Evaluating ICT utilization in education administration and management during the COVID-19 outbreak in Pakistan: An empirical review

This study aims to evaluate the utilization of ICT in education administration and management in a Pakistan context during the pandemic outbreak. Adoption of information and communication technologies (ICTs) has digitalized the learning process where education organizations were administrated by means of wireless-based instructions, electronic pedagogy, and online assessment in order to continue the educational activities while the government halted the physical appearance in education institutions. Data collection has been carried by three public universities in which teachers and general administration of these institutions participated to discover their intention to use the assigned technology to administrate organizations’ policies in the way to disseminate the respective service delivery. Survey questionnaires were used, and 178 respondents’ feedback was secured to analyze the study that was carried out via SPSS version 24 and validation OF hypotheses measured by means of regressions and correlations. Moreover, proposed factors like intention to use, perceived ease of ease, perceived usefulness, social influence, and Users’ expectations were used. A theoretical approach was inculcated to encircle the UTAUT and TAM model to determine the adoption of the innovative system education management during the pandemic outbreak in the country.

Fostering achievement and retention in basic science using simulation and demonstration strategies

The study investigated the better strategy to use in fostering achievement and retention in Basic Science considering simulation and demonstration strategies. The study also compared the achievement as well as the retention of female and male students in basic science when exposed to simulation strategy. The research region is Kogi State's Ankpa Education Zone. A multistage sampling strategy was used to choose 120 Basic II students from four schools in the research region. The study used a quasi-experimental design. Data were analyzed using means and standard deviations, while ANCOVA was utilized to test the hypotheses. The study's results indicated that students taught using the simulation technique achieved considerably better mean achievement and retention scores in Basic Science than students taught using the demonstration strategy. Additionally, no significant difference in mean achievement scores between male and female students taught utilizing the simulation teaching technique was discovered. The research demonstrates a substantial difference in the mean retention scores of male and female students in Basic Science who are taught utilizing a simulation technique. Following the findings, it was suggested that Science teachers should use simulation strategy for the teaching of various topics in Basic Science to improve students’ achievement in Basic Science.

Teacher responses of inserting role-playing strategy in EFL classroom

The aim of this research was to find out whether the teachers responded in inserting role play when they taught speaking. This research used a qualitative design and descriptive approach. The respondent of this research was 22 Senior High School and Junior High School teachers. In collecting the data, the researcher used a questionnaire and SPSS to analyze the data. The results show that the role-playing strategy consisted of four indicators: promote exhilaration, build self-confidence, encourage communication, and language acquisition improvement. Based on the research from the questionnaire, it can be concluded that all of the teachers have used the role-playing strategy in teaching speaking.

Task-based language teaching methods integrated with local wisdom: The impact on students' writing skills

The researcher conducts the study to increase students’ writing skills through TBLT (Task-Based Language Teaching). The subject of this research consists of 32 students in the VIII A class. The objectives of this research are categorized into 2; (1) to find out whether the implementation of the Task-Based Learning method can improve the students’ writing skills, and (2) to find out what kind of writing aspects improve significantly after using Task-Based Learning method. Research design uses pre-test and post-test. Therefore, both groups are given a pre-test, conduct a treatment, then pass a post-test. This research is conducted at eighth grade in 2019/2020 for one month, from August to September 2020. This research shows that after being taught task-based language teaching, students' writing skills, especially in narrative text, improved substantially. It can be analyzed on post-test performance; no one has reached the excellent, good, and fair categories (0 percent). 37.5 percent of students have reached the appropriate category. 65.2 percent of students had failed in the category unless they had handled it for seven meetings. This result is slightly different from the pre-test result. However, only 25 percent of students fall into the decent category, and 75 percent fail. There are no students who are in weak, moderate, decent, and outstanding categories.

Development and evaluation of an instructional LiveBinders for learning selected computer studies concept in Ilorin Metropolis

This research was developed and evaluated an instructional LiveBinders for learning selected computer Studies concepts in Ilorin Metropolis, Nigeria. In this research, the design and development model was used. The participants in the study were five computer studies teachers, five computer science experts, and five educational technology experts were chosen at random. The following research instruments were used in this study: a developed computer storage device for computer studies, an expert rating guide of educational technology, and a subject content validation questionnaire. Research questions were answered using percentages and mean. The study concluded that if LiveBinders are properly integrated into learning, computer studies learning can be improved. As a result, it was suggested that students be encouraged to use LiveBinders for learning regardless of a subject area.

The teachers' extent of utilizing teaching methods for teaching basic technology

The teaching method which teachers adopt for instruction could aggravate students’ performance if successfully employed. However, its use may not be optimum as expected. This study investigated the extent of utilization of teaching methods used for teaching basic technology and the influence of gender on teachers’ extent of utilizing teaching methods to teach basic technology. The study adopted a descriptive research design. One hundred twenty-two basic technology teachers in Nigeria were purposively sampled. The findings of this study were that question and answer, discussion, inquiry, and discovery, field trip, and project and presentation teaching methods are always employed by basic technology teachers in teaching while role-playing, game, and simulation teaching method are moderately utilized for teaching. Also, there was a significant difference between male and female teachers’ extent of utilizing teaching methods to teach basic technology in favor of the male basic technology teachers. The study concluded that appropriate use of teachers’ desired teaching methods could influence instructional delivery. It was thus recommended that educational institutions should organize conferences, seminars, training, and workshops for basic technology teachers on the use of effective teaching methods.

The inquiry-based student book integrated with local resources: The impact on student science process skill

Research by several researchers on Biology Education Research (BER) showed that science process skills (SPS) were still a little bit researched. The purposes of this research are to reveal the followings: (1) the potential of inquiry-based student books integrated with local resources to improve students' science process skills; and (2) the differences in boys and girls science process skills. An experiment using the factorial design (2 X 2) was done on 52 randomly-selected senior high school students. Data collection was used essay test, then analyzed using ANOVA. This research revealed that students' SPS experienced an improvement when they studied in an inquiry class supported by a student book integrated with local resources. There is no distinction in the science process skills of boys and girls students. Boys and girls have the same opportunity to develop their SPS.

The effort to enhance pupils cognitive learning achievement using contextual teaching and learning approach

Contextual teaching and learning (CTL) become learning that can empower pupils' cognitive learning achievement. The research objective was to enhance pupils' cognitive learning achievement (CLA) using the CTL approach. The classroom action research by Kemmis and McTaggart was used in this research. The subjects of this study were pupils of grade IV SDK Doreng, Doreng District, Sikka Regency. Participant research was ten pupils' (three boys, seven girls). Ten multiple-choice tests were used for the evaluation of each cycle. Analysis of data was quantitatively and percentage—five categories for student CLA. The success indicator is based on a score of 65 and classical completeness of 85%. The results showed that the activity of pupils and teachers in the first cycle was low. This finding was followed by not achieving completeness, where only 70% of pupils completed. The second cycle findings inform that pupils' and teacher activities were excellent, followed by classical completeness, reaching 100%. This action research concludes that CTL can improve pupils' CLA. This research recommends using CTL in the future to enhance pupils' CLA.

The relationship between science process skills and biology learning outcome

The study aims to know the relationship between science process skills (SPS) and biology learning outcomes (LO) through inquiry-based learning in the class XI MIA Senior High School of State 01 Manokwari. The correlational method was employed in this research. The population in the study was students of class XI MIA High School at Manokwari. The samples in the study were class XI MIA 2 and XI MIA 4, with a total of 47 students. The sampling technique in this research was purposive sampling. Data collection techniques used tests and documentation. The hypothesis test used regression and correlation tests. The results showed a contribution of SPS to the biology LO through inquiry-based learning in the class XI MIA High School of Manokwari. The relationship of LO to biology student LO was 31%. The correlation coefficient is 0.557, indicating that the SPS level to the biology student LO was medium.

Effect of inquiry science learning on students’ metacognitive skill

This study aims to determine the effect of the inquiry learning model on the metacognitive skills of class XI science students at SMA Negeri 1 Manokwari. This study used a quasi-experimental approach with a non-equivalent control group. This study took samples of two groups, namely the XI MIA 4 group as the experimental group, and the XI MIA 7 group as the control group. Purposive sampling is used in the sample method. The instrument used is a test consisting of 12 questions in the form of a description. The findings show that the average final metacognitive ability of the experimental group is 61.22, while the average of the control group is 46.69. The data analyst used the Mann-Whitney non-parametric test to determine whether there was a difference in metacognitive ability between students using the inquiry model and students using the conventional model. P= 0.012 < 0.05 indicates that there are differences in metacognitive skills between students who use the inquiry model and students who use the conventional model.