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Investigating the Learners’ Difficulties in Transitioning from Online to Face-to-Face Math Learning in the Post-Pandemic Era
Issue:
Volume 12, Issue 2, June 2023
Pages:
32-36
Received:
5 April 2023
Accepted:
23 April 2023
Published:
10 May 2023
DOI:
10.11648/j.ijeedu.20231202.11
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Abstract: The study aimed to investigate the difficulties Grade 5 learners faced in transitioning from online to face-to-face math learning in the post-pandemic era. The research design involved qualitative methods to gather a comprehensive understanding of learners' experiences. In-depth interviews or focus groups were conducted with learners to gather rich descriptions of their experiences, Thematic analysis was used to analyze the qualitative data. The study was conducted at Bukidnon State University Laboratory School S.Y. 2022-2023. The results of the study revealed three main themes: challenges with self-regulation, difficulties in communication, and lower levels of motivation and engagement. The learners reported that the sudden shift from online to face-to-face instruction disrupted their routines and caused them to struggle with staying focused and organized. They also found it challenging to ask questions, seek help, and participate in class discussions in face-to-face classes. Additionally, they reported feeling less motivated and engaged in face-to-face classes compared to online classes. The findings of this study could provide valuable insights for instructors and education policymakers in developing effective strategies to support learners during the transition from online to face-to-face math learning.
Abstract: The study aimed to investigate the difficulties Grade 5 learners faced in transitioning from online to face-to-face math learning in the post-pandemic era. The research design involved qualitative methods to gather a comprehensive understanding of learners' experiences. In-depth interviews or focus groups were conducted with learners to gather rich...
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Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality
Issue:
Volume 12, Issue 2, June 2023
Pages:
37-42
Received:
3 June 2023
Accepted:
27 June 2023
Published:
11 July 2023
Abstract: Children are active learners in their own learning and learn best through acting, doing and interacting in the learning environment. This research study aimed at exploring kindergarten teachers’ perspectives on the concept ‘active learning approach’ to teaching in Early Grade classrooms. The study was guided by the constructivism theory of learning postulated by Vygotsky. This study employed a case study design to collect qualitative data. Purposive and convenience sampling techniques were used to draw 20 kindergarten teachers from public basic schools. Data were gathered through semi-structured interview from 15 kindergarten teachers and classroom observation of 20 teachers. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that majority of kindergarten teachers have fair understanding of the concept active learning approach to teaching but used teacher-centred approach mostly in Early Grade classrooms. The finding revealed that, kindergarten teachers understanding and positive perception of active learning do not influence nor translate in their teaching practices. The findings from this study therefore shows that teachers’ attitude and teaching practices in Early Grade Learners classrooms is not based on how teachers perceive the concept active learning approach to teaching. Finally, based on the findings, it was recommended that, Techiman Education Directorate should provide regular in-service training to teachers, encourage them to use active learning in teaching while the supply of learning materials to schools should be made prompt.
Abstract: Children are active learners in their own learning and learn best through acting, doing and interacting in the learning environment. This research study aimed at exploring kindergarten teachers’ perspectives on the concept ‘active learning approach’ to teaching in Early Grade classrooms. The study was guided by the constructivism theory of learning...
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Developing Inclusive Education Support Models for Children with Disabilities in Vietnam
Hai Nguyen Xuan,
Thao Do Thi,
Ngoc Tran Thi Bich,
Hang Le Thi Thuy
Issue:
Volume 12, Issue 2, June 2023
Pages:
43-52
Received:
8 September 2022
Accepted:
26 September 2022
Published:
11 July 2023
Abstract: To move a support system for children with disabilities forward in Vietnam, it is important for Vietnamese educators to consider acquiring knowledge from analyzing both successful international inclusive education practices as well as lessons from their own inclusive education experiences. In this article, the authors present the process through which Vietnam has learned from international experiences and its own practices with regard to implementing support models in inclusive schools. In the first part of the article, the authors present an overview of studies of how support models in inclusive schools have been organized in some representative international countries. The authors then present an analysis of initial research findings from the implementation of support models for children with disabilities in inclusive education schools in Vietnam. Drawing from insights of these analyses, in the final part of the article, the authors suggest that the support chamber become the preferred mode of support for children with disabilities in inclusive education schools in Vietnam as it is particularly appropriate to Vietnam’s educational context. Suggested goals, roles and responsibilities, physical arrangement, and regualtions for the support chamber are presented. The contribution of this paper rests on the potential for appropriating international initiatives for implementing support models for inclusive education schools in Vietnam and to serve the aim of enhancing the implementation of the Convention on the Rights of Persons with Disabilities internationally.
Abstract: To move a support system for children with disabilities forward in Vietnam, it is important for Vietnamese educators to consider acquiring knowledge from analyzing both successful international inclusive education practices as well as lessons from their own inclusive education experiences. In this article, the authors present the process through wh...
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