-
Research Article
Measuring Communication and Collaboration Skills in Sciences of Secondary School Students in New General Curriculum: A Case of Vietnam
Thi Thuy Ha*
,
Thi Nga Hang Nguyen
Issue:
Volume 12, Issue 2, June 2024
Pages:
22-29
Received:
3 April 2024
Accepted:
19 April 2024
Published:
10 May 2024
Abstract: Communication and collaboration are important skills for students in the 21st century. In order to develop these skills, students will interact with others in specific situations, where they will need to face a situation directly. In Vietnam, the new general education curriculum was issued by the Ministry of Education and Training in 2018. This curriculum has been developed using competency-based approach. Communication and collaboration are identified as core competencies in this curriculum, and these competencies have been proposed with detail components and criteria for students at the final stage of each education levels (e.g., primary, lower secondary and upper secondary education). However, one of the practical problems teachers and students facing is that these criteria are too general. Therefore, it is difficult for teachers and teachers to monitor and assess these competencies in specific subjects. The purpose of the present research is to propose a detailed assessment framework and to validate an instrument for assessing communication and collaboration competencies in the Science subject based on general criteria of these competencies in the general education curriculum in Vietnam. The present research used Exploratory Factor Analysis (EFA) to analyse the research data. The results show that there are three components to measure communication and collaboration competencies with 19 out of 20 indicators having good factor loadings. Reliability analysis for each factor using Cronbach’s alpha shows that each factor has internal consistency, with values ranging from .704 to .861.
Abstract: Communication and collaboration are important skills for students in the 21st century. In order to develop these skills, students will interact with others in specific situations, where they will need to face a situation directly. In Vietnam, the new general education curriculum was issued by the Ministry of Education and Training in 2018. This cur...
Show More
-
Research Article
Awareness and Practices of Vocabulary Teaching Among Teachers in Eastern Hararghe, Ethiopia (Felana, Kerensa, and Kombolcha in Focus)
Ashenafi Shimeles Shumiye*
Issue:
Volume 12, Issue 2, June 2024
Pages:
30-38
Received:
5 March 2024
Accepted:
18 April 2024
Published:
3 June 2024
Abstract: The main purpose of this study was to investigate the EFL teachers' awareness and practices of vocabulary teaching strategies in English EFL classes, among grade nine and ten EFL teacher. Methods. The descriptive survey research design used in this investigation involved gathering data from a sample population to describe and analyze a particular phenomenon. This design allowed for a comprehensive understanding of the topic by incorporating both quantitative and qualitative approaches. Quantitative data collection methods were employed to gather numerical data that could be analyzed statistically. This included the use of structured questionnaires or surveys, which were administered to participants to collect data on their attitudes, beliefs, behaviors, or other relevant variables. On the other hand, qualitative data collection methods were used to gather non-numerical data that provided in-depth insights and understanding of the phenomenon under investigation. By utilizing a combination of questionnaire, observation and interview data collection methods, the researcher was able to gain a comprehensive understanding of the research topic from multiple perspectives. The results from the analysis of data from interview, questionnaire, and observations are discussed in line with some empirical findings. The result obtained through the interview in this regard generally revealed that most of grade nine and ten EFL teachers seem to have put doubt that they use various vocabulary teaching methods in their teaching and learning vocabulary. Based on the results and discussions of the findings of the study, it is possible to conclude that grade nine and ten teachers of Kombolcha, Kerensa, and Felana Secondary Schools did not properly practice different vocabulary teaching strategy in vocabulary lessons.
Abstract: The main purpose of this study was to investigate the EFL teachers' awareness and practices of vocabulary teaching strategies in English EFL classes, among grade nine and ten EFL teacher. Methods. The descriptive survey research design used in this investigation involved gathering data from a sample population to describe and analyze a particular p...
Show More
-
Research Article
Factors Affecting the Expected Outcomes of Implementing Comprehensive Sexuality Education on Learners in Rural Public Secondary Schools of Muchinga Province of Zambia
Mulenga Memory Chibalange*,
Penda Annie
Issue:
Volume 12, Issue 2, June 2024
Pages:
39-48
Received:
21 May 2024
Accepted:
11 June 2024
Published:
25 June 2024
Abstract: The study was focused on the factors affecting the expected outcomes of implementing Comprehensive Sexuality Education in rural public secondary schools of Muchinga province of Zambia. The main objectives was to identify factors that affects the implementation of Comprehensive Sexuality Education. The research employed Qualitative method. It used interpretivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The study identified various factors for implementing Comprehensive Sexuality Education such as; learners having difficulties in sharing experiences to friends who have already been exposed to unhealthy and unsafe sexual experiences, inaccurate information on sexuality matters found on social media, difficulty in understanding some sexuality terms in English, being uncomfortable when learning about private parts which sounds like insults, learners fail to abstain from sexual intercourse after learning instead they opted to experiment what they were learning, inappropriate dress code among some female learners and teachers, inappropriate cultural and traditional practices, such as elopement. Parents who have difficulties in understanding why their children are learning Comprehensive Sexuality Education should be counselled and sensitized by school leaders. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and intensify the training of teachers in Comprehensive Sexuality Education using cascading model during in-service and pre-service trainings. The future recommendation from this study was that, A research on exploring the factors affecting the implementation of Comprehensive Sexuality Education and its expected outcomes in selected rural public secondary schools of Muchinga province of Zambia would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings of Muchinga Province.
Abstract: The study was focused on the factors affecting the expected outcomes of implementing Comprehensive Sexuality Education in rural public secondary schools of Muchinga province of Zambia. The main objectives was to identify factors that affects the implementation of Comprehensive Sexuality Education. The research employed Qualitative method. It used i...
Show More
