scholarly journals TECHNOLOGICAL LITERACY: TEACHERS’ PROGRESSIVE APPROACH USED FOR 21ST CENTURY STUDENTS’ ACADEMIC SUCCESS IN VIBRANT ENVIRONMENT

2020 ◽  
Vol 78 (5) ◽  
pp. 734-753
Author(s):  
Mehboob Ul Hassan ◽  
Rafaqat Ali Akbar
Keyword(s):  
Academic Success ◽  
21St Century ◽  
Technological Literacy ◽  
Private Universities ◽  
Achievement Scores ◽  
Public And Private ◽  
Significant Difference ◽  
Teachers And Students ◽  
Engineering Standards ◽  
Data Collections

Technology plants concrete effects on the supremacy of humans' technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers’ technological literacy on students’ academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach’s Alpha Scores .821. Normality of the data was assured by calculating Shapiro-Wilk’s test, ¬ n < 2000, p > .05. Students’ academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers’ gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers’ technological literacy affect 43% on students’ academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students’ success. Keywords: digital citizenship, students’ achievement scores, technological literacy, technological concepts, vibrant environment

scholarly journals The Impact of Organizational Commitment on Job Satisfaction: A Study of Employees at Nigerian Universities

2012 ◽  
Vol 2 (2) ◽  
pp. 1 ◽  
Author(s):  
Bola Adekola
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Public Universities ◽  
Turnover Intentions ◽  
Private Universities ◽  
Private University ◽  
Public And Private ◽  
The Public ◽  
Significant Difference ◽  
The Impact

Researchers have hypothesized that there is a significant difference in the degree of Organizational commitment in Public and Private Universities. This was tested in the Public and Private University system to ascertain the veracity of this hypothesis. Data were collected from 150 employees consisting of academic and Administrative and technical staff from both the public Universities and the Private Universities. The results revealed that employees in Public Universities have greater degree of organizational commitment in comparison to Private Universities. Also, job satisfaction increases or decreases based on increase or decrease in organizational commitment. Obtained results were in the line of the hypotheses. In terms of organizational commitment; a significant difference was noticed between Public and Private Universities. Against expectation, employees of Public Universities exhibited higher degree of organizational commitment as compared to those of Private Universities. Most importantly, organizational commitment is being proven as the catalyst for enhancing job satisfaction level of employees.   Keywords: Organization’s Goals, Performance, Effectiveness, Leadership Styles, Trust within the Organization, Employment Status, Training, Turnover Intentions.

scholarly journals PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU

2018 ◽  
Vol 2 (1) ◽  
pp. 14
Author(s):  
Novitri Novitri ◽  
Melor Md Yunus
Keyword(s):  
Academic Success ◽  
Quantitative Research ◽  
Age Groups ◽  
Private Universities ◽  
Communicative Language Teaching ◽  
Teaching Methodology ◽  
Public And Private ◽  
Research Findings ◽  
Translation Methods ◽  
University Lecturers

Abstract: Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups

scholarly journals Exploring the present and target academic English language needs of Iranian undergraduate students: a case at the Tabriz University of Medical Sciences

2019 ◽  
Vol 8 (2) ◽  
pp. 113-123
Author(s):  
Simin Sattarpour ◽  
Assef Khalili
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Needs Analysis ◽  
Medical Sciences ◽  
Structured Interviews ◽  
Self Assessment ◽  
Significant Difference ◽  
Teachers And Students

Background: The content for courses for English for specific purposes (ESP) has been largely determined on the basis of the intuitive judgments and personal preferences of syllabus designers and teachers rather than a standard needs analysis. The present study was an attempt at assessing the current English language abilities of undergraduate students majoring in the medical sciences and identifying their target needs for academic success through quantitative and qualitative methods. Methods: The participants included 197 undergraduate students, 12 Teaching English as a Foreign Language (TEFL) teachers, and 15 content teachers from the Tabriz University of Medical Sciences, Iran. Data were collected through a target needs analysis, self-assessment questionnaires, and semi-structured interviews. Results: Pronunciation, technical and general vocabulary knowledge, and use of bilingual dictionaries were regarded as ‘important’ and ‘very important’ target needs by the participants, though some significant differences in perceptions were found between content teachers and students. Writing skill, listening comprehension, and speaking were perceived as the weakest points in the students’ current level of ability. There was also a significant difference between the perception of TEFL teachers and students in assessing the students’ linguistic abilities. Furthermore, both students and TEFL teachers voiced their dissatisfaction with certain areas of ESP courses, such as an inadequate number of credits and heterogeneity of classes. Conclusion: To improve the outcome of ESP courses, they should be designed on the basis of a realistic appreciation of all stakeholders’ perceptions in the field, and they should be taught through the cooperation of both TEFL teachers and content teachers working together.

scholarly journals China-Pakistan Economic Corridor: Role of Teachers in Career Counseling of Students at Higher Education Level

2020 ◽  
Vol 6 (3) ◽  
pp. 983-990
Author(s):  
Ghulam Fatima ◽  
Misbah Malik ◽  
Rukhsana Bashir ◽  
Noreen Rafiq
Keyword(s):  
Higher Education ◽  
Career Counseling ◽  
Private Universities ◽  
Education Level ◽  
Guidance And Counseling ◽  
Public And Private ◽  
Career Opportunities ◽  
Significant Difference ◽  
Role Of Teachers

China-Pakistan Economic Corridor (CPEC) is a blessing for Pakistan and China. China Pakistan Economic Corridor (CPEC) appears as a major ‘Prosperity Tool’ which can help Pakistan to overcome its economic problems. CPEC has been researched up till now in various trade and commerce fields but its most important linkage with education was hard to find. This study was aimed to identify the role of university teachers in developing awareness and providing guidance and counseling to their students regarding career opportunities existing in the projects of CPEC. All the teachers of public and private universities of city Lahore were the population of the study. A sample of 150 teachers was selected randomly from different departments of two public and two private universities of city Lahore. A self-developed and validated instrument was used to identify the role of teachers. Reliability index (Chronbach Alpha) of the instrument was α= .82. Results showed that teachers were playing their role to make students aware of the CPEC projects. They were also providing counseling informally to their students at higher education level regarding the career opportunities existing in the CPEC projects. There was no significant difference found in the role of teachers in providing career counseling to their students at higher education level about CPEC projects with respect to their gender, residential area, type of university, designation and years of working experience. It was recommended that universities should arrange seminars, workshops, conferences, panel discussions and brainstorming sessions for the sensitization of their faculty members so that they could create awareness among their students regarding CPEC and take measures for their career counseling.

scholarly journals Inclinations of Members of the Teaching Staff Towards Factors Leading to Job Satisfaction—A Comparative Study between Public and Private Universities

2019 ◽  
Vol 4 (2) ◽  
pp. p110
Author(s):  
Dr. Hasan Y. El-Mousawi ◽  
Khaldoun G. Farhat
Keyword(s):  
Job Satisfaction ◽  
Social Status ◽  
Private Universities ◽  
Private University ◽  
Job Security ◽  
Teaching Staff ◽  
Public And Private ◽  
Work Relations ◽  
The Public ◽  
Significant Difference

The study aimed at identifying job satisfaction and inclinations towards factors, such as salary, feeling of job security, extent of empowerment, nature of work relations among different parties and social status the instructor feels, all of which lead to job satisfaction among members of teaching staff in both public and private universities in Lebanon. Furthermore, the study aimed at prioritizing these factors as related to instructors at the Lebanese University and those at private universities. The study also tried to find whether instructors preferred teaching at public or private universities as related to the country from which they obtained their Ph. D’s. To achieve this goal, a five-point Likert-style questionnaire was constructed and distributed to 100 instructors in the public university (Lebanese University) and to another 100 instructors in various private universities. Thus, the society of the study comprises instructors in both public and private universities. Of these questionnaires, the researchers retrieved 184 which were valid for analysis. The study yielded some important findings, mainly that there is a significant difference between instructors in public and private universities regarding some factors leading to job satisfaction (salary, feeling of job security, work relations among colleagues and students, and social status that the instructor feels) in Lebanon. The study also showed a difference in prioritizing factors which lead to job satisfaction relative to workplace (public or private university) in Lebanon. Moreover, the study concluded that instructors at universities have different preferences to work at the Lebanese University (public) relative to the country from which they obtained their Ph. D’s. 

scholarly journals Remedial Teaching Practices in Secondary Schools of Northern Samar

2014 ◽  
Vol 1 ◽  
pp. 78-83
Author(s):  
Jeselle S. Aquino
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Remedial Teaching ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

scholarly journals Occupational stress in female academic staff working in private and public universities

2015 ◽  
Vol 3 (04) ◽  
pp. 25-27
Author(s):  
Maha Abdul Moniem Mohammed El Amin ◽  
Purna Singh A
Keyword(s):  
Occupational Stress ◽  
Public Universities ◽  
Academic Staff ◽  
Private Universities ◽  
Public University ◽  
Full Time ◽  
Sampling Frame ◽  
Public And Private ◽  
Significant Difference ◽  
Private And Public

The present study was aimed to compare occupational stress between female academic staff working in private and public universities. The sampling frame for the study comprised 1523 full-time female academic staff working at both public and private universities at Khartoum State. Gumaa Said Yousif (2004) was used to measure occupational stress. There is no significant difference in occupational stress between female academic staff who works in private or public university. There is a significant difference between female academic staff working in public and private universities. It has been concluded that female academic staff working in private universities are vulnerable to burnout in the emotional exhaustion dimension.

scholarly journals Use of ICT by the University Students: Exploring difference between Book, Noticeboard and ICT for knowledge and Information Seeking

2020 ◽  
Vol 04 (01) ◽  
pp. 122-140
Author(s):  
Fahad Anis ◽  
Prof. Dr. Syed Abdul Siraj
Keyword(s):  
University Students ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Information Seeking ◽  
Private Universities ◽  
Scholastic Achievement ◽  
Public And Private ◽  
Significant Difference ◽  
Information And Communication ◽  
The University

The study investigates Universities’ students use of Information and Communication Technology (ICT) for leaning and a comparison between book and ICT in obtaining knowledge. The study highlights public and private universities students banking on ICT for seeking knowledge and information. Besides, the study focuses on the facilitation and acquiring gratification from ICT in terms of entertainment, socialization, and scholastic achievement. The results show that student seek greater knowledge from ICT than the book. Similarly, they get quick information from ICT than the noticeboard. The use of ICT also gratifies them for entertainment, socialization, and scholastic achievement. Moreover, the study does not find significant difference among the students of public and private universities for seeking knowledge from ICT.

scholarly journals “DIGITAL LEARNING AS EDUCATION INNOVATION AT UNIVERSITIES”

2021 ◽  
Vol 58 (1) ◽  
pp. 5273-5289
Author(s):  
Tahira Afridi
Keyword(s):  
Diffusion Of Innovation ◽  
High Speed ◽  
Rating Scale ◽  
Student Loans ◽  
Private Universities ◽  
Learning Activities ◽  
Easy Access ◽  
Digital Learning ◽  
Public And Private ◽  
Teachers And Students

The well-rounded education is the interpretation of brilliant 21st century which has laid stress on use of digital technology in education. Policy makers are spotting at educational technologies to ensure the changed education. Rogers’ Diffusion of Innovation Theory, which is considered more suitable for assessing the digital learning in education, was selected for this study. This study explores the perceptions of 3350 university students from Central Punjab, Pakistan, regarding the digital learning at public and private universities in Punjab. Survey research was used to achieve the objectives of the research study. A representative sample of administrators, teachers and students from faculties of Education and Business in eight Public and Private Universities of Central Punjab was taken. Descriptive and inferential statistics were applied to assess and compare responses taken on adapted five-point Likert rating scale. Respondents rated outside class digital learning activities as the highest and inside class digital learning activities as the lowest factor in order of their preference. The overall level of digital learning at public and private universities of Punjab with respect to all three sub-scales is found to be at an average level, thus conventional learning is continued. The major findings revealed stakeholders are having an easy access and sufficient skills to use these digital technologies but even then its integration in learning is beyond acceptance. This study recommends the continuation of current Prime Minister free Laptops Scheme, concerned authorities providing pay back student loans with easy installments, high speed internet facilities at department’s computer labs, libraries, hostels and homes, improving searching skills of learners, counseling centers with trained staff for learners, learners’ subsidized trainings and the rigorous application of digital learning activities inside the classroom.

scholarly journals Impact of Massification on Resource Adequacy in Public and Private Universities in Kenya

2017 ◽  
Vol 9 (3) ◽  
pp. 60
Author(s):  
Wilberforce N. Mwirichia ◽  
Nelson Jagero ◽  
Hillary Barchok
Keyword(s):  
Statistical Significance ◽  
Private Universities ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Quality Of Education ◽  
University Management ◽  
Public And Private ◽  
Significant Difference ◽  
The Impact

The purpose of the study was to determine the impact of resource adequacy in public and private universities in Kenya. Massification is the rapid enrolment of students in universities. Kenya has expanded her student enrolment in universities for her development needs. Research findings raise pertinent issues touching on the quality of education in the Kenyan universities. The study adopted a causal- comparative survey research design. The respondents were students and lecturers in the eight purposely selected universities in Kenya. A sample of 399 respondents consisting of 361 students, 22 lecturers and 16 heads of Department from four public and four private universities in Kenya were selected for the study through simple random sampling technique. The inferential statistics used in the study was chi-square. The hypothesis of the study was stated as “there is no statistical significant difference on the impact of massification on resource adequacy between public and private universities in Kenya. The study found that there is no significant statistical difference on the impact of massification on resource adequacy between public and private universities. From the study it was concluded that there was no statistical significance difference on the impact of massification on resource adequacy between public and private universities in Kenya. The study recommends that university management in public universities should provide adequate learning, welfare services, computing services and human resources to improve the quality of education and training in the universities in Kenya.

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