Asian Journal of Education and Social Studies 2021-07-30T06:25:40+00:00 Asian Journal of Education and Social Studies Open Journal Systems <p style="text-align: justify;"><strong style="text-align: justify;">Asian Journal of Education and Social Studies</strong><span style="text-align: justify;">&nbsp;<strong>(ISSN: 2581-6268)</strong></span>&nbsp;aims to publish high quality papers (<a href="/index.php/AJESS/general-guideline-for-authors">Click here for Types of paper</a>) in all areas of Education and Social sciences. This journal facilitates the research and wishes to publish papers as long as they are technically correct, scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer reviewed, open access INTERNATIONAL journal.</p> The Impact of COVID-19 Pandemic: Implications for Teaching Social Studies as Integrated Curriculum 2021-07-19T11:47:24+00:00 Vincent Mensah Minadzi <p>The purpose of the study was to examine the impacts of COVID-19 and its implications for teaching Social Studies as integrated curriculum. This was done through review of a number of articles relating to the COVID-19 pandemic as well as Social Studies as integrated discipline. Historical background and the effects of the pandemic specifically in Ghana have been outlined in the paper. Being integrated curriculum, the author argues that the pandemic offers unique opportunity for Social Studies educators and teachers of the subject to demonstrate their understanding of the concept of integration with respect to the impacts of the pandemic. There is no denying the fact that the pandemic had tremendous impacts on all facets of human life including economic, social, psychological, political, religious, and health. Based on the literature review, it is recommended that educators and teachers in the field of Social Studies should draw connection between the COVID-19 and the Social Science subjects. In so doing, it would promote wholistic understanding of the COVID-19 pandemic.</p> 2021-07-15T00:00:00+00:00 ##submission.copyrightStatement## Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis 2021-07-19T13:05:46+00:00 Kuok Ho Daniel Tang <p><strong>Aims: </strong>With increasing emphasis on learners-centered approach in teaching and learning, engaging students in course development and refinement is crucial. This study aims to foster a participatory approach in course development by engaging students in meaningful discourse at the early stage of an atmospheric science course.</p> <p><strong>Study design:</strong>&nbsp; This is a qualitative study which employed the grounded theory for data analysis.</p> <p><strong>Place and Duration of Study:</strong> The study was conducted in March 2021 in an international higher learning institution located in the Guangdong Province of China.</p> <p><strong>Methodology:</strong> This qualitative study invited a year 3 cohort of environmental science students taking an atmospheric science and pollution course in an international higher learning institution in China to participate in a meaningful discourse about the course in week 2 of the semester. Their responses were transcribed and the transcripts analyzed with NVIVO based on the grounded theory. The transcripts were coded, the themes were drawn and the relationship was probed.</p> <p><strong>Results:</strong> This study identified three overarching themes from the codes, namely assessment, course contents and learning activities, whose codes covered 4.5%, 17.8% and 23.1% of the text respectively. Codes for assessment comprise practical assignment and multiple-choice question, while those for course contents include black carbon, modelling, greenhouse gases, zero-carbon, and removal of Freon. Codes for learning activities include case studies, debate, field trips and quizzes. The words most frequently appeared in the transcripts are learning and field. The findings reflect expectations for interactive learning, simulation-based learning, authentic assignments and activities, experiential learning via field trips and problem-based learning. These are in line with the established pedagogies for environmental science.</p> <p><strong>Conclusion:</strong> This study shifts the paradigm of students’ engagement in the increasingly learner-centered educational setting where students are proactively involved in course development in the early stage of teaching and learning instead of reactively involved through feedback collection at advanced stages.</p> 2021-07-13T05:00:44+00:00 ##submission.copyrightStatement## Perceived Influence of Large Class Size and Psychological Classroom Environment on Students’ Academic Performance in Senior High Schools in Kumasi Metropolis, Ghana 2021-07-17T05:49:04+00:00 Hansen Akoto-Baako Bernard Kissi-Abrokwah <p>This study investigated how large class size and the psychological class environment influenced students’ academic performance. Survey design was employed. Three hundred and twenty students were purposively selected from ten senior high schools in Kumasi Metropolis. Questionnaire was used to obtain data from the respondents with a reliability coefficient of 0.7. The study revealed that large class size influenced students’ academic performance and also limits their learning opportunities. It also came up that psychological class environment have a great influence on students’ academic performance. Furthermore, the study showed that students perform well in smaller class size and good psychological classroom environment. The study, therefore, recommends that small class size and good psychological class environment are better for good performance. Teachers and head teachers should make sure they conform to the required teacher to student ratio of 1:40 recommended by the Ghana Education Service. Teachers should create an enabling environment for students to participate in classroom activities. Government should, therefore, employ more teachers and build more classrooms to solve the problem of large class size in the senior high schools in Ghana.</p> 2021-07-14T00:00:00+00:00 ##submission.copyrightStatement## Exploiting Opportunities in the New Normal Context of University Education: A One Year Retrospection 2021-07-30T06:25:40+00:00 Chandana Jayalath Chandika Karunasekara Yashodhara Hemachandra <p>With all teaching and learning activities online and academic staff having to capacitate themselves in navigating the crisis of Covid 19, this article reflects on how the Sri Lankan universities dealt with pandemic scenario while exploring domestic experience over a period of one year commencing March 2020. A literature survey was carried out to gain an understanding of the existing debates surrounding the topic of challenges and opportunities availed in the crisis. 100 invitee academics representing each university participated in a questionnaire survey administered via Google forms and data were analyzed using descriptive statistics in order to gauge the perception among the academics towards the discharge of the university functions and the opportunities exploitable under new normal context. Human Resource Management departments and Learning Management Systems have functioned well despite the crisis persisting so long. In addition, the respondents were satisfied with the data protection measures initiated to address any possible loss of data. A few respondents disagreed with the claim that utilizing IT services had functioned well and that the transition to digital teaching was accomplished without difficulties. There is a higher possibility to revisit and amend existing curriculums and teaching and learning methods, pursuit on course accreditation and validation with professional entities, preparing study packs, materials, toolkits, academic audit and appraisal, review on student feedbacks and making necessary pedagogical and other reforms as appropriate. Regardless of chronic issues such as digital inequality, universities have demonstrated that they can accomplish tasks and retain their legitimacy efficiently. This suggests that Covid 19 has been reasonably responded using adaptive management. All with aspirations to achieve professional excellence mediated by current events and its agility, the article offers some of the key challenges that inevitably emerged. The findings highlight that the Covid 19 has brought about a number of opportunities for which a greater reliance on collegial decision-making between academics and their counterparts, the students are crucial.</p> 2021-07-30T00:00:00+00:00 ##submission.copyrightStatement##