Educational Technology

Happy Sports is a teaching method that focuses on the future, faces all students, starts from students' interests and sports needs, and gradually cultivates students' ability to carry out physical exercise spontaneously through curriculum design. This paper discusses the definition, connotation, characteristics and implementation principles of happy physical education teaching method through the methods of literature, expert interview and logical analysis, and analyzes the application of happy physical education teaching method in college physical education.

Corpora first found their way into Translation Studies as a means to study the language of translation and its distinctive features (Baker, 1993). They were applied, however, by translation researchers in other areas such as translation evaluation and machine translation as well. Translator education is another area which has enjoyed the benefits of corpora in recent years. This paper elaborates on the applications of corpora in translator training and the kind of information they have to offer to student translators in this context. It further explores the benefits of corpus-based translation teaching for student translators in terms of their professional prospects. The paper finally reports the results of an experiment in which an undergraduate class of translation students from the Department of Translation Studies at Allameh Tabataba’i University, Tehran, Iran was introduced to disposable corpora. The problems students faced in building disposable corpora of Persian texts and, later on, in analyzing Persian corpora with corpus analysis tools and finally the solutions adopted to resolve the problems are all explained in detail.

This study examined the effect of gender and teaching strategies on chemistry students’ achievement in organic compounds nomenclature in EMOLGA of Rivers State, Nigeria. Used in the study was pretest, post test non equivalent control group quasi- experimental design. One hundred and seventy-five (96 males and 79 females) SSS II Chemistry students were drawn from three secondary schools in EMOLGA of Rivers State. Six research questions were answered, while six hypotheses were tested at 0.05 level of significance. The instrument for data collection was a 50-item Organic Chemistry Nomenclature Achievement Test (OCNAT) developed by the researcher. Students were divided into two experimental groups and a control group. The experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive strategies, while the control group was taught using the discussion strategy. Mean and SD were used to answer the research questions while t-test statistics and ANCOVA were used to analyze the hypotheses. The findings showed that there is significant difference in the achievement of chemistry students in organic compounds nomenclature when taught with metacognitive teaching strategies. However, self assessment was the best strategy for teaching organic compounds nomenclature the study reveals. The findings also revealed that there is no interaction effect between gender and teaching strategies. The study concluded that metacognitive teaching strategies such as thinking-aloud and self assessment have been identified in this study as innovative teaching strategies that could be adopted in effective teaching of organic compounds nomenclature. In addition self assessment model of metacognitive teaching strategy was found to have superior impact on students’ achievement in organic compounds nomenclature and thus is advocated for use in our secondary schools.

Every year thousands of students leave the regular formal educational institutions in Kenya, but they cannot progress to higher levels of formal education. Despite past investments in Kenya’s Technical, Industrial, Vocational Education and Training (TIVET) subsector, many school leavers fail to access TIVET. This is because the subsector is said to be facing many challenges related to wastage of resources, irrelevant training and turnover of personnel. Performance contracting has been acclaimed as an effective and promising means of improving the performance of public enterprises as well as government departments. The government of Kenya introduced performance contract signing in the year 2004. The performance contracts were aimed at improving resource utilization in public institutions among other objectives. This study sought to establish the perceptions of Kenyan tutors in Technical Institutes in Rift Valley about the impact of performance contracts as a paradigm shift on the utilization of teaching and learning resources. The study adopted a survey strategy. The study population comprised of tutors, Heads of Department and Principals of randomly selected public Technical Institutes in Kenya. The stratified random sampling technique was applied in the selection of the study sample. This involved the grouping of tutors into 8 strata according to the available departments. Thereafter the proportionate random sampling technique was applied to get an equal proportion of respondents from each stratum. The saturated sampling technique was used to sample the heads of department and principals. Questionnaires and interviews were used to collect data. This entailed the supplying of questionnaires to tutors, heads of department and principals of the sampled Technical Institutes. Interviews were conducted with principals of the sampled institutions.

The action research was conducted to determine the effect of case-based teaching-learning on students’ analytical thinking experimented with the final year Bachelor of Business Administration (BBA) students, Gedu College of Business Studies, Royal University of Bhutan. The study was conducted between July and December, the Autumn Semester of 2020. There were 38 students in total who studied HRM307 Industrial Relations as their fifth major module for Human Resource Management group. Based on the survey conducted towards the end of the completion of module where 33 students participated, their opinion that the ‘case-based teaching-learning have improved’ analytical thinking stands at the mean value of 3.4 (out of 5). This indicates that the case-based teaching-learning intervention effect their analytical skills. The comparative study on the scores of assignment was also conducted. Although the mean score of the first assignment and the second assignment does not show significant difference, the average score of the first assignment and the third assignment has a statistically significant difference. This was confirmed through the paired sample t-test. Thus, it can be concluded that when the case intervention was prolonged over a period of time, it positively impacted students’ enhancement of analytical thinking.

The paper looks at some issues in vocabulary teaching in L2 situation. Such issues include learner’s vocabulary size for both productive and receptive use of L2, basic vocabulary skills, techniques and procedures for vocabulary teaching.

In the modern era, social media such as Facebook can be used as a new technique of educational learning. Contemporary higher education students grew up surrounded by digital technologies and therefore have the expectation that technology should be a fundamental part of their learning process. However, technology merely offers an opportunity for these “digital native” students; how they choose to utilize this opportunity is a more complex decision as previous studies have raised concerns of distraction, abuse of use, and lack of strategic direction with usage in order to achieve meaningful learning. Consequently, the potential of introducing social media into formal learning in relation to the achievement of collaborative learning, social interaction, collective achievement and learning, student-centred learning, information sharing, and access to information through multiple resources might be short-changed if the argument against the integration of social media into learning is sustained and upheld. This paper proposes that Facebook can be establishes as a part of the students’ real-life applications for what they learn in the classroom. Furthermore, this study aims to explore how teachers can use social media as formal learning tools.

Jasikan College of Education is a college that has been designated to serve as Teacher Education Institution, which trains teachers academically and professionally to teach at the basic school level in the Ghana. Based on this vision, the college runs two major programs i.e. “The General Education Program” and “The Early Childhood Program”. The Early Childhood program is a program that sees to the training of teachers to teach at the lower primary schools in the country such as classes (1-3), and kindergartens (1-2). At these lower primary levels, pupils and teachers are not expected to do arithmetic’s with simple and or programmed calculators in any of the subjects. However, when it comes to arithmetic’s on conversion of S.I units, most teachers and pupils in class three end-up using calculators in arriving at answers / solutions. When this happens most pupils tend not to comprehend the subject. In view of this the researcher designed “The D-Conversion model Solution Calculator” from the Distance conversion model (The D-Conversion model) to help both teachers and pupils arrive at answers very easy to tutors and meaningful to pupils when it comes to conversion of distance. This D-Conversion model Solution Calculator is a tool which helps one to arrive at the same answers that simple and or complex calculators give. The D-Conversion model Solution Calculator on one dimension distance (length) was tested on the 114 second year Early Childhood students of Jasikan College of Education. Its used in this study was (1) to see whether the 2011/ 2012 Early Childhood students will be able to perform some arithmetic’s on conversion of length without the use of calculators and (2) to aid the 2011/2012 Early Childhood students design their own teaching and learning material in teaching conversion to the use of calculators as a teaching and learning material in their out-segment schools and or their posted schools.

Due to ongoing COVID 19 pandemic, higher educational institutions around the world have moved towards e-learning system. Determining the positive attitudes and difficulties facing students during the use of e-learning in times of crisis, helps teachers and the institution in taking new steps appropriate to the needs of students in such difficult circumstances. So, this study aimed to analyse the attitudes and challenges facing Al-Istiqlal University (PASS) students towards e-learning. Samples of this study consisted of 280 students who were chosen in a simple random method from PASS students between April and June of 2020. Descriptive study method was adopted, and a well-designed and pre-tested online questionnaire was used to collect primary data. Results indicated that PASS participants own a positive attitude towards e-learning and their attitude results are significantly deferent with their gender, level of computer skills, academic grade, collage and availability of computer with permanent internet. Furthermore, students face a number of challenges while using the e-learning system, and a significant difference was found between the challenges of computer skills level, gender, computer availability with permanent internet connection and academic grade of the participant students. The study showed that the learners’ perception on e-learning reveals that it is valid in the time of COVID-19 pandemic and they understood that e-learning is very useful during crisis. In light of these findings, the study came up with a number of recommendations and suitable suggestions are given to overcome students’ challenges towards e-learning system.

Main purpose of this study was to compare the prevailing decision making practices in the universities of Pakistan. The decision making practice was compared on the following aspects: a. Decision Dictated by the chair, b. Decisions made by a majority vote c. Decisions taken on political grounds in public and private sector universities. It was found that both public and private sector have same procedure of decisions making and are made by a majority vote. Differences were found between public and private sector universities that decisions are dictated by the chair and are taken according to internal and external pressure. This practice was observed mostly in public sector universities of Pakistan.