Open Access Case study

Readiness for Learning with Mobile Phones: A Case Study with Undergraduates of Faculty of Science, Eastern University, Sri Lanka

K. A. N. K. Karunarathna, Sajeetha Thavareesan

Asian Journal of Education and Social Studies, Page 1-11
DOI: 10.9734/AJESS/2018/41795

The expeditious development of new technologies and their improvement in performance and functionality, determine the new trends of strengthening teaching and learning practices of higher education settings. Development of mobile technologies enables the users fully mobile which leads to new ways of bridging the boundaries of time and space in education settings by means of Mobile Learning (ML). ML can be used by students and teachers to improve overall learning experience.

This study aimed to evaluate the readiness of students of Faculty of Science, Eastern University, Sri Lanka, for leaning with mobile phones (LMP) as a solution for the lack of computer facilities to access recently introduced Moodle and Google classrooms learning systems at any time. Further, it was aimed to understand the current status of mobile phone usage for studies, availability of resources for LMP, and barriers or limitations of LMP. A qualitative approach was adopted for this study. Data were collected based on a questionnaire, from 150 students in the Faculty. Analysis was performed with some statistical techniques: proportion test; Chi-square test; and binary logistic regression.

This study could reveal that students are ready to use mobile phones to enhance learning process in a more personalized way and some students had already started LMP, even though some students were not aware of it. The readiness for LMP was dependent on awareness of LMP, and limitations such as screen size, memory, battery lifetime, and typing difficulties. With a awareness program, LMP can be implemented in the Faculty as an alternative solution for lacking facilities enabling students to access Moodle, and Google classrooms leaning systems. This situation encourages teachers to motivate students to use mobile phones to enhance teaching and learning success.

Open Access Original Research Article

Role of Counselling in Checking Examination Malpractice and Test Anxiety among Secondary School Students in Nnewi Education Zone

I. Unachukwu Dorathy, Ezimorah Nwanneka

Asian Journal of Education and Social Studies, Page 1-9
DOI: 10.9734/AJESS/2018/42438

Aims: The main purpose of the study is to evaluate various counselling strategies for checking examination malpractice and test anxiety among secondary school students. The study was guided by two research questions and two hypotheses which were formulated based on the purpose of the study.

Study Design:  The study adopted a survey research design.

Place and Duration of Study: The area of the study was Nnewi education zone in Anambra state, Nigeria, between January 2018 and May 2018.

Methodology: Self-structured and validated questionnaire served as the main instrument for data collection. Sixty subjects were purposively drawn, mean and standard deviation were used in answering the research questions while t-test was used to determine the level of significance at 0.05.

Results: The results revealed that exposing the students to cognitive learning skills as note taking, use of practice, summarization and mnemonics can reduce cases of examination malpractice and test anxiety.

Conclusion: students should be exposed to cognitive learning skills as note taking, use of practice, summarization and mnemonics as one of the vital strategies for checking examination malpractice and test anxiety among secondary school students in Nnewi education zone.

Open Access Original Research Article

Rural Women’s Participation in Boosting Homestead Vegetable Cultivation in Moulvibazar District

J. Ferdousy, M. R. Amin, M. A. Islam, S. D. Baishakhy

Asian Journal of Education and Social Studies, Page 1-9
DOI: 10.9734/AJESS/2018/43465

The main purpose of the study was to determine the extent of participation of the rural women in homestead vegetable cultivation in two villages namely Esubpur and Noagaon of Bhunobir union of Sreemangal upazila under Moulvibazar district. Data were collected from randomly selected 100 rural women by using a pre-tested interview schedule during the period from 10 January to 22 February; 2018. The extent of participation was measured by using a five-point rating scale. Results revealed that, 75% of the respondent had medium participation in homestead vegetable cultivation as compared to 21% low participation and 4% high participation. Participation in irrigation and drainage among all other activities required for homestead gardening ranked first that might have an impact in boosting vegetable cultivation. Some socio-economic characteristics of the respondent rural women like educational level, farm size, annual family income, cosmopoliteness, extension media contact, knowledge, attitude and training experience had a significant positive relationship with their extent of participation in homestead vegetable cultivation. Need-based training program depending on the varied socio-economic background of rural women will help in boosting vegetable cultivation in the vegetable scarce Moulvibazar district, and rural women may find homestead gardening as the core income generating activity.

Open Access Original Research Article

Too Much Academic Stress: Implications on Interpersonal Relationships and Psychological Well-being among Final Year University of Ghana Students

Isaac Nti Ofori, Prince Addai, John Avor, Mame Gyanba Quaye

Asian Journal of Education and Social Studies, Page 1-7
DOI: 10.9734/AJESS/2018/43193

Academic stress is endemic in tertiary institutions. It has the propensity to affect well-being and interpersonal relationships of students. The study adopted the cross-sectional survey design to assess the influence of academic stress on interpersonal relationships and psychological well-being among final year students at the University of Ghana. Two hundred final year students participated in the study through the use of the convenient sampling technique. The Student Academic Stress Questionnaire, Ryff Psychological Well-Being Scale and the Interpersonal Solidarity Scale were used in data collection. The multivariate analysis of variance [MANOVA] was used in data analysis. The results indicated that students who perceived lower levels of academic stress had good interpersonal relationships and higher levels of psychological well-being than students who perceived higher levels of academic stress. There were no significant gender differences in levels of interpersonal relationships and psychological well-being. The findings imply that to improve the well-being and levels of interpersonal relationships among students, academic stress must be reduced to the barest minimum.

Open Access Original Research Article

Comparative Study of Teaching Styles of Various School Groups at Secondary Level in District Chiniot of Punjab

Qaisar Abbas, Shafqat Hussain

Asian Journal of Education and Social Studies, Page 1-8
DOI: 10.9734/AJESS/2018/40360

Teaching style involves students in the learning process and assists them to improve critical thinking abilities. Customary teaching styles have progressed with the arrival of distinguished teaching, stimulating teachers to modify their teaching styles towards pupils’ learning requirements. The present study was intended to compare teaching styles of teachers working in various school groups at secondary level in district Chiniot. The main objective which was probed by the respondents to discover teaching styles of public and private secondary school groups. The sample of 240 teachers of 24 public and private secondary schools was selected randomly. A questionnaire developed and used by Grasha [1] in many countries, was used as research instrument to collect data. The responses were analyzed through SPSS (V-20) to find out Mean, Standard Deviation, and Frequency Distributions for the description of data. Values of t-test were also noted to measure significant difference among various variables related to research questions. It was concluded by analysis that there were five teaching styles found in public and private school groups. It was revealed that in public and private school groups there was no significant difference observed on expert, facilitator and delegator teaching styles. Only significant difference was found on formal authority and personal model teaching styles in favour of public school groups.