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The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda
Issue:
Volume 9, Issue 4, December 2021
Pages:
91-107
Received:
15 July 2021
Accepted:
10 August 2021
Published:
5 November 2021
Abstract: This study focuses on the practices of teaching writing skills using process approach in three selected secondary schools in Wolaita Zone, Offa woreda. To achieve the objective of the study, the researcher employed a descriptive research design with mixed approaches was employed. The data were gathered via classroom observation, interview, and questionnaire. The questionnaire and interview consists close-ended and open-ended items. The questionnaire was translated in to Amharic. Samples of 94 students were selected from grade ten using systematic/quasi-random sampling method, and 4 English teachers of grade ten were purposively included. Structured classroom observations were conducted with the 4 English teachers. The data gathered through the questionnaire and observations were analyzed quantitatively, and the interviews qualitatively using thematic analysis and triangulated. Thus, the findings of the study revealed that though majority of grade ten English teachers used to plan and introduce their students writing lessons, help and assist them, encourage them to practice taking notes, make them brain storm, plan and structure their writing tasks, translate their ideas in to texts, suggest them to improve the contents, organizations, and vocabulary of the writing activities. Most importantly, the English teachers never encourage and motivate their students to follow the stages of process writing and never give enough time to pass through all the stages of process writing. They never encourage their creativity and critical thinking skills, and develop an argument to define the structure of their writing. Finally, the researcher recommended on the basis of the above findings so as to improve the practices of teaching writing skills using the most important practical alternative approach, process-oriented approach.
Abstract: This study focuses on the practices of teaching writing skills using process approach in three selected secondary schools in Wolaita Zone, Offa woreda. To achieve the objective of the study, the researcher employed a descriptive research design with mixed approaches was employed. The data were gathered via classroom observation, interview, and ques...
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Teachers’ Views on the Social Networks Used by Mathematicians
Issue:
Volume 9, Issue 4, December 2021
Pages:
108-114
Received:
12 September 2021
Accepted:
4 October 2021
Published:
10 November 2021
Abstract: Many teachers work on social networks out of school. They participate via this social networking in maths forums where they exchange views on various maths issues with their students and other maths teachers (ή colleagues). The purpose of this research paper is the assessment of the afore-mentioned social networks taking into account the opinions held by maths teachers aggregated using a method similar to the SWOT technique, i.e. by completing electronic questionnaires distributed via email. The participants’ answers were then grouped based on criteria defined by the researcher. The relative weight of each criterion was determined at a later point in the survey. Teachers should decide if some criteria were more important than others and give a higher arithmetic value to them. The conclusions drawn is that the above-mentioned procedure is really useful since it can pose analytical questions-after having researched new suggestions and initiatives- that will shed light to aspects of the external and internal environment.
Abstract: Many teachers work on social networks out of school. They participate via this social networking in maths forums where they exchange views on various maths issues with their students and other maths teachers (ή colleagues). The purpose of this research paper is the assessment of the afore-mentioned social networks taking into account the opinions h...
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The Effect of Positive Perfectionism on Academic Burnout Among Middle-School Students: Mediating Role of Emotional Stability and Moderating Effect of Teacher-Student Relationships
Yun Luo,
Jiezhen Liang,
Yan Jiang
Issue:
Volume 9, Issue 4, December 2021
Pages:
115-123
Received:
15 November 2021
Accepted:
15 December 2021
Published:
21 December 2021
Abstract: Academic burnout affects various educational and psychological outcomes. Students with high levels of academic burnout have been reported to show less interest in curriculums and harms students’ growth. Therefore, studying the psychological mechanism of academic burnout is helpful to alleviate academic burnout and improve students’ academic performance in the future. This study aims to explore the mechanism of academic burnout from external and internal factors. Using the resource protection model and process-individual-situation-time model, this study used Self-Description Questionnaire II, Teacher–Student Relationships Scale, Maslach burnout inventory–student survey, Frost Multidimensional Perfectionism Scale to investigate the influence of positive perfectionism on middle-school students’ academic burnout as well as the mediating role of emotional stability and the moderating role of perceived teacher–student relationships. The results show that (a) positive perfectionism, perceived teacher–student relationships, and emotional stability negatively predict middle-school students’ academic burnout; (b) positive perfectionism indirectly affects middle-school students’ academic burnout through emotional stability; and (c) perceived teacher–student relationships plays a moderating role between positive perfectionism and emotional stability and between positive perfectionism and academic burnout. Students with high positive perfectionism and a good perceived teacher–student relationships have lower rates of academic burnout than students with a poor perceived teacher–student relationships. The research results are consistent with our research hypothesis and the existing research results This study contributes to the existing literature by highlighting the differential impact of perceived teacher–student relationships on academic burnout among students with different degrees of positive perfectionism.
Abstract: Academic burnout affects various educational and psychological outcomes. Students with high levels of academic burnout have been reported to show less interest in curriculums and harms students’ growth. Therefore, studying the psychological mechanism of academic burnout is helpful to alleviate academic burnout and improve students’ academic perform...
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Evaluation of the Use of the Emerging Pedagogies in Tunisia During the Pandemic
Elhoucine Essefi,
Soumaya Hajji
Issue:
Volume 9, Issue 4, December 2021
Pages:
124-127
Received:
10 September 2021
Accepted:
8 November 2021
Published:
31 December 2021
Abstract: As it is the case worldwide, pandemic conditions have surprisingly imposed the use of new emerging pedagogies in Tunisian universities. This use has failed to reach the pedagogical efficiency. This failure is related to causes related to students as well as teachers. Based on questionnaire of 100 students and 50 teachers from the University of Gabes, it may be concluded that failure of online teaching is related to the lack of favorable factors including interaction, student motivation, course structure, instructor knowledge and student perceived learning. In addition, other difficulties in Tunisia deepened the complexity including innovation rejection of Tunisian teachers and students, teacher habitus, economic capital, digital cultural capital and pandemic fear. This study foresees that pandemic conditions will shape the used pedagogy in the near and even the far future. As recommendations for the success of this new emerging pedagogy, logistic preparation of software and hardware of online is recommended. In addition, teachers as well as their students are to acquire the skills to reach the high efficiency. In terms of academic evaluation and follow up, performing this pandemic pedagogy needs further studies and investigation. Accordingly, further studies would be relevant to evaluate the efficiency of new emerging pedagogies to face the surprisingly emerging conditions of the pandemic.
Abstract: As it is the case worldwide, pandemic conditions have surprisingly imposed the use of new emerging pedagogies in Tunisian universities. This use has failed to reach the pedagogical efficiency. This failure is related to causes related to students as well as teachers. Based on questionnaire of 100 students and 50 teachers from the University of Gabe...
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