i-manager Publications

i-manager's Journal on School Educational Technology (JSCH)

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ChatGPT as an Empowering Catalyst: Unveiling the Impact on Political Awareness and Civic Education
Demand for Private Coaching: Stakeholder's Perspective and Consequences
Revisiting Flipped Class Model Effectiveness on Learning Performance: A Meta-Analysis of Meta Analyses
Unlocking Learning Potential: An Experimental Study on the Impact of TPACK-Enhanced Flipped Learning in Mathematics Education
Effectiveness of Flipped Classroom (FC) Model in Learning Economics Subject: A Quasi-Experimental Study

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Volume 15 Issue 1 June - August 2019

Research Paper

A Closer Analysis on the Performance of the PUPQC BBTE Graduates in the Licensure Examination For Teachers (2015-2018)

Doris B. Gatan* , Caroline T. Sumande, Melanie F. Bactasa*

*-*** Polytechnic University of the Philippines, Quezon, Philippines

Gatan, D. B., Sumande, C T., and Bactasa, M. F. (2019). A Closer Analysis on the Performance of the PUPQC BBTE Graduates in the Licensure Examination For Teachers (2015-2018). i-manager’s Journal on School Educational Technology, 15(1), 1-11. https://doi.org/10.26634/jsch.15.1.16217

Abstract

Licensure Examination for Teachers' Performance is one of the predictors of quality education offered by Teacher Education Institutions (TEIs). Many among the Teacher Education Institutions in the country have taken a closer look at their graduates' performance and used this as a basis of reflection on what particular enhancement should be done to improve the program. This study, therefore, identifies the strengths and weaknesses of the current education program when it comes to the teaching and learning process in the Polytechnic University of the Philippines Quezon City (PUPQC) Branch. A comparison between the lists of graduates provided by the school with that of the list provided by Philippine Professional Regulation Commission was done to evaluate the individual student's board exam mean rating according to date of examinations and year of graduation. The percentage of rating of first takers, repeaters, passers, and failed takers were included in this study and used for analysis of data. The study aimed to evaluate the performance Bachelor in Business Teacher Education Graduates to the Licensure Examination for Teachers from 2015-2018. It also provided data as to how many graduates push through with the Licensure Examination successfully, what particular area the graduates and the students of Education need enhancement activities or any particular program of action for the PUPQC administration and faculty members to undertake. Based on the findings of the study, the researchers recommended a plan of action as to how to improve the LET performance, considering also the repeaters and those who failed in taking the examination.

References

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[2]. Ballado-Tan, J. (2014). Academic performance, aspirations, attitudes, and study habits as determinants of the performance in licensure examination of accountancy graduates. International Journal of Education and Research, 2(12), 61-70.

[3]. Chan-Rabanal, G. (2016). Academic achievement and LET performance of the bachelor of elementary education graduates, University of Northern Philippines. International Journal of Scientific and Research Publications, 6(6), 455-461.

[4]. Dato-on, R. P., Ungui, R. M., Lepon, L. S., & Del Rosario, J. D. (2017). Academic and licensure examination for teachers (LET) performance of the teacher education students in CTU North campuses. In 10^th International Conference on Arts, Social Sciences, Humanities and Interdisciplinary Studies (ASSHIS-17).

[5]. Esmeralda, A. B., & Perez-Espinosa, J. (2015). Teacher Education Graduates' Performance as Predictor of Licensure Examination for Teachers Results. JPAIR Multidisciplinary Research, 21(1).

[6]. Gardner, J. (2008). McKinsey Report on Education of 2007. Federal Way Conservative let freedom ring. Retrieved from https://fwcon.wordpress.com/page/160/? pages-list

[7]. Masters, G. N. (2013). The power of belief. In Achieving Quality Education for All (pp. 3-8). Springer, Dordrecht.

[8]. Ng, P. T. (2015). What is quality education? How can it be achieved? The perspectives of school middle leaders in Singapore. Educational Assessment, Evaluation and Accountability, 27(4), 307-322.

[9]. Ngugi, M.N., & Mumiukha C.K., (2016). Teacher factors that influence Secondary School Student Participation in Lodwar, Turkana County, Kenya. American Journal of Educational Research, 4(19), 1300-1306. https://doi.org/ 10.12691/education-4-19-4

[10]. Nolet, V. (2017). Quality Education: Cultural Competence and a Sustainability Worldview. Kappa Delta Pi Record, 53(4), 162-167. https://doi.org/10.1080/ 00228958.2017.1369276

[11]. Sahito, Z., & Vaisanen, P. (2017). Dimensions of quality education: perception and practices of Teacher Educators in the Universities of Sindhi, Pakistan. International Journal of Higher Education, 6(6), 44-54. https://doi.org/10.5430/ijhe.v6n6p44

[12]. Yingqiang, Z., & Yongjian, S. (2016). Quality assurance in higher education: Reflection, criticism, and change. Chinese Education & Society, 49(1-2), 7-19. https://doi.org/10.1080/10611932.2016.1192382

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Research Paper

The Relationship between High School Teachers' Educational Internet Usage Self-Efficacy Belief and Internet Addiction

Halil Ibrahim Akyuz*

Department of Computer and Instructional Technologies Education, Kastamonu University, Turkey.

Akyuz, H. I. (2019). The Relationship between High School Teachers' Educational Internet Usage Self-Efficacy Belief and Internet Addiction. i-manager’s Journal on School Educational Technology, 15(1), 12-17. https://doi.org/10.26634/jsch.15.1.16132

Abstract

It is well known that the Internet provides rich resources for the education of teachers and students. Thus, the purpose of this study is to determine the relationship between high school teachers' educational Internet usage self-efficacy belief and Internet addiction. More specifically, such aspects are examined according to age, gender, length of service, and computer proficiency. The participants in this study consisted of 95 teachers in the Fatih Project, which is a pilot high school program based in Kastamonu, Turkey. For the collection of the research data, the Educational Internet Use Selfefficacy Beliefs Scale and the Internet Addiction Scale were employed, after which the data was analyzed by using Pearson's product-moment correlation coefficient and variance analysis. The results indicate that no significant difference exists between the teachers' educational Internet usage self-efficacy belief and Internet addiction, especially in regard to gender and length of service. In addition, although no significant difference can be found between the teachers' competence in the use of technology and Internet addiction, those with greater self-efficacy belief generally scored higher on the Educational Internet Usage Self-efficacy Beliefs Scale. The implication of the findings is that it is necessary to increase the self-efficacy of teachers regarding educational Internet use, which, in turn, can positively impact their students' information skills.

References

[1]. Akkoyunlu, B. (2002). Use of internet by teachers and their opinions on the issue. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 1-8. https://dergipark.org.tr/download/ article-file/87886

[2]. Akkoyunlu, B., & Yılmaz, M. (2005). Prospective teachers' information literacy level, internet usage frequencies and purposes of their internet usage. Eurasian Journal of Educational research (EJER), 19, 1-14.

[3]. Akyüz, H. İ., Samsa, S., & Numanoğlu, G. (2009). Öğrencilerin internet kullanımına ilişkin görüşlerinin değerlendirilmesi (Ankara ili Mamak ilçesi örneği). 3. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu, Ekim 7-9 Mayıs 2009.

[4]. Atav, E., Akkoyunlu, B., & Sağlam, N. (2006). Prospective teachers' Internet access facilities and their Internet usage. Hacettepe University Journal of Education, 30(30), 37-44.

[5]. Bozkirli, K. Ç. (2018). Examinaion of educational Internet usage self-efficacy beliefs of Turkish teacher candidates. European Journal of Open Education and Elearning Studies, 3(2), 32-42. https:doi.org/10.5281/ zenodo.1450670

[6]. Ceyhan, E. (2010). Problemli İnternet Kullanım Düzeyi Üzerinde Kimlik Statüsünün, İnternet Kullanım Amacının ve Cinsiyetin Yordayıcılığı. Educational Sciences: Theory & Practice, 10(3), 1323-1355.

[7]. Çuhadar, C. (2012). Exploration of problematic Internet use and social interaction anxiety among Turkish preservice teachers. Computers & Education, 59(2), 173-181. https://doi.org/10.1016/j.compedu.2011.12.029.

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[14]. Okay, Ş. (2010). A Research on Investigation of Internet Using Purposes of Technical Teacher Candidates. Electronic Journal of Machine Technologies, 7(1), 97-109.

[15]. Şahin, İ. (2009). Validity and reliability of educational Internet use self-efficacy beliefs scale. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 459-471.

[16]. Şahin, C., & Korkmaz, Ö. (2011). Adaptation of internet addiction scale to Turkish. Selçuk Universitesi. Journal of Ahmet Keleşoğlu Educational Faculty, 32, 101- 115. https://toad.halileksi.net/sites/default/files/pdf/internetbagimliligi- olcegi-toad.pdf

[17]. Tahiroglu, A. Y., Celik, G. G., Uzel, M., Ozcan, N., & Avci, A. (2008). Internet use among Turkish adolescents. Cyberpsychology & Behavior: The impact of the Internet, multimedia and virtual reality on behavior and society, 11(5), 537-543. http://doi.org/10.1089/cpb.2007.0165.

[18]. Weinstein, A., & Lejoyeux, M. (2010). Internet addiction or excessive internet use. The American Journal of Drug and Alcohol Abuse, 36(5), 277-283. http://doi.org/ 10.3109/00952990.2010.491880.

[19]. Yellowlees, P. M., & Marks, S. (2007). Problematic Internet use or Internet addiction? Computers in Human Behavior, 23(3), 1447-1453. http://doi.org/10.1016/j.chb. 2005.05.004.

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Research Paper

The Integration of ICT in Geography in Selected Kadoma High Schools, Zimbabwe

Daniel Gamira*

Department of Teacher Development, Great Zimbabwe University, Zimbabwe.

Gamira, D. (2019). The Integration of ICT in Geography in Selected Kadoma High Schools, Zimbabwe. i-manager’s Journal on School Educational Technology, 15(1), 18-29. https://doi.org/10.26634/jsch.15.1.16169

Abstract

The present study was aimed at investigating the integration of ICT in Geography in two selected schools in Kadoma. The objectives of the study were to assess the exposure of learners to ICT and technological devices, identify the positive contribution of ICT in Geography learning, and to assess the teacher' attitude and competencies in ICT integration in geography education. Questionnaires, interviews, and participant observation research tools were employed to both teachers, administration, and learners in two selected schools. The study revealed that learners at Jameson High school were more exposed to ICT devices than those at Munyaradzi High school. It was identified that ICT integration produces positive outcome when integrated correctly into teaching and learning of Geography as indicated by high pass rate at Jameson High school. The study found that teachers' attitude towards ICT integration in school was generally favourable particularly at Jameson High. The study recommends that ICT should be taken seriously in Geography learning by both teachers and administration; Geography rooms should be equipped with ICT equipment for learning.

References

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[2]. Ang'ondi, E. K. (2013, July). Teachers Attitudes and perceptions on the use of ICT in teaching and learning as observed by ICT champions. In Proc. 10^thIFIP World Conference on Computers in Education.

[3]. Aristovnik, A. (2012). The Impact of ICT on Educational Performance and its Efficiency in Selected EU and OECD Countries: A Non-Parametric Analysis. Slovenia: University of Ljubljana.

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[10]. Delen, E., & Bulut, O. (2011). The relationship between Students' exposure to technology and their achievement in Science and Maths. The Turkish Online Journal of Educational Technology, 10(3), 311-317.

[11]. Demirci, A. (2009). How do Teachers Approach new technologies: Geography Teachers' Attitudes towards Geographic Information Systems (GIS). European Journal of Educational Studies, 1(1), 43-53.

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[14]. Hassell, D. (2002). Issues in ICT and Geography. In M. Smith, Teaching Geography in Secondary Schools (pp. 148-159). New York: Routledge Falmer.

[15]. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.

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[17]. Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of Science Education and Technology, 17(6), 560-565.

[18]. Kinuthia, W. (2009). Educational development in Kenya and the role of information and communication technology. International Journal of Education and Development using ICT, 5(2), 6-20.

[19]. Kula, A. (2010). Barriers for ICT Integration, Strategies Developed against them and cases in Turkey. Retrieved from http://meb.academia.edu/.

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Research Paper

Meta Cognition among Senior Secondary School Students of Bhutan

Sangay Jamba*

Gaselo Lower Secondary School, Wangdue Phodrang, Royal Government of Bhutan.

Jamba, S. (2019). Meta Cognition among Senior Secondary School Students of Bhutan. i-manager’s Journal on School Educational Technology, 15(1), 30-35. https://doi.org/10.26634/jsch.15.1.15987

Abstract

The existing research was carried out to study the meta cognitive skills among the students of school in Bhutan. This study was basically descriptive method used to acquire important and accurate information. The objective is to find the levels, gender, stream, and locality related differences in meta cognitive skills. The investigator selected 300 senior secondary school students through convenient sampling technique. For the collection of data the investigator used meta cognitive skills, tool developed by Dr. Punita Govil. The researcher used mean score, standard deviation, percentage, t-test, Pie charts, and bar graphs as statistical techniques. The result showed that 1% senior secondary school students had meta cognitive skills very high. 17.66% senior secondary school students belong to high level meta cognitive skills. 39.66% senior secondary school students had average level of meta cognitive skills. 28.66% senior secondary school students belong to low level mega cognitive skills. 13% senior secondary school students belong to very low level meta cognitive skills.

References

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Research Paper

Relationship between Learning Strategies in Mathematics and Learning Styles among IX Standard Students

R. Saraswathy*

Department of Mathematics, Sri Sarada College of Education, Salem, Tamil Nadu, India.

Saraswathy, R. (2019). Relationship between Learning Strategies in Mathematics and Learning Styles among IX Standard Students. i-manager’s Journal on School Educational Technology, 15(1), 36-44. https://doi.org/10.26634/jsch.15.1.16426

Abstract

This research aims to investigate the relationship between learning strategies in mathematics and learning styles among IX standard students. The study included the categorical variables gender and medium of instruction. In this study, 88 students studying in IX standard from government, government aided, and private schools in Salem district, Tamil Nadu, India were selected through random sampling technique. Normative survey method was adopted for the study. Learning strategies in mathematics scale was standardized and it consisted of 68 statements with four strategies, viz. cognitive strategies, meta-cognitive strategies, non-informational resources management, and informational resources management. The second tool was Honey and Mumford's Learning Style Questionnaire, which consisted of 80 items on four styles, viz. Activist, Reflector, Theorist, and Pragmatist. The data collected from the samples are statistically analyzed by using percentage analysis and correlation technique. Result shows that information resources management strategy was the most followed learning strategy and reflector style was the most preferred learning style. Result also shows that there is significant positive correlation between learning strategies in mathematics and learning styles.

References

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i-manager's Journal on School Educational Technology (JSCH)

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Volume 15 Issue 1 June - August 2019

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The Integration of ICT in Geography in Selected Kadoma High Schools, Zimbabwe

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Doris B. Gatan* , Caroline T. Sumande, Melanie F. Bactasa*