EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES,
Год журнала:
2023,
Номер
4(3)
Опубликована: Июнь 30, 2023
This
study
investigated
whether
socioeconomic
variables
influence
teachers'
practices
in
the
School-Based
Assessment
(SBA)
and
their
associated
challenges.
A
quantitative
research
approach
using
descriptive
cross-sectional
design
was
employed
273
teachers
were
sampled
stratified
random
sampling
Jasikan
Municipality
of
Oti
Region
Ghana.
Data
collected
through
a
questionnaire
analyzed
independent
sample
t-test
One-way
ANOVA.
The
results
showed
no
significant
difference
SBA
practices,
roles
challenges
among
based
on
gender,
age,
educational
qualification,
years
teaching
experience
class
level.
Based
these
findings,
it
is
recommended
that
Ghana
Education
Service
should
provide
necessary
logistics,
such
as
record
books
to
support
implementation
policy.
Additionally,
be
motivated
incentives,
promotions
praises
continue
playing
key
effectively
facilitators
SBA.
Journal of Computer Assisted Learning,
Год журнала:
2024,
Номер
unknown
Опубликована: Июнь 5, 2024
Abstract
Background
Traditionally,
understanding
students'
learning
dynamics,
collaboration,
emotions,
and
their
impact
on
performance
has
posed
challenges
in
formative
assessment.
The
complexity
of
monitoring
assessing
these
factors
have
often
limited
the
depth
breadth
insights.
Objectives
This
study
aims
to
explore
potential
multimodal
analytics
as
a
assessment
tool
math
education.
focus
is
discerning
how
collaborative
discourse
behaviours
emotional
indicators
interplay
with
lesson
evaluation
performance.
Methods
Using
undergraduate
data,
which
includes
collaboration
facial
behaviour
explored
patterns
emotion.
Through
lens
analytics,
we
conducted
exploratory
data
analysis
identify
meaningful
relationships
between
specific
types
discourse,
expressions,
indicators.
Moreover,
evaluated
machine
model's
predict
target
outcomes
by
integrating
from
multiple
channels.
Results
revealed
key
features
both
emotion
significant
predictors.
These
findings
underscore
analytical
approach
process
predicting
outcomes.
Conclusions
emphasizes
importance
feasibility
analytic
context
It
highlights
academic
practical
implications
such
an
approach,
along
its
limitations,
pointing
towards
future
research
directions
this
area.
This
study
looks
into
teachers'
and
students'
views
on
using
science
kits
to
improve
chemistry
performance
in
lower
secondary
schools.
The
aims
learn
more
about
the
efficacy
acceptability
of
adding
curriculum.
Science
education
is
an
important
component
a
well-rounded
academic
experience,
improving
its
delivery
through
novel
techniques
such
as
offers
enormous
promise.
takes
qualitative
approach,
collecting
data
from
teachers
students
questionnaires
interviews.
included
91
participants,
including
81
students,
seven
teachers,
three
administrative
staff
members,
who
were
chosen
random
purposive
sampling
methods.
Data
gathered
student
questionnaires,
interviews
with
instructors
staff,
appropriate
documents.
findings
revealed
that
incorporating
had
considerable
benefits.
These
high
engagement
(92.5%),
enhanced
knowledge
scientific
ideas
(96.2%),
enjoyable
learning
experience
(97.5%),
increased
success
rates
assessments
(80.2%),
move
toward
student-centered
(74.0%).
A
disproportionate
emphasis
theoretical
tests
(91.3%),
overcrowded
classrooms
(88.8%),
strong
demand
for
materials
(72.8%)
all
challenges.
To
kits,
proposed
providing
adequate
supply
(100%),
training
kit
usage
implementing
safety
precautions
It
suggested
educational
institutions
ensure
availability
wide
range
atomic
model
others,
integrate
regular
practical
works
teaching.
Keywords:
performance,
work,
teaching
Journal of Advanced Research in Applied Sciences and Engineering Technology,
Год журнала:
2024,
Номер
37(2), С. 141 - 155
Опубликована: Янв. 16, 2024
Through
the
implementation
of
digital
learning
content,
this
study
sought
to
investigate
impact
digitalization
on
automotive
technology
curriculum.
A
quasi-experiment
was
conducted
assess
functionality
and
usability
as
well
its
effect
psychomotor
performance.
47
students
enrolled
in
Bachelor
Engineering
Technology
(Honours)
Mechanical,
Manufacturing,
Mechatronic
(Automotive)
programme
participated
study.
The
found
that
content
had
a
significant
positive
influence
achievements
students.
evaluated
based
capacity
deliver
desired
outcomes
compatibility
with
existing
In
addition,
we
efficacy
by
measuring
usability,
navigation,
overall
user
experience.
analysis
is
four
primary
research
questions
determine
students'
cognitive
achievement
programs.
IBM
SPSS
Statistical
Version
23
utilized
analyse
listed
variable.
p
0.05
significance
level
for
all
analyses.
findings
are
presented
sections
follow.
These
evaluations
revealed
functional
effective,
providing
results
these
tests
indicated
effectively
facilitated
process.
Finally,
were
their
ability
complete
practical
tasks
related
course
material.
demonstrated
increase
performance
students,
indicating
able
improve
skills.
This
concluded
incorporating
into
curriculum
functional,
usable,
effective
facilitating
learning,
educational
suggest
can
be
valuable
addition
conventional
methods.
Chemistry Education Research and Practice,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 29, 2024
The
current
study
ascertained
the
influence
an
instructional
module
had
on
enhancing
students’
understanding
of
chemical
reactions
and
acid–base
topics.
sample
size
for
this
consisted
197
students,
including
101
in
“experimental”
group
96
a
“control”
group,
selected
from
schools
two
Districts
(Rwamagana
Musanze)
Rwanda,
Africa.
experimental
control
groups
received
pre-test
post-test
to
collect
data.
In
addition,
focus
discussions
(FGDs)
were
conducted
with
students
group.
Further,
test
question
analysis
was
used
evaluate
content
knowledge
acids,
bases,
pH.
To
analyze
research
data,
Statistical
Package
Social
Sciences
(SPSS)
software
quantitative
analysis.
independent
t
-test
results
indicated
no
significant
difference
between
means
at
stage
(d
f
=
195,
p
0.380).
At
stage,
statistically
increase
observed
mean
scores
compared
<
0.001),
showing
that
intervention
effectively
improved
student
learning
outcomes
chemistry
education.
