportunity for the world of education nowadays. Distance learning is carried out online by utilizing technology, information, and communication. The implementation of distance history learning by utilizing technology is very helpful for school on teaching and learning process, but in its progress encountered various obstacles. Facilities and infrastructure that are not adequate, the lack of readiness of teachers and students, as well as the unstable condition of the internet network is a challenge that is often encountered. Therefore, this article seeks to provide an overview of the implementation of distance learning far done during the Covid-19 pandemic. The research was conducted using a descriptive approach qualitative. The object of research was carried out on the history learning process carried out at SMA Negeri 15 Pandeglang which is located at Jalan Raya Carita KM. 05 Labuan, Banjarmasin, Carita, Pandeglang, Banten. Data obtained through primary and secondary sources and researchers as the main instrument. Technique Data collection was done by interview, observation, and document analysis. Researchers use techniques triangulation of sources and methods and analyzed with an interactive model as a data analysis technique. Data obtained through interviews, observation, and document analysis.
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Siregar, Marlina, Hidayatul Majidah, Riana Sitio, and Tetty Rahmiati Harahap. "The Role of Autonomy, Competence and Relatednes in Efforts to Increase Student Involvement in Face-to-Face Learning Post-COVID 19; Perspective of Self Determination Theory." EduLine: Journal of Education and Learning Innovation 2, no. 4 (December 8, 2022): 491–97. http://dx.doi.org/10.35877/454ri.eduline1359.
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The COVID-19 pandemic has forcibly changed the mode of teaching and learning from face-to-face only to online in higher education in Indonesia, which is a new experience and practice for many teachers and students. At the end of 2021, four ministries namely the Minister of Education and Culture, Minister of Religion, Minister of Health, and Minister of Home Affairs of the Republic of Indonesia stated that learning in tertiary institutions starting from the odd semester of the 2021/2022 academic year will be held with limited face-to-face learning while still implementing the health protocol. Online learning that has been running from 2019 to 2021 has certainly changed students' habits in dealing with the learning process. The transition from online to face-to-face learning has the potential to cause problems, especially in the context of students in areas that are still constrained by signals. Online learning within a period of two years with inadequate internet conditions of course greatly affected the minimal involvement of students in learning activities which then triggered the next problem, namely decreased student motivation due to learning conditions that were not conducive during the COVID-19 pandemic. The joint decision of the four ministers to carry out limited face-to-face learning is a breath of fresh air in the world of education to improve the quality of teaching and learning in the university environment, especially on campuses in the regions. The purpose of this study was to determine the effect of student motivation and involvement in increasing student involvement so that they are active in face-to-face teaching and learning activities in Post-COVID 19, especially on regional campuses. The research method used is a survey method with a quantitative research approach. The survey method is considered appropriate because of the large number of research samples. The data used is primary data sourced from respondents' answers to the given questionnaire. The data analysis technique in this study used Partial Least Square (PLS). This technique was used because this study used a large sample size and the relationship between several variables. The results of this study are expected to be able to provide input to campuses in the regions in order to increase student involvement and activeness in learning and teaching activities after COVID 19.
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Aqeel Hamod Alodaily, Wadha. "Obstacles of Teaching Physical Education for Primary School Female Students at Hail City from Teachers' Perspectives." Journal of the Arabian Peninsula Center for Educational and Humanity Researches 02, no. 14 (September 30, 2022): 142–72. http://dx.doi.org/10.56793/pcra221396.
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The study aimed to identify the obstacles to teaching physical education among primary school students in the city of Hail from the point of view of the teachers. The researcher used the descriptive survey method; The questionnaire as a tool was distributed electronically; On an intended sample - all of the study population - physical education and home economics teachers for the primary stage for girls in the city of Hail, and their number was (130) female teachers, and the data was analyzed using the (SPSS) program. The results showed that the whole tool obtained a total average of (2.26 out of 3), i.e., at a (medium) degree. At the level of the axes, the axis of material obstacles got the highest average (with an average of (2.47 out of 3) that is to a (large) degree, then the axis of educational obstacles with an average of (2.23), and within it came the obstacles related to the course with an average of (2.25), then on teaching methods (2.23) and thirdly on the evaluation (2.21) And all of them are at a (medium) degree, and the third is the human obstacles axis with a total average (2.09 out of 3), and within it came the female teachers with an average of (2.18), then the family (2.10), and thirdly the school administration (2.05) and the fourth related to the female students (2.04), all of which are at a (medium) degree. The results also showed no statistically significant differences at the level (α ≤ 0.05) between the responses of the study members about the study axes according to the specialization variable (physical education - home economics). And a place for keeping physical education tools, and taking into account the design of new buildings - by the Ministry of Education - for playgrounds suitable for physical education activities, and developing the skills and training of teachers, as suggested by studies on the subject. Keywords: Teaching obstacles, physical education, elementary students, teachers' point of view, the city of Hail. الملخص بالعربية: هدفت الدراسة إلى التعرف على معوقات تدريس التربية البدنية لتلميذات المرحلة الابتدائية بمدينة حائل من وجهة نظر المعلمات، واستخدمت الباحثة المنهج الوصفي المسحي؛ والاستبانة كأداة تم توزيعها إلكترونيا؛ على عينة مقصودة- وهن جميع مجتمع الدراسة- معلمات التربية البدنية ومعلمات الاقتصاد المنزلي للمرحلة الابتدائية للبنات بمدينة حائل وبلغ عددهن (130) معلمة، وتم تحليل البيانات باستخدام البرنامج(SPSS). وأظهرت النتائج حصول عموم الأداة على متوسط كلي (2.26 من3) أي بدرجة (متوسطة). وعلى مستوى المحاور، حصل محور المعوقات المادية على أعلى متوسط (بمتوسط (2.47 من3) أي بدرجة (كبيرة) ثم محور المعوقات التعليمية بمتوسط (2.23) وضمنه جاءت المعوقات المتعلقة بالمقرر بمتوسط (2.25) ثم بطرق التدريس (2.23) وثالثا بالتقويم (2.21) وجميعها بدرجة (متوسطة)، وثالثا محور المعوقات البشرية بمتوسط كلي (2.09 من3) وضمنه جاءت المتعلقة بالمعلمات بمتوسط (2.18) ثم الأسرة (2.10) وثالثا بالإدارة المدرسية (2.05) ورابعا المتعلقة بـالتلميذات (2.04) وجميعها بدرجة (متوسطة)، كما بينت النتائج عدم فروق ذات دلالة إحصائية عند مستوى (α≥0.05) بين استجابات أفراد الدراسة حول محاور الدراسة تبعا لمتغير التخصص(تربية بدنية- اقتصاد منزلي) واستنادا للنتائج اوصت الباحثة بتوفير أجهزة ووسائل تعليمية تتناسب مع عدد التلميذات، وتخصيص قاعة مزودة بالألعاب المختلفة، ومكان لحفظ أدوات التربية البدنية، ومراعاة تصميم المباني الجديدة- من قبل وزارة التعليم- لملاعب مناسبة لأنشطة التربية البدنية، وتنمية مهارات المعلمات وتدريبهن، كما اقترحت دراسات في الموضوع. الكلمات المفتاحية: معوقات تدريس، التربية البدنية، تلميذات الابتدائية، وجهة نظر المعلمات، مدينة حائل.
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Paul, Nilanjana. "Gentlewomen in Colonial Calcutta: Experiences of Schooling." South Asia Research 39, no. 3_suppl (September 23, 2019): 13S—25S. http://dx.doi.org/10.1177/0262728019872053.
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This article shows how two pioneering institutions for female education in colonial Bengal, Bethune and Sakhawat Memorial Girls’ Schools, made significant contributions to female education at a time when women’s education was mostly restricted to home teaching. The study brings out the underlying contradictions between traditional and modern approaches towards education displayed in the goals, admission process and curriculum structure of these two schools. Analysing their respective contributions demonstrates that Bethune and Sakhawat Memorial Girls’ schools produced the modern Bengali bhadramahila (well-educated woman) who secured higher education, but was also rooted in traditional values. The final section illustrates how with the expansion of education in the twentieth century, the boundaries of the reformist zeal gradually blurred, so that educated women in Bengal could fight for greater equality.
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Khani, A. R. "Reminiscing the PIDE (Honouring Prof. A. R. Khan)." Pakistan Development Review 49, no. 4I (December 1, 2010): 365–72. http://dx.doi.org/10.30541/v49i4ipp.365-372.
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I first arrived at the Pakistan Institute of Development Economics, then simply the Institute of Development Economics, at the beginning of October 1960. It was located on the top floor of the Old Sindh Assembly Building on Bunder Road in Karachi. At the time the Joint Director, the resident head of the Institute, was Irving Brecher, a Canadian economist. The Director of the Institute was Emile Despres, the ex-officio head of Ford Foundation’s Pakistan Project administered from Williams College, later from Stanford University, who spent only a few weeks each year at the Institute. The Institute had a number of foreign research advisers funded by the Ford Foundation Project and a handful of Pakistani staff members, very few of them at senior levels. For me the Institute was a refuge. Since my graduation from the Dhaka University at the end of 1959 I had been teaching in the Department of Economics. I had also been selected for graduate studies in England starting the fall of 1960 under an award of the newly-instituted Commonwealth Scholarship programme. In July 1960 I was dismissed from my teaching position at the University due to alleged undesirable political antecedents during my student days. A few weeks later my scholarship for study abroad was also withdrawn by the Government of Pakistan whose approval was a prerequisite for the finalisation of the award. The prospect of alternative employment was bleak with little private sector demand for economics graduates at the time. I had been interviewed by Emile Despres and his colleagues who were on a recruitment mission the previous winter in Dhaka. The teaching appointment at the University, coming on the heels of the interview, had preempted a possible offer from them. A few weeks after I lost my scholarship, I received a telegram from the Institute offering me the position of a Research Officer (later named Staff Economist). This rescued me from what appeared to be virtual banishment from all possibility of a meaningful career. This was the beginning of the series of many kind acts by the Institute and its members which over time made me accustomed to treating it as a home even after my formal employment in it ended.
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Teke, Abdullahi Muhammad. "Delivery and Challenges of Vocational Teacher Education at Ahmadu Bello University, Zaria." International Journal of Vocational and Technical Education Research 8, no. 1 (January 15, 2022): 39–54. http://dx.doi.org/10.37745/ijvter.15/vol8n1pp3954.
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The paper is meant to examine delivery and challenges of Vocational Teacher Education programme of Ahmadu Bello University (ABU) Zaria. The popularity of ABU goes beyond Nigeria and West Africa. It is among the three first generation universities in Nigeria. It has a Faculty of Education which is generally concerned with teacher education in the university. Under it, there is a section that is primarily concerned with Vocational Teacher Education in the university. For better understanding of the nature of the study the paper conceptualizes the major concepts in the study which include; concepts of vocational education and vocational teacher education. It was observed that, the vocational teacher education in the university follows some strategies in the process of delivery these include; theoretical aspects of the training which is done through various courses offered in the departments and general education, this use to be accompanied by Teaching Practice (TP), Students’ Industrial Work Experience Scheme (SIWES), Industrial Attachment, Field Trip and Practical. The vocational teacher education is run by two departments viz; Business Studies, Vocational and Technical Education and Home Economics. The Programme in the university is faced with some challenges which include; problem of funding, learning facilities, shortage of qualified vocational education lecturers, poor public perception and apathy, low information and technology compliance curriculum. It is therefore suggested that, Ahmadu Bello University should supply adequate resources to the technical and vocational education unit of the university. alongside with a budgetary allocation to the sector in order to cater for its recurrent expenditure in the training processes. The curriculum taught in other vocational education sector should be reviewed to meet the demands of the labour market as done by the Home Economics unit and be able to incorporate computer competence.