scholarly journals Evaluation of Tarannum Al-Quran Teaching in Malaysian National Religious Secondary School

2021 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Farah Ilyani Binti Zakaria ◽  
Mohd Aderi Che Noh ◽  
Khadijah Abdul Razak ◽  
Hafizhah Zulkifli
Keyword(s):  
Secondary School ◽  
Positive Reinforcement ◽  
Development Process ◽  
Structured Interview ◽  
Validity And Reliability ◽  
Structured Interviews ◽  
Interview Protocol ◽  
Teaching Development ◽  
Teachers And Students ◽  
High Level

This study aims to examine students' perceptions of the implementation of Tarannum al-Quran teaching in Program Kelas Khas Kemahiran al-Quran (KKQ) from the aspect of the teaching development process in the classroom based on the CIPP Model (Stufflebeam & Shinkfield 1985). Data were obtained through questionnaires and semi-structured interviews. The sample of this study involved 78 from four KKQ students in religious, national secondary schools (SMKA), including boarding schools (SBP) in the state of Selangor from 106 population and three teachers as participants. The validity and reliability of the questionnaire instrument obtain a high value with a correlation score between items exceeding 0.25 in addition to content verification by expert reference panel and an overall alpha value of 0.95. At the same time, the semi-structured interview protocol was also confirmed by experts. Questionnaire data were analyzed descriptively using Statistical Package for Social Sciences (SPSS) 11.5 involving frequency, percentage, mean and standard deviation. At the same time, the interview data were analyzed and transcribed verbatim to identify the elements involved. The findings show that teachers understand and implement the necessary details in the teaching development process, but it is only moderately high. These elements can be seen through various techniques and strategies, taking into account the diversity of students' levels and abilities and the positive reinforcement that always occurs in the interaction of teachers and students. In conclusion, the implementation of teaching at the stage of teaching development is only at a moderately high level with incremental implications that require continuous development and improvement.

scholarly journals Students’ desires for high-level teaching and learning opportunities: Views of Namibian Grade 11 students observed to have difficulties in learning mathematics

2020 ◽  
Vol 16 (1) ◽  
pp. 15-28
Author(s):  
Shemunyenge Hamukwaya
Keyword(s):  
Teaching And Learning ◽  
Learning Opportunities ◽  
Academically Successful ◽  
Structured Interviews ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Systemic Factors ◽  
High Level ◽  
Negative Factors ◽  
Grade 11

This study focusses on the views of students in learning grade 11 mathematics in terms of their needs and aspirations regarding access to high-level mathematics teaching and learning opportunities. Students who participated in this study (88 grade 11 Namibian students) were identified as having learning difficulties by their mathematics teachers, but these students did not (themselves)consider that they had difficulties. The author attempts to understand why students believed they do not have difficulties in learning mathematics. A qualitative method was employed, and the students were investigated via semi-structured interviews. The transcripts were analysed using an interpretational analysis. This study revealed that students display interest in learning mathematics and that they tend to feel comfortable with the subject despite certain influencing factors. The students’ perceptions are that their learning processes were negatively affected by aspects of systemic factors, teachers’ and students’ own factors, and access to learning resources. The students feel that they lack high-level access to teaching and learning, and this limits their potential for achieving the level at which they are expected to perform and be academically successful. In addition to the implications that emerged, this study makes recommendations on what should be done to address the negative factors perceived by the students.

scholarly journals Teachers' and students' views on using augmented reality environments in physics education: 11th grade magnetism topic example

2014 ◽  
Vol 4 (1) ◽  
pp. 59-74 ◽  
Author(s):  
Mustafa Serkan Abdüsselam
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Physics Education ◽  
Focus Group Interview ◽  
Structured Interview ◽  
Interview Technique ◽  
Teachers And Students ◽  
Teaching Physics ◽  
The Magnetic Field ◽  
11Th Grade

The aim of this study was to evaluate the opinions of students in learning physics and physics teachers in teaching physics during using augmented reality environments. In this study, focus group interview technique was used as a qualitative research technique. Semi-structured interview technique was used as a method of data collection. This study was executed with three physic teachers and 8 students of a secondary school at Trabzon in 2010-2011 school years. As a result, using augmented reality in teaching magnetism has benefits on behalf of the magnetic field by providing the visualization. In learning side, it helps the student for better understanding the events of the environment and make able to have more better realistic application. Through the obtained results, it is suggested that augmented reality should be used in other subjects of science which are difficult to comprehend.

scholarly journals Teachers' Voice in Zambia

2021 ◽  
Vol 2 (3) ◽  
pp. 388-397
Author(s):  
Jianhua Luo ◽  
Gift Muyunda
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
General Education ◽  
Development Process ◽  
Secondary School Teachers ◽  
Structured Interview ◽  
School Teachers ◽  
Interview Guide ◽  
Development Center

Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).

scholarly journals Something new under the sun in secondary school: a case study

2020 ◽  
Vol 28 (106) ◽  
pp. 8-24
Author(s):  
Silvia Regina dos Santos Coelho ◽  
Candido Alberto Gomes
Keyword(s):  
Secondary School ◽  
Quantitative Methodology ◽  
Continuous Assessment ◽  
Structured Interviews ◽  
Counter Term ◽  
Organizational Image ◽  
Upper Secondary ◽  
Teachers And Students ◽  
A Company

Abstract This paper reports on a case study carried out in an upper secondary school (grades 10-12), which for 17 years has established learning workshops, with interseriation and interdisciplinarity, as well as complementary distance learning. The establishment, located in the industrial City of Curitiba, Brazil, maintains agreements so that its students, electively, attend the technical education in the counter-term. The qualitative-quantitative methodology included documental analysis, observation, semi-structured interviews with principals, counselors, teachers and students and application of questionnaires to convenience samples of teachers and students. The results show that, according to social expectations, this school has become publicly different due to its methodologies and success in reconciling the preparation for higher studies and technical courses. Continuous assessment and parallel recovery reduce reprobation and abandonment to minimum levels. The predominant organizational image is that of the school as a company, with components of the bureaucratic model, to frame the innovations in the official molds, and the school’s image as culture. Implications of these organizational images are discussed.

scholarly journals Students’ Views on the Use of Technology in Geography Course

2020 ◽  
Vol 15 (23) ◽  
pp. 42
Author(s):  
Ussenov Nurbol ◽  
Zhoya Kairat ◽  
Аbdimanapov Bakhadurkhan ◽  
Mamadiyarov Marat ◽  
Tleubergenova Kenjekey ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Relevant Literature ◽  
Structured Interview ◽  
Technology In Education ◽  
Data Collection Tool ◽  
Structured Interviews ◽  
School Students ◽  
Use Of Technology ◽  
Academic Year

Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.

scholarly journals ORGANIZATION OF GIFTED STUDENTS' EDUCATION IN COMPREHENSIVE SCHOOLS: TEACHERS` POSITION

2021 ◽  
Vol 13 (1) ◽  
pp. 22-38
Author(s):  
Kamilė Valiušytė ◽  
Vincentas Lamanauskas
Keyword(s):  
General Education ◽  
Education System ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Structured Interviews ◽  
Content Analysis Method ◽  
Teachers And Students ◽  
High Level ◽  
Keywords Education

The education of gifted students is one of the areas of differentiated education, the main goal of which is to study people with special/particular abilities. The problem of talent is now becoming more and more relevant. This is primarily due to the need of society to develop creative personalities. The uncertainty of the modern environment requires not only a high level of human activity, but also his skills and ability to behave in a non-standard way. It is obvious that the early identification, teaching and education of gifted students is one of the key challenges in improving the education system. However, insufficient psychological teachers’ preparation/readiness to work with children, who behave and think in a non-standard way, leads to inadequate assessment of their personal characteristics and all activities. In January-March 2021, a qualitative study was conducted, in which 10 teachers of general education schools participated. Data obtained through semi-structured interviews were analysed using the content analysis method. It has been found that the majority of teachers are able to describe gifted students, trust their competence to identify them. It has been revealed that certain differences exist between the schools analysed. Some schools systematically and qualitatively educate the gifted, while others lack common agreements on the education of the gifted, there is no system, support for teachers and students. Due to the different conditions, not all gifted students receive appropriate support, and the ongoing programmes accept a limited number of students, which creates a problem of access to the quality education of the gifted. Such situation may have arisen due to the lack of a clear state strategy for the education of gifted students, and educational guidelines for schools and teachers. It is obvious that in order to improve the quality of gifted students’ education, it is necessary to update educational documents, that regulate gifted students’ education and create a unified Lithuanian students’ education system based on positive examples of schools and many years of experience. Keywords: education system, gifted students, semi-structured interviews, qualitative research

scholarly journals Physical activity self-efficacy assessment scale for seniors

2015 ◽  
Vol 2 ◽  
pp. 580
Author(s):  
Aivars Kaupužs
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Development Process ◽  
Assessment Scale ◽  
Validity And Reliability ◽  
Structured Interviews ◽  
Internal Motivation ◽  
Health Related ◽  
Efficacy Assessment ◽  
Health Related Behaviour

Physical activity (PA) self-efficacy is one of the most important psychological factors that influence older person’s health related behaviour. This study was designed to develop an appropriate instrument and examine the psychometric properties of the Physical Activity Self-efficacy Assessment Scale for seniors (PASAS). The scale development process included identifying the PA self-efficacy concept by literature reviewing, generating the items from semi-structured interviews and testing of validity and reliability. The study was carried out for testing of PASAS. The research samples consisted of 359 respondents 60-75 years old. The PASAS is a 14-item, 5-point Likert Scale. It comprises of 4 dimensions, namely, internal motivation, lack of support, health limitations and lack of recourses. The PASAS demonstrates an acceptable content validity index and construct validity (Cronbach's alpha 0.966). The criterion-related validity of PASAS was verified by a significant positive correlation (ρ = 0.47 -0.741, p < 0.01) between the developed scale items and the scores of IPAQ. The scale developed in this study can be used as research tools to measure PA selfefficacy of seniors.

scholarly journals Teachers’ participation in curriculum development: a case study from an English preparatory program at a tertiary institution

2020 ◽  
Vol 4 (2) ◽  
pp. 25-30
Author(s):  
Lien Thi Hong Do
Keyword(s):  
Curriculum Development ◽  
Development Process ◽  
Learning Experience ◽  
Structured Interview ◽  
Tertiary Institution ◽  
Instrumental Case Study ◽  
Preparatory Program ◽  
National University ◽  
High Level

The higher requirement of English competency among learners at the tertiary level has called for constant curriculum development in English training programs, especially in English instructed undergraduate programs. With the purpose to explore the phenomenon of teachers’ participation in the curriculum development process, this study employed a qualitative instrumental case study of an English preparatory program. The participants of the study were 8 English instructors in the English Preparatory Program at International School, Vietnam National University, Hanoi. The data of the research were collected by using a semi-structured interview and then thematically coded. The results from the interview show a high level of teacher’s willingness to be involved in most staged of the curriculum development process. The main activities they actually participated in the examined project were selecting content, sequencing content, and organizing learning experience. Feasible suggestions to increase teachers’ voices in the decision-making process were also recorded.

scholarly journals UNDERSTANDING THE NEED TO BUILD A RESILIENT-MINDFULNESS MODULE IN HELPING INCREASE THE RESILIENCE OF B-40 SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 6 (38) ◽  
pp. 167-183
Author(s):  
Zulliana Hasan ◽  
Nor Shafrin Ahmad ◽  
Zaleha Hasbullah
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Structured Interview ◽  
Interview Data ◽  
Guidance And Counseling ◽  
School Students ◽  
Interview Protocol ◽  
Need Analysis ◽  
Resilience Intervention

This study aims to understand the awareness of Guidance and Counseling Teachers on the resilience of B40 students, the mindfulness approach, and the need for the construction of Resilience-Mindfulness Module to increase the resilience of students from B40 families. The approach of the study is qualitative by using a semi-structured interview protocol on four Guidance and Counselling teachers selected purposefully. Interviews were conducted to gather information on the resilience of B40 students, an understanding of the mindfulness approach, and the need to develop a Resilience Module. Interview data were transcribed and analyzed using Atlas. ti 8. The findings of the study resulted in three themes that have been identified. The themes are (1) Resilience (2) Mindfulness, (3) Module Needs. Significantly, the findings of this need analysis can provide an overview of the issues that occur among B40 students as well as the need to build a resilience intervention for them.

scholarly journals Teachers and Students’ Evaluation of Listening Texts in Turkish Textbooks

2020 ◽  
Vol 8 (1) ◽  
pp. 84
Author(s):  
Mustafa Kaya ◽  
Ömer Çiftçi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Structured Interview ◽  
School Students ◽  
Expert Opinions ◽  
8Th Grade ◽  
Teachers And Students ◽  
Data Source ◽  
Unknown Words

The aim of this study is to evaluate the listening texts in terms of the suitability for student level. In order to achieve this goal, the opinions of Turkish teachers and the secondary school students who have been taught by these teachers were studied. The research was carried out in January 2018 with 5 Turkish teachers and 20 secondary school students at different schools in Van city center. Four Turkish textbooks (5th to 8th grade) were used as the data source in this study, which aims to reveal the quality of listening texts, having multiple units required us to use the nested case study model, a qualitative research model. Semi-structured and structured interview forms developed by the researchers for teachers and students were used for data collection. Expert opinions were taken during the development of the interview protocols. After interviews with teachers and students, inductive thematic analysis method was used to analyze the interviews. The opinions of both students and teachers about listening texts can be summarized as follows; there are many unknown words, texts are not appropriate to students' level, texts are long, text types should be based on events, there is much description in texts, texts are out of date, texts are not at the desired level in terms of language and expression, and activities in the texts are quantitatively too many but qualitatively not on a desired level.  

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