Asian Journal of Education and Social Studies

Existence of Career Decision Making Difficulty (CDD) is lightly addressed in the career planning and career management body of knowledge. The purpose of this explanatory study was to test the prevalence and the nature of the CDD specifically among the Sri Lankan undergraduates. An explanatory study was carried out with the data of filed survey of 108 valid responses those represent the Sri Lankan universities. The instrument of three facets of CDD [1] was used as the principle measure of responses. Results showed the prevalence of significant level of CDD among undergraduates of Sri Lanka universities. The lack of readiness appears prior to the career decision making process and the great level of CDD is supported by lack of readiness. Lack of information and inconsistent information are too significantly contributing CDD among undergraduates during the career decision making process. Lack of readiness of Sri Lankan undergraduates is mainly due to their dysfunctional belief and general indecisiveness rather than lack of motivation.

Lateral entry schemes are intended to admit meritorious Diploma holders to the second year/third semester of various Bachelor degrees in a given discipline. Lateral entry has been accepted as a mode of admission in principle by the Sri Lankan qualification framework. Lateral entry schemes have been basically introduced at medical faculties and agriculture faculties in a couple of universities in Sri Lanka. However, there was no proper review so far undertaken to assess the criterion adopted in admitting students. Thus, this study is to contextualize the meaning of lateral entry at the outset and reveal the level of emphasis given to lateral entry schemes in both local and international arena. A literature survey, desk review and an expert interview were conducted to expose a normative criterion of admission with a future direction.

This study was intended to examine the effect of COVID-19 on education in Ghana. This study was guided by the following objectives; to evaluate the awareness of COVID-19 virus among students in Ghana, to examine the impact of COVID-19 on education in Ghana and to evaluate the after effect of COVID-19 epidemic on education system in Ghana. The study employed the descriptive and explanatory design; questionnaires in addition to library research were applied in order to collect data. Primary and secondary data sources were used and data was analyzed using the chi square statistical tool at 5% level of significance which was presented in frequency tables and percentages. The respondents under the study were 100 teachers and students of selected Senior High Schools (SHS) in Tamale metropolitan area of northern region of Ghana. The study findings revealed that COVID-19 pandemic has significant impact on education in Ghana; based on the findings from the study, schools want resources to reconstruct the loss in education through the epidemic.

Business Schools are more than mere collections of classrooms and offices, rather destinations for studying, collaboration, group discussions, and they contribute to developing a sense of community among students and faculty. The literature illustrates almost zero essences on how managerial decision-making about space concerns affect students or faculty. In fact, it is been noted o reflect their understanding of the purpose of physical spaces mostly in its outward form which then interpreted by observers following their socially constructed decoding. The main objective of this study is to examine for what purposes students are using informal  Social Learning Spaces. This is a qualitative case study based on a Business School in Sri Lanka. The data were gathered through focus group interviews and observations held at three  different purpose-built informal social learning spaces at the selected Business School and analyzed using the thematic framework. In this exploration, the thoughts, feelings, emotions, and judgments of students are brought into the discussion. The findings revealed that students use social learning spaces for their studying, leisure, and networking purposes. Therefore, by providing informal social learning spaces for students to engage themselves in educational activities can make an influence on higher learning outcomes in academic, personal, and social aspects of their life.

Aims: To investigate the struggles, coping mechanisms, and significant experiences of Grade 10 Tagakaulo students, an Indigenous Peoples (IP) group, in learning English.

Study Design: Qualitative method specifically phenomenological approach.

Place and Duration of Study: The study was conducted in Dalamuan Integrated School in Lutay, Malungon, Sarangani Province. It was conducted during the school year 2019-2020.

Methodology: The Tagakaulo students were purposively chosen. Twelve Grade 10 Tagakaulo students participated in the focus group discussions. Validated researcher-made questionnaire was used to obtain information from the participants. Information obtained were data analyzed.

Results: Seven themes emerged from the data analysis: Consideration in learning English; considerations of good experiences; complication in learning English; dealing with difficulties; combination of teaching strategies; variations of preferred strategies; and meaningful experiences. In particular, all the participants believed that learning English was difficult but interesting; majority found encountering difficult words to be a good experience; having no academic resource such as library added to their difficulties; they developed different learning styles and coping mechanisms; they preferred performance, group activities, and discovery learning; and they realized that what might be a meaningful experience to one might not be essential to others. Each theme was discussed thoroughly.

Conclusion: Based on the findings of this study, several concepts are formulated. First, Tagakaulo students’ struggles in learning English are not different from other non-tribal learners. It implies that in learning second language, indigenous and non-indigenous students experience similar difficulties. This may due to the similarity of their native languages and the target language they want to learn. Second, culture and upbringing of learners may affect students’ motivation in learning English. Filipino students have the drive to learn English because it will give them more opportunities than not learning it. Third, English teachers need to enhance and strengthen their corrective feedback knowledge and skills in order for them to practice the concept effectively. Fourth, students remember those teaching strategies which challenge them more. Fifth, the students’ prefer teaching strategies which are outcomes and performance-based. Sixth, students find meaningful experiences in learning English in spite of their challenges conditions.