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Attitude of High School Students Towards Monthly Mark Ranking and Reading in the Manzini Region in Eswatini
Alfred Fana Tsikati,
Zimele Ziyane
Issue:
Volume 8, Issue 3, September 2020
Pages:
82-86
Received:
9 July 2019
Accepted:
12 August 2019
Published:
23 June 2020
Abstract: Most schools have mark readings or announcement in an attempt to improve students’ academic performance. A paucity of studies exists on the attitudes of students towards mark ranking and announcement. Thus, the purpose of the study was to describe the attitude of students towards mark ranking and announcement of high school students in the Manzini region in Eswatini. A descriptive survey was employed; using Form 4 and Form 5 students from six schools in the Manzini region. A questionnaire reviewed by two lecturers from the Department of Agricultural Education and Extension, one from the Department of Consumer Sciences in the University of Eswatini and two high school teachers for face and content validity was used for data collection. Cronbach’s alpha was used to determine the inter-item reliability of the instrument and was found to be 0.76. Findings of the study revealed that even though mark ranking and reading enhanced performance of best students; it also humiliated and embarrassed poor performing students; causing them to withdraw from learning. Therefore, the study recommended that monthly mark announcement should be exercised with care and programmes to assist poor performing of students must be developed.
Abstract: Most schools have mark readings or announcement in an attempt to improve students’ academic performance. A paucity of studies exists on the attitudes of students towards mark ranking and announcement. Thus, the purpose of the study was to describe the attitude of students towards mark ranking and announcement of high school students in the Manzini ...
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Exploring Teacher’s Adaptation to Language Policy in China Based on Their Changing Classroom Discourse: Rational, Issues and Methods
Issue:
Volume 8, Issue 3, September 2020
Pages:
87-95
Received:
4 November 2019
Accepted:
26 November 2019
Published:
17 July 2020
Abstract: China’s College English Teaching Guide (Daxue Yingyu Jiaoxue Zhinan) was implemented in the year of 2017 to promote EFL (English as foreign language) teaching at tertiary level. Against this, teachers are adapting to the new requirements and standards. EFL teachers’ adaptation to this specific language policy and their classroom discourse changes is important to their learning and development. Classroom discourse and education have deep connections and relationships, and classroom discourse studies are very important to teacher education and development. Exploring teacher’s classroom discourse can offer insights for a better understanding of teacher’s adaptation to current language policy and macro-environment. Classroom discourse studies can not only unveil students’ learning process, but also helps teachers to understand their own teaching practice. Classroom discourse of teachers creates a process where students internalize knowledge and negotiate meaning and also represents teacher knowledge, belief and experience in the classroom at the same time. This paper offered an approach for the exploration of teacher’s adaptation to language policy based on discourse studies in the examination of the its rationale, issues and methods, in the hope of complementing the understanding of foreign language policy, EFL teacher learning and development and classroom discourse studies, and cast light on English language teaching and learning, EFL teacher development, and language education policy-making at large.
Abstract: China’s College English Teaching Guide (Daxue Yingyu Jiaoxue Zhinan) was implemented in the year of 2017 to promote EFL (English as foreign language) teaching at tertiary level. Against this, teachers are adapting to the new requirements and standards. EFL teachers’ adaptation to this specific language policy and their classroom discourse changes i...
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The Upsurge of COVID-19 Cases Amidst the Reopening of Schools in Ghana: The Role of Teachers as Frontline Workers
Eric Twum Ampofo,
Robert Ampomah,
Papa Kofi Amissah-Reynolds,
Samuel Ebo Owusu,
Michael Opoku-Manu
Issue:
Volume 8, Issue 3, September 2020
Pages:
96-102
Received:
3 August 2020
Accepted:
17 August 2020
Published:
25 August 2020
Abstract: The novel coronavirus disease is a global pandemic and gradually teachers are beginning to find themselves on the frontline of educational delivery as lots of countries, including Ghana, ease up restrictions and reopen schools. The main aim of this article was to present evidence to validate teachers’ role as frontline workers amid rising cases of COVID-19. Also, we looked at the measures the government put in place prior to the reopening vis-a-vis their adequacy. Again, we examined reasons for the emerging increase in cases of COVID-19 infections among teachers and strategies to overcome this problem. So far, available evidence suggest that about 24% of teachers are being increasingly infected with the novel disease. Major factors accounting for COVID-19 infections among teachers include inadequate preparation before reopening of schools, a lack of understanding of the epidemiology of the disease, unavailability of PPEs, and psychological stress. We, therefore recommend that protection of students, teachers and non-teaching staff should be of topmost priority of the government through the education and training, provision of appropriate incentives, provision of PPEs and the requisite psychological support.
Abstract: The novel coronavirus disease is a global pandemic and gradually teachers are beginning to find themselves on the frontline of educational delivery as lots of countries, including Ghana, ease up restrictions and reopen schools. The main aim of this article was to present evidence to validate teachers’ role as frontline workers amid rising cases of ...
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Development of Folklore Teaching Materials Based on Local Wisdom as Character Education
Suherli Kusmana,
Jaja Wilsa,
Ipit Fitriawati,
Fithry Muthmainnah
Issue:
Volume 8, Issue 3, September 2020
Pages:
103-109
Received:
31 August 2020
Accepted:
16 September 2020
Published:
12 October 2020
Abstract: This study aims to overcome the problem of limited teaching materials for Indonesian subjects in vocational high schools, especially about folklore. The method used in this research is research and development. The results obtained by folklore that developed in the Cirebon and Indramayu districts have moral values and are close to students' lives so that they are suitable for use as teaching material. The folklore analyzed has structure, linguistic elements, and moral values so that it can be used as a basis for the development of folklore teaching materials but by adjusting the use of language. The development of folklore teaching materials is adjusted to the achievement of basic competencies validated by experts and practitioners to get a classification as teaching materials that are suitable for use in vocational High School in the Cirebon and Indramayu regions. Based on the results of the learning trials it is known that these teaching materials can be used effectively in improving students' ability to produce literary works, especially short stories by using basic ideas from folklore. Teaching material developed is more interesting for students 'interest and enthusiasm, because the teaching material is in accordance with the students' cultural background. The students' responses to teaching materials were very enthusiastic when presented teaching materials that came from folklore from the Cirebon area, aroused curiosity, and learning activities took place dynamically and students did not feel fed up.
Abstract: This study aims to overcome the problem of limited teaching materials for Indonesian subjects in vocational high schools, especially about folklore. The method used in this research is research and development. The results obtained by folklore that developed in the Cirebon and Indramayu districts have moral values and are close to students' lives s...
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