Yearly Archives: 2020
Abstract: Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure
resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be
categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with
follow up questions among the educational actors like students, head/teachers, officials from the district education office and the
local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum
of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result
and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and
their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools
helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following
the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme.
The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on
earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and
Strengthening of Religious Character Education Based on School Culture in the Indonesian Secondary School
Abstract: This research aims to answer how the implementation of religious character education building based on school culture and conducted a successful program at SMAN 5 Yogyakarta (Yogyakarta 5 Public High School). This study is highly important to conduct since the religious character is an essential value in the learning process in Indonesia. The research subjects consisted of school principals, teachers, and students. Determination of the subjects carried out by purposive sampling. Data collection used interview, observation, and documentation. An interactively inductive data analysis technique performed data analysis with data reduction stages, data displays, and conclusion drawing. The results of the study showed that: 1) the implementation of religious character education building based on school culture was carried out through character building based on religious values, school climate based on religious values, extracurricular activities based on religious values, as well as building relationships between schools and the societies. 2) The impact of the strengthening program of character education produces two themes as follows: the growth of students’ religious awareness and the growth of tolerance among religious communities. The findings of this study indicated the importance of the school’s cultural base in implementing holistic religious character education programs in schools. This finding also strengthens the previous research findings, which had mentioned that the religious character is an essential character for students in a secondary school in Indonesia, and also strengthen that Indonesia’s society, in general, is religious people.
Types of Game-Based Learning in Education: A brief state of the art and the implementation in Greece
Abstract: The interest towards game-based learning (GBL) is continuously growing worldwide. However, several countries still face difficulties to efficiently implement GBL approaches in their Educational Institutions. This literature review is focused on the identification of the main types of GBL approaches that have been recently implemented in educational contexts, by providing one representative game-example for each case. The study also examines the implementation of GBL in educational contexts in Greece, identifying game-based learning popular tools and approaches. A qualitative content analysis is used to investigate the general characteristics of the identified GBL types and the representative example-games, as well as the main benefits and drawbacks that render GBL implementation impracticable in several countries. Overall, this study contributes in the research attempt towards the recognition of the main GBL types, focusing on their drawbacks or other features that seem to affect their broad implementation in several countries and educational contexts.
Abstract: The most recent research showed that religious character is a character that was considered most important by the people of Indonesia in facing the challenges of modern life. Therefore, the religious character was needed to be instilled in the young generation through various channels, especially at formal educational institutions. This study aimed to describe the principal’s strategy in instilling religious character in students. This research was a type of qualitative research with a case study approach conducted at Al-Mujahidin Muhammadiyah Elementary School, a favourite elementary school in Wonosari Gunungkidul, Indonesia. Data were collected through interviews, observations, and documentation. The collected data were analyzed by inductively interactive data analysis techniques. The results showed that the principal used four strategies in instilling character to students, namely exemplary strategies, habit forming, integration in teaching in the classroom, and reinforcement in the form of reward and punishment. The findings of this study underlined the central role of the principal as a top leader in implementing religious character education in schools.
Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya
Abstract: Secondary schools have adopted various strategies in an effort to improve performance. Collaboration and benchmarking are two such strategies. However, schools still continue to post poor grades in national examinations, an indicator that most of the students fail to meet the university cut off mark and thus fail to join university. This raises the question of whether such investment is really justified. This study sought to investigate whether investment in these two practices translated into improved education outcomes as measured by mean scores in the Kenya Certificate of Secondary Education. The study adopted correlation research design. From a target of 103 schools in the region involved in collaboration and benchmarking, 31schools were randomly selected. The sample comprised all 31 Directors of Studies and 31principals from the sampled schools. Data were collected using questionnaires with closed and open ended items, and document analysis. Data were analyzed inferentially (PPMCC and Multiple linear regression) using the Predictive Analytical Software (PASW) Version 19.0. The data on open ended items were coded using open coding, categorized and reported verbatim. Findings indicated that, investment in the two strategies significantly improved academic achievement (r=0.822; r2=0.676; adjusted r2=0.603). However, considered independently, investment in collaboration had a much higher impact on academic achievement (r=0.843, r2=0.711; adjusted r2=0.697), compared to investment in benchmarking (r=0.510, r2=0.260; adjusted r2=0.219). It is recommended that, schools should generously and uniformly invest in both collaboration and benchmarking in order to boost academic achievement. In addition, well endowed schools should be encouraged to share their resources.
Abstract: In order to know the reasons why the pregnancy phenomenon is increasing at schools, this study focused on early pregnancy determining and repercussion analysis at schools in Benin. The principal data have been collected from three public secondary schools in Benin. Descriptive analysis and frequencies using have been used to analyze the data. After the analysis of collected data, results show that having sex without condoms, parents’ poverty are the principal causes of early pregnancy. The majority (48.4%) of pregnant girls are 15 or 17 years old and all the pregnancies concern the girls of first cycle (first form to fourth form) based on non-desire pregnancy. The consequences of this phenomenon are on the health, society and schools.
Abstract: In this study, we aimed to develop an instrument that could be used to measure students’ achievement in modern physics at high school level in a valid and reliable manner. The study was carried out in fall 2013–2014 with a total of 304 students. In this study, expert opinions were obtained to determine the test’s content validity. The reliability of the test was obtained via Cronbach’s alpha, which produced reliability coefficients that fell within acceptable limits. Item analysis were conducted to eliminate improper items. Based on these findings, it could be concluded that the test is an instrument that produces valid and reliable measures, and that can be used to determine students’ achievement in modern physics.
Monitoring Mouse Behavior in e-learning Activities to Diagnose Students’ Acceptance Items of Perceived Usefulness and Ease of Use
Abstract: This study investigates students’ mouse behavior during their interaction with a web-based experiential learning environment for Computer Science courses. The research focuses on the detection of correlations between the monitored mouse metrics and students’ technology acceptance items of perceived usefulness and ease of use. Findings reveal several significant correlations; in particular, metrics of mouse clicks and hovers can be associated with students’ perceived ease use and perceived usefulness. The findings of this work show an interesting research direction towards the analysis of learners’ mouse behavior during their interaction with interactive and web-based tutoring systems.
Abstract: The primary purpose of this study is to examine and understand how teachers of charter schools perceive their respective schools’ cultures. The research is based upon data gathered from teachers (n=372) in schools (n=18) within a Charter School System (CSS) in the southern United States. We used descriptive statistics, t-test and one-way ANOVA as our statistical tools. The findings revealed that teachers at the Charter Schools have a positive perception of the school culture within their respective schools. Teachers particularly favored professional development opportunities and collegial support in their respected schools. School size, grade span, and years of operation did not make significant differences in CSS’s school culture except collegial support. Collegial support scores for the K-12 school was significantly higher than the 9-12 schools.