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Parents as Kindergarten Teachers: The Journey to Becoming
Jane April Bayate Alquizola,
Shara Mae Villahermosa Cabuenas,
Marie Ver Bayutas Duazo,
Jewish Araneta Merin
Issue:
Volume 10, Issue 5, September 2021
Pages:
166-174
Received:
30 May 2021
Accepted:
16 June 2021
Published:
29 September 2021
Abstract: The crisis has affected the education system all over the globe. Young learners were prohibited to socialize with peers and teachers which are vital to their development. Distance learning was enforced. The study was created to explore effective home-parental teaching strategies that have an impact on a child’s achievements amidst pandemic. Additionally, parents’ struggles encountered and teachers' perspective on how parents or guardians took the role as a Kindergarten teacher at home. Researchers' goal was to uncover the truth where parents are the light and hope in a child's education in the middle of this crisis, parent-child relationship at home. A qualitative method was used by the researchers in data gathering; instruments consisted of checklists, questionnaires, and interview questions for the parents and educators. Results revealed that teachers’ emphasized parental involvement contributes a huge factor and a difference to the learners learning especially during these crucial times. Conducive home learning environment allows learners to have meaningful learning experiences. Furthermore, the use of rewards is considered the most effective home-teaching strategy by the parents/guardians before or after doing the task. Ergo, reward is a form of motivation that leads the child to cooperate to achieve a goal which results in the most effective home-teaching strategy.
Abstract: The crisis has affected the education system all over the globe. Young learners were prohibited to socialize with peers and teachers which are vital to their development. Distance learning was enforced. The study was created to explore effective home-parental teaching strategies that have an impact on a child’s achievements amidst pandemic. Additio...
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Implementation and Assessment of Middle School Chemistry Experimental Research Course
Guang-Chao Li,
Qing-Hua Meng,
Ling-Ling Zhao,
Xiao-Qin Liu,
Qiu-Yan Li,
Wei Tan
Issue:
Volume 10, Issue 5, September 2021
Pages:
175-181
Received:
9 September 2021
Accepted:
4 October 2021
Published:
12 October 2021
Abstract: The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.
Abstract: The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, t...
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Happiness Versus Happycracy, as an Imperative of Life
Issue:
Volume 10, Issue 5, September 2021
Pages:
182-192
Received:
16 August 2021
Accepted:
26 September 2021
Published:
12 October 2021
Abstract: The concept of happiness has been studied since Greek antiquity. Plato expresses in the "myth of the winged chariot" the impossibility of achieving happiness when man does not master his passions. For Aristotle, happiness was eudaimonia (ἐὐδαιμοηια), which was achieved through the practice of virtue -- understood as the habit of doing good. In our days, authors such as Ellouz and Cabanas (2019) have addressed the issue of happycracy and Seligman (2002 and 2009) that of happiness, through Positive Psychology. This article reflects on the concept of happiness in history and its relationship with the three referents of classical philosophy: truth, good and beauty. Education enables the integral development of the person, understood as the achievement of the potential that exists within each person that leads to appropriate behavior, thus achieving that personal well-being that we call happiness. It discusses whether digital technologies can lead us or lead us away from happiness. The article tries to give an answer to questions such as: can we be educated to develop a happy biography? How much influence does education have in achieving happiness? Can effort and work well done be a source of happiness? The cultivation of positive emotions and life goals reinforces self-esteem and empathy, which help to cope with the unavoidable stresses of life. It also critically addresses the concept of happycracy and its meaning in relation to positive psychology, as well as to the ideology and interests of all kinds that underlie many of today's marketing proposals for a happy life. In conclusion, we can affirm that achieving happiness and developing a happy personality is a noble human aspiration. Is being happy a right or a duty imposed on us by society? We are sure that it is a right and we know the target, but we do not know the path. Moreover, today's society offers us so many ways to reach the goal that we do not know which one to choose, and as a result we often fail in being happy.
Abstract: The concept of happiness has been studied since Greek antiquity. Plato expresses in the "myth of the winged chariot" the impossibility of achieving happiness when man does not master his passions. For Aristotle, happiness was eudaimonia (ἐὐδαιμοηια), which was achieved through the practice of virtue -- understood as the habit of doing good. In our ...
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Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda
Wilson Mugizi,
Abeera Odetha Katuramu,
Augustina Ogaga Dafiewhare,
John Kanyesigye
Issue:
Volume 10, Issue 5, September 2021
Pages:
193-203
Received:
17 April 2020
Accepted:
31 August 2020
Published:
15 October 2021
Abstract: This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities.
Abstract: This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptual...
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