Asian Journal of Education and Social Studies

This research emphasizes the relationships between leadership behavior and creativity among sports coaches with futsal athletes’ satisfaction. The study uses the Leadership Scale for Sport (LSS) include training and instruction, democratic behavior, autocratic behavior, social support, and positive feedback. The satisfaction considered as the dependent variable in this study and use the Athletes Satisfaction Questionnaire (ASQ) as the measurement. This study uses quantitative methods with 5-Likert scale measurement. The LSS consists of 40 items as measurement and for creativity, there are about 10 items used. Meanwhile, from the ASQ, there are about 20 items considered as measurement. The subjects of this study are 50 futsal players from public universities in Malaysia. The use of Statistical Package for Social Science (SPSS) version 25.0 will be carried out in acquisition of the results through reliability test, descriptive analysis, and correlation. The results prove, if the p-value for the items of LSS and creativity is more than 0.01, it will strengthen the significantly positive relationships towards satisfaction. This study found that there is a relationship between Leadership Behavior and Creativity with Futsal Athletes’ Satisfaction.

In several decades recently, critical thinking is a high-ranked cognitive ability which plays a very important role in improving the effectiveness of teaching and learning activities. With the peculiarity of tertiary education which provides training and preparation for students before entering the career world of their choice, the development of critical thinking becomes more necessary and inevitable in order to perfect the students' learning and working ability. The development of critical thinking for students has been paid attention in Vietnamese education system to support students to better their thinking capability.

Music education has been an integral part of national economic empowerment and development strategies in industrialized and developed nations globally, due to its impact on productivity, sustainability and economic development. However, the harness of youth‘s potentials through music education has not accelerated economic development in Nigeria. The study, therefore, seeks to investigate the impact of music education on youth empowerment. Purposive sample technique was adopted to select 10 academic staff members each from the five tertiary institutions that offering music education, totaling 50 participants as a sample size for the study. A structured questionnaire designed for the study was used to collect relevant information from the study’s participants. Data analysis was performed with the aid of mean, standard deviation and linear regression. The study establishes that music education is a driving force of youth empowerment. The study also confirms that inadequate funding of education and the poor state of infrastructural facilities are the major challenges that crippled music education in Nigeria. Subsequently, the study recommends that government, non-government organizations, renowned professional musicians and private investors should invest especially in music education. This will go a long way to empower young graduates with an array of skills for sustainable development.

This study focused on the Effect of Concept Mapping Teaching Strategy on students’ conceptual change in physics. Two research questions guided the study. Two null hypotheses were formulated and tested at the probability of 0.05 level of significance. The study adopted a quasi-experimental non-equivalent control group design. The study was carried out in Agbani Education zone of Enugu State. One hundred and nineteen students consisting of 63 boys and 56 girls from three co-educational schools were selected through purposive sampling for the study. Two intact streams of SSS 2 students in each of the secondary schools were used. The experimental group was taught concepts/principles involving refraction of the light wave using concept mapping while the control group was taught the same topics in optics using the conventional method. Thirty items on Test on Physics Concept (TPC) were developed by the researchers. The items were validated by three experts, one in measurement and evaluation and two in the Department of Science Education with a physics background, all from the Department of Science Education University of Nigeria Nsukka. Content validation was also carried out based on the table of specification. The reliability of the items was tested using the Kendall coefficient of concordance (W) with a coefficient of 0.81. Data on students' conceptual change in physics were collected using TPC. Pre-test scores were collected before the treatment while the post-test was administered after the treatment. Research questions were answered using mean and standard deviation while hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). Results of data analyzed revealed that there exists a difference between the mean scores of physics students in Test of physics concepts when taught using concept mapping and lecture methods in favour of the group taught light waves using concept mapping strategy. That there exists no significant difference between the mean scores of male and female physics students in a test of physics concepts when taught using concept mapping and lecture methods. The recommendations among others are that concept mapping and lecture methods should be used interchangeably in the teaching of physics to breach the gap in performance between male and female students and concept mapping instructional strategy should be used to promote conceptual change in physics.

Aims: Non-reading phenomenon among students is a worldwide problem. This problem continues to balloon despite the various governments’ program. This study was conducted to determine the positive and negative experiences met by the school managers during the implementation and evaluation of the reading program in their respective area.

Study Design: Qualitative- phenomenology.

Place and Duration of Study: Digos City, Davao del Sur, Philippines, School Year 2018-2019.

Methodology: Purposive; Focus-Group Discussions; Validated Researcher-made questionnaire.

Results: Nine themes surfaced from the data analysis; implementation of the program; appointment of reading coordinator; amelioration of reading teachers; initiative of school administration; availability of reading materials; involvement in SIP/AIP creation; variations on identified challenges; heartening situations; satisfaction with co-workers and DepEd personnel; and recommendations for improvement.

Conclusion: Contextualization of the reading program allows learners to connect and interact with the texts. School heads need to be consistent with their policies. They need to involve the teachers concern not only those chosen few because it creates partition and conflict. Teachers’ dedication and initiative to the program is essential; however, school managers need to provide relevant materials for its smooth implementation.  Further, success of any program depends on the cooperation among the implementers. Unity and understanding among workers are essential in order to achieve the purpose of any endeavor.

Aims: The aim of this study was to determine the relevant experiences of the students on teaching strategies used by their teachers in the classrooms; what made these teaching effective; and what suggestions the students can offer to enhance the teaching strategies.

Study Design:  Qualitative-phenomenology.

Place and Duration of Study: Institute of College Education and Graduate Studies (IEGS), Southern Philippines Agri-Business and Marine and Aquatic School of Technology, School year 2018-2019.

Methodology: Included 200 college freshmen taking BSEd Secondary Education and were the first batch graduates of the K-12 program. They were grouped into 40 focus groups. Information were obtained through interview.

Results: Data analysis formulated five themes. Prevalent used strategies discussed the commonly used strategies; improvements gained from strategies looked into the benefits the students obtained; evaluation of ineffective strategies dealt with the irrelevant strategies the teachers used; relevant experiences showed the meaningful encounters of the students to the strategies and suggestions centered on the comments students had offered to improve the use of strategies.   

Conclusion: Strategies are relevant in delivering the lessons. However, strategies should be well-thought before they are used. Thus, teachers need to identify who the learners are. Moreover, teachers should also consider the topic. Various topics require different strategies. Also, teacher needs to discuss thoroughly the marking criteria used. Mark criteria guide students to set their targets and to avoid confusion. Likewise, teacher should always prepare and set plans before coming to class. Further, nearing retiring teachers should not solely rely on their experiences because curriculum changes. Lastly, one of the best ways to know what strategies fit the students is consulting the students themselves. Teachers will not get wrong if they know better their students. 

The informational age and the age of knowledge that developed the developed countries and slowly touched upon, and the rest of the world implied that human society evolves into a knowledge society where knowledge is considered to be the most valuable resource of the human race. The future will definitely be determined by man's ability to use this knowledge effectively. Technological progress implies different and growing expectations from those who use them, exposing such education to increasing pressures and demands from the environment. Now it is imperative for educational institutions to develop in their student's such knowledge, skills, skills and skills as are required in the environment. The increasing role and importance of information and communication technologies in human society are undoubtedly one of the most important characteristics of today's world. ICT (Information and Communication Technologies) is incorporated into all levels of human organizational activities and has largely influenced communication among people. For this reason, the quality of school work and its direct product the quality of students' knowledge is an essential active and continuous use of ICT in the teaching process.

The ultimate reward of a degree program is the graduation. Class of the degree is also an aspect associated with the graduation. Both graduation and class of degree are the indicators of academic performances of a graduate. Academic achievement of a graduate is affected by many factors. Hence, graduation and class of degree of a graduate also may be dependent on the same factors. A belief is among academic community that obtaining a degree in some streams are rather difficult compared with some other. That is graduation is dependent on stream of study. This study was carried out to see whether graduation in science depends on the streams (biological, physical) of science studies in Eastern University, Sri Lanka. Further, effect of streams on class of degree also was aimed to investigate. This study was carried out by using all students in a batch, of size of 109 that recently completed studies from Faculty of Science, Eastern University, Sri Lanka. The analysis was based on number of students who qualified for the graduation and the class of degree. Statistical techniques such as proportion test, chi square test, odds ratio, relative risk, logistic regression and ANOVA test were used for the analysis. Study reveals that graduation and class of degree is dependent on streams of science studies. Proportions of physical science students who qualified for graduation and the lowest class of degree are less than the corresponding proportions of biological science stream students. Stream for higher education should be selected carefully and action should be taken accordingly to promote the stream/subjects that students omit. Further, factors behind this variation also might be investigated.

Ministry of Education Malaysia is improving the quality of education by emphasising on quality of teacher’s leadership and their commitment. The purpose of this study was to identify the relationship between distributive leadership practices and work commitments among the school leaders in Malaysia. In addition, the levels of distributive leadership practices and the level of work commitment among the school leaders was also studied. This study was carried out using a quantitative cross-sectional survey method using questionnaire as a research instrument of data collection. A total of 120 school leaders comprising principals, senior assistant teachers, assistant teachers and committee leaders were involved as respondents of this study. Two types of measuring tools used in this study were the Distributed Leadership Inventory (DLI) and the Teachers' Organizational Commitment Scale. The findings showed that there is a strong positive relationship between distributive leadership practice and work commitment. The findings also showed that the level of leadership of distributive leadership and work commitment are at high level. The findings also showed that there is no significant difference in distributive leadership practices and the level of commitment of school leaders based on gender factors. However there is a significant difference based on age and teaching experience. Thus, distributive leadership is critical to school leadership towards achieving the objectives of the Malaysian education as outlined in the Malaysian Education Blueprint (2013-2025).

In this study, we are interested in teachers’ practices related to health education (HE) in school. In our survey, we used a questionnaire as an investigative tool with a sample of 300 teachers from three levels of education: Primary, middle and qualifying high schools. According to the teachers' statements, our study reveals that the majority practice HE in class despite having no training in this area. They generally practice it in a thematic approach that is limited to pedagogical sequences within the framework of the program. In addition, it appears that teachers’ training and seniority have a positive effect on their practice and the self-assessment of their competence in this area. This study also suggests that a school’s lack of openness with the family and other external partners. These factors constitute some of the main obstacles that prevent the implementation of HE in class, in addition to training, lack of time and lack of adequate teaching materials.

The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercises. Although DA has been extensively analyzed, few studies have investigated its impact on listening comprehension in the language classroom. This study intends to fill the research gap in listening comprehension studies using DA as a mediation tool. The purpose of the current study therefore is to assess the effects of dynamic assessment on listening comprehension. A total of fifty-six English as a foreign language (hereinafter EFL) learners took part in the present examination. The subjects took a general placement proficiency test developed by the English Language Centre within the university to ensure participant homogeneity. The researcher recorded pre-test and post-test results of the participants and coded the values quantitatively. Data management and analyses were performed using the Statistical Package for Social Sciences (SPSS). The results were statistically analyzed using one-way ANOVA to test reliability and validity. The relevance of DA in enhancing listening comprehension is clearly supported by the fact that DA students’ results outperformed their counterparts in the study. The study findings also indicated a need for language educators to utilise mediation techniques in order to enhance students’ listening skills.  Educators are advised to apply more DA approaches to mitigate student resistance to classroom instructions. These discoveries underscore the efficacy of DA and suggest its inclusion in the language-learning curriculum.

This paper adopted a descriptive design to investigate the awareness level and the perception of secondary school Physics teachers towards Nanotechnology in Port Harcourt Metropolis of Rivers State. The population of the study was 43 physics teachers comprising of 25 male and 18 female which was used from the 12 public secondary schools in Port Harcourt Metropolis in Rivers State. The instrument for the study was a self- made questionnaire titled, Nanotechnology Questionnaire on Awareness and Perception for Teachers (NQAPT) with a reliability of 0.85 obtained using Cronbach Alpha reliability formula. Two research questions and two null hypotheses guided the study. The research questions were answered using the criterion mean of 2.5 and standard deviation, while the null hypotheses were tested at 0.05 level of significance using t- test. The findings revealed that the awareness level of Nanotechnology among teacher was low and their perception towards nanotechnology was positive. There is no significant difference between the awareness level and perception of the concept of Nanotechnology among male and female senior secondary school Physics teachers. Based on these findings, it is recommended that more awareness on the concept of Nanotechnology be created among secondary school teachers through symposium and science teaching workshop in order to publicize the benefits of nanotechnology to the society.

The presented paper investigated focusing on 'why' statement in engineering education. For studying the effect of utilizing ‘why’ statement in teaching comparing with other statements such as ‘what’, ‘how’ and determination (state), five aspects were investigated to spot the light on the influence of the ‘why’ statement in teaching over several angles. So, passing, captivating the attention, review the taught idea, motivation and concluding the taught idea were used for testing the hypothesis. Five questionnaires were used for these aspects. Two manners of the statements’ order in the questionnaires were used. The first manner, the ‘why’ statement is always the first, but in the second manner can have any order. The results showed the high effect of ‘why’ and ‘what’ statements in persuasion the students studying the engineering subjects. The second manner had a better effect on enhancing the results of 'why' statement.

This research paper on the critique of the leadership theories and the proposed leadership framework revolves around two key areas. The first part is an examination and critique of the different leadership theories that have emerged over the past 40 years. Second, the paper will be presenting the proposed leadership framework which could suit the role of an education leader. The proposed leadership framework will be presented in a diagrammatic and/or descriptive form with accompanying description. The critique of the leadership theories is specifically on three theories, which are the trait theory, behavioural theory, and contingency and situational theory. The rationale behind the choices of the three theories to be critiqued in this paper was because these theories are the most commonly used and applied in the areas of teaching, learning, and leadership in education.