scholarly journals English Benchmark Policy for Graduation in Taiwan’s Higher Education: Investigation and Reflection

2017 ◽  
Vol 8 (6) ◽  
pp. 1063 ◽  
Author(s):  
Hsiu-yu Chu ◽  
Hsi-nan Yeh
Keyword(s):  
Teaching And Learning ◽  
Graduation Requirements ◽  
Exit Exams ◽  
Ministry Of Education ◽  
College Administrators ◽  
Mixed Methods Approach ◽  
Language Tests ◽  
Teachers And Students ◽  
Technological Universities ◽  
Research Questions

Encouraged by the Ministry of Education (MOE), an increasing number of universities and colleges in Taiwan have started to set their own English benchmarks for graduation using external standardized language tests as exit exams. The present study investigated and reflected on the implementation of this policy at two technological universities in Taiwan by answering two research questions: (1) How did college administrators, teachers and students perceive the policy? (2) What washback effects did the English graduation benchmark policy bring about? A mixed-methods approach was adopted for the study. The results show that although there was a social consensus about the implementation of the policy, the policy did not seem to have achieved what the MOE had expected due to its limited and weak washback on teaching and learning. It is suggested that the English graduation requirements might have to be modified in the subsequent policies for more meaningful and practical results.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

scholarly journals Pragmatic meta-analytic studies: learning the lessons from naturalistic evaluations of multiple cases

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Paul Lam ◽  
Carmel McNaught ◽  
Kin-Fai Cheng
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
Case Reports ◽  
Meta Analysis ◽  
Data Set ◽  
Innovative Teaching ◽  
Mixed Methods Approach ◽  
Use Of Technology ◽  
Interactive Strategies ◽  
Teachers And Students

This paper explores the concept of pragmatic meta-analytic studies in eLearning. Much educational technology literature focuses on developers and teachers describing and reflecting on their experiences. Few connections are made between these experiential ‘stories’. The data set is fragmented and offers few generalisable lessons. The field needs guidelines about what can be learnt from such single-case reports. The pragmatic meta-analytic studies described in this paper have two common aspects: (1) the cases are related in some way, and (2) the data are authentic, that is, the evaluations have followed a naturalistic approach. We suggest that examining a number of such cases is best done by a mixed-methods approach with an emphasis on qualitative strategies. In the paper, we overview 63 eLearning cases. Three main meta-analytic strategies were used: (1) meta-analysis of the perception of usefulness across all cases, (2) metaanalysis of recorded benefits and challenges across all cases, and (3) meta-analysis of smaller groups of cases where the learning design and/or use of technology are similar. This study indicated that in Hong Kong the basic and non-interactive eLearning strategies are often valued by students, while their perceptions of interactive strategies that are potentially more beneficial fluctuate. One possible explanation relates to the level of risk that teachers and students are willing to take in venturing into more innovative teaching and learning strategies.Keywords: evaluation; meta-analysis; eLearning cases; risk-takingDOI: 10.1080/09687760802315879

scholarly journals Setback to and Encouragement of Feedback: Teacher and Student Perspectives

2021 ◽  
Vol 2 (3) ◽  
pp. 113-117
Author(s):  
Felicitas Ogonna Ejinkonye ◽  
Romy O. Okoye
Keyword(s):  
Random Sampling ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Anambra State ◽  
Teachers And Students ◽  
Repeat Class ◽  
Research Questions ◽  
Almost All ◽  
Giving Feedback

The research explored setback to, and encouragement of feedback as perceived by teachers and students. Three research questions guided the study. The population of the study constituted 180 teachers and 3200 students in government owned secondary schools in Ekwusigo L.G.A of Anambra State. Simple random sampling technique was used to draw the sample of teachers and students. Two questionnaires, one for teachers and one for students were used to collect data. Arithemetical mean was used in answering the research questions. The results revealed that all the stipulated factors constituted setbacks to teachers in giving feedback to their students. All the teachers indicated that all the listed items can encourage them in giving feedback to their students. Also, almost all the items except one constituted setback for the students in receiving feedback from their teachers. It was recommended that workload of teachers should be moderate, and the teacher should be relieved of other duties that may affect teaching and learning. Also, students’ seriousness should be boosted by ensuring that they repeat class when they fail among others.

scholarly journals TEACHER'S DISTRIBUTION PATTERN AS DETERMINANTS OF EFFECTIVE TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS

2021 ◽  
Author(s):  
Scott Ekere ◽  
Ogunlade J Olurotimi ◽  
Adeleye J Olusola
Keyword(s):  
Secondary Schools ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Measuring Instruments ◽  
Ministry Of Education ◽  
Teachers And Students ◽  
Calculation Results ◽  
Implementation Stages ◽  
Senior Secondary Schools ◽  
Teaching Learning

The study investigated teacher’s demographic factors to ascertain teaching learning issues in Nigeria. As a descriptive survey, teachers and students in senior secondary schools in Ekiti State constituted the study population. The sample comprised of 288 teachers and 1920 students, randomly selected from 32 schools that were stratified, selected and drawn from 16 local government areas in Ekiti State. Four different measuring instruments were used to collect data. The data collected were subjected to statistical analysis using t-test. Findings from the documentary evidence revealed there is uneven distribution of teachers between sex and location, while statistical calculation results revealed that there is a difference between the effectiveness of male and female teachers as well as teachers from both urban and rural locations in the improvement of teaching and learning. The study recommended that government should do more to monitor implementation stages of its education policy with special regard to gender and locations of teachers. Serious and genuine implementation of policy is as important as its formulation. The inspectorate division of the ministry of education should take seriously the distribution of teachers and monitoring of what goes on in our classrooms, especially schools in rural areas where students expect ”miracle” passes.

Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga

2009 ◽  
Vol 15 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Nick Zepke
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Policy Framework ◽  
Delphi Panel ◽  
Ministry Of Education ◽  
Second Chance Education ◽  
Education Strategy ◽  
Research Questions ◽  
Strategic Options ◽  
Second Chance

AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.

scholarly journals The Use of ICT in Teaching Kiswahili Play in Secondary Schools in Uasingishu County, Kenya

2017 ◽  
Vol 13 (25) ◽  
pp. 150
Author(s):  
Naumi Chepkemoi ◽  
David Wanyonyi
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Group Discussion ◽  
Simple Random Sampling ◽  
Ict Skills ◽  
Teachers And Students ◽  
Research Questions ◽  
Training Institutions ◽  
Descriptive Survey

The main aim of this study was to investigate the use of ICT in teaching Kiswahili plays in secondary schools as a way of cultivating interest and positive attitude towards drama at an early age. The objectives of the study were: To ascertain whether teachers of Kiswahili play have ICT skills for teaching Kiswahili plays and to examine attitude of teachers of Kiswahili towards integration of ICT in teaching Kiswahili plays The study used social learning theory by Bandura and the functionalism theory by John Dewey. The study employed a descriptive survey design to answer the research questions. Stratified sampling was used to categorize schools in to boys, girls, mixed schools, day and boarding schools. Simple random sampling was applied to select 275 students from a total of 918 students. The study used focus group discussion, questionnaires for teachers and students to collect data and interviews to provide further information on the teacher’s attitude on the use of ICT in teaching Kiswahili play and observation. The study showed limited use of ICT in teaching and learning of Kiswahili play and it adds up into the pool of existing knowledge and is beneficial to teachers since it gives suggestion on the best combination to motivate and arouse interest of teaching and also to the teacher training institutions in preparing teachers to adequately use ICT in instruction in classroom level and also to the curriculum developers.

scholarly journals Making Use of ‘Rumah Belajar Portal’ to Improve Students’ Ability to Read Descriptive Texts at Grade VII of SMPN 31 Bengkulu Tengah

2019 ◽  
Vol 3 (2) ◽  
pp. 127-142
Author(s):  
Putri Yanentha Istamia
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Online Media ◽  
Ministry Of Education ◽  
Content Learning ◽  
Qualitative And Quantitative ◽  
Classroom Activities ◽  
Field Note ◽  
Teachers And Students ◽  
The Subject

Rumah Belajar Portal (RBP) is an alternative online media that was built by the Ministry of Education and culture (KEMDIKBUD) to provide content learning materials for teachers and students, RBP contains some feature but the researcher focused on Sumber Belajar and Kelas Maya feature.This researcher aimed to find out if the use of Rumah Belajar Portal could improve students’ reading comprehension abilities on descriptive text, to describe the students’ participations in the classroom activities, and to describe the students’ responses. The design was classroom action research, which was conducted in two cycles. The subject comprised the students at grade VII of SMPN 31 Bengkulu Tengah and consisted of 11 students. Qualitative and quantitative data were used. The instruments were reading comprehension test, observation checklist (field note) and interview. The result showed that RBP could improve the students’ abilities in reading descriptive text. The students who passed the minimum criterion of mastery (KKM passing grade ?70) improved from 18% in preliminary data to 45% at the end of cycle 1 and to 82% at the end of cycle 2. As for participation, the students were active and enthusiastic in asking and answering the question about the lesson in teaching and learning process. The students’ responses were positive. This shows that RBP was effective to be used in reading descriptive text.

scholarly journals Integration of ICTs into the teaching and learning of Secondary School Geography: The Seychelles Experience

2018 ◽  
Vol 1 ◽  
pp. 14-26
Author(s):  
Suzanne Marle Constance ◽  
Charles Musarurwa
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Communication Technologies ◽  
Ministry Of Education ◽  
Group Discussions ◽  
Teachers And Students ◽  
Information And Communication ◽  
Research Findings ◽  
Key Issues

This study aimed to establish the extent to which Information and Communication Technologies (ICTs) have been integrated into the teaching and learning of Geography in Seychelles Secondary Schools. The focus was on key issues such as policy provisions for the integration of ICTs into the Seychelles curriculum; teachers’ and students’ perceptions about the use of ICTs in teaching and learning of Geography; the types of ICTs used; and challenges faced in the integration of ICTs. Possible solutions are also explored. The researchers opted for a qualitative methodological approach to generate rich and in-depth data. The aim was to learn and understand from the case rather than to prove and establish cause and effect. Thus, various methodologies such as document analysis, focus group discussions and interviews were employed. Geography teachers and students were the main participants in the study, although other participants such as Ministry of Education officials were also interviewed. It is anticipated that the research findings and recommendations will benefit policymakers and practitioners in the Seychelles education system.

scholarly journals Teachers’ and Students’ Perception of their Roles in the Teaching and Learning of Science

2013 ◽  
Vol 19 ◽  
pp. 170-182
Author(s):  
Dennis Agama Eka
Keyword(s):  
Standard Deviation ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Survey Design ◽  
Role Identification ◽  
Female Teachers ◽  
Teachers And Students ◽  
Service Training ◽  
The Mean ◽  
Research Questions

This study examined the perception of science teachers and students in teaching and learning from role identification perspectives. A survey design was used for the study. The sample consisted of 140 teachers and 270 students from nine selected schools that offer science in Benue State. To guide the study, three research questions were raised, while three hypotheses were formulated and tested. A 50-item and 30-item questionnaires for teachers and students respectively were developed and validated as instrument for data collection. These have reliability coefficient of 0.98 and 0.93 for teachers and students respectively. The data collected were analyzed using mean, standard deviation, t-test and correlation coefficient. The result revealed a mismatch between the perceived and expected roles of science teachers and students. The mean of 4.08 and standard deviation of 0.39 for teachers and a mean of 4.40 and standard deviation of 0 .43 for students have revealed that teachers are more mismatched than students. The result also revealed that, the perception of male and female teachers do not differ significantly (r = 0.08 for male, while r = 0.75 for females). It was recommended that emphasis be laid on role identification in teachers‟ pre and in-service training and teachers should recognize that their job subjects them to greater responsibility than their students.

scholarly journals Perlaksanaan Pendidikan Abad Ke-21 di Malaysia: Satu Tinjauan Awal

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Mistirine Radin ◽  
M. Al-Muz-zammil Yasin
Keyword(s):  
Information Technology ◽  
Public Schools ◽  
Learning Style ◽  
21St Century ◽  
Teaching And Learning ◽  
Early Stage ◽  
Ministry Of Education ◽  
Policy Makers ◽  
Technology In Teaching ◽  
Teachers And Students

Based on the government's aspiration towards realizing the 21st century education (PA-21), the Ministry of Education (MOE) has listed 10 subthemes of the three skills that need to be mastered in teaching and learning namely learning and innovation skills, media and information technology skills, as well as life skills and careers. Institut Aminuddin Baki (IAB) took up the challenge of the MOE's aspiration by listing eight elements of the PA-21 based on the 21st century learning style of the US National Educator Association (NEA) such as critical, communication, collaborative and creativity. This article is an overview of 14 local studies findings that were published in journals and educational research proceedings in Malaysia from 2000 to 2017. All of these articles have discussed the feasibility of PA-21 at the public schools and universities. Findings from these studies show that local research more focuses on two domains of skills namely creativity and communication i.e. the use of information technology in teaching and learning. This review is empirically prove that teachers and students were able to implement PA-21 skills although the level of implementation was still at the early stage with the most basic method of use. However, the implementation of PA-21 from the perspectives and functions of MOE as the policy makers was not addressed in 14 analyzed articles.

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