Open Access Original Research Article

Consumer Financial Knowledge and the Use of Mobile Banking: Evidence from the 2018 U. S. National Financial Capability Study

Fuzhong Chen, Jian Xiang

Asian Journal of Education and Social Studies, Page 1-17
DOI: 10.9734/ajess/2021/v16i330400

As a widely used technology in recent years, the use of mobile banking has been addressed by a great deal of extant research, and a large and growing body of literature has investigated its determinants as well. Utilizing data from the 2018 U.S. National Financial Capability Study, this study aims at examining the association between financial knowledge and mobile banking by using the approach of ordered probit regression. Besides, this study conducts a comprehensive robustness check by replacing estimation methods and removing outliers by income. The results indicate that the relationship between financial knowledge and mobile banking is negative. Besides, financial knowledge negatively contributes to the adoption of mobile payment as well as mobile transfer. Also, consumers with more financial knowledge are more likely to use traditional financial ways. Thus, financial institutions are encouraged to focus on the reduction of risks perceived by consumers to promote the penetration of financial services via mobile devices.

Open Access Original Research Article

Impact of Stress on Students’ Academic Performance in Zanzibar’s Higher Learning Institutions

Abadhar Makame Vuai

Asian Journal of Education and Social Studies, Page 18-25
DOI: 10.9734/ajess/2021/v16i330401

In today’s highly competitive world, students face various academic problems including stress, which result in an increased prevalence of psychological and physical problems like anxiety, depression and nervousness which in turn affect their academic results and performance. The main aim of this study was to explain the impact of stress on the students’ academic performance in Zanzibar Higher Learning Institutions. A cross sectional survey research design was utilized and a quantitative approach used to analyze primary data from the respondents. Data was collected from 100 respondents using structural questionnaire and descriptive statistical technique was used for data analysis. The study was focused on three independent variables (Course work, Teaching methods and Course content). The key findings revealed that, long course work is the leading factor which gives academic stress to higher learning Institution students as majority 49 (49.0%) of respondents, on the other hand majority 30 (30%) of respondents said that, sometimes they are unable to study because of course content and the majority 52 (52%) of respondents also said that, they are getting high stress level because of academic performance. The findings also revealed that, the majority of the respondents 66 (66%) agreed that, teaching methods affect academic performance of the students in a very high way, 34 (34%) of the respondents said that teaching methods do not have any effect on academic performance.

Open Access Original Research Article

Performance Evaluation of Senior Secondary School Students’ Mock Examination Questions in Chemistry in Adamawa State, Nigeria

Maryamu Buba Atari, Joseph Maundis Bika, Stephen Tizhe Kojigili

Asian Journal of Education and Social Studies, Page 26-37
DOI: 10.9734/ajess/2021/v16i330402

The study examined the content validity of Chemistry MOCK examination questions for senior secondary school students set by Adamawa State Educational Resource Centre (ERC), Yola. Students have been passing the MOCK examinations but unfortunately performance poorly in the subject in their final year external examination like WAEC in Adamawa State. The main objective of the study was to determine the representativeness of the topics in the senior secondary school Chemistry curriculum in the MOCK examination question papers from 2015 to 2019. Three research questions were raised and two research hypotheses formulated. An ex-post facto research design was used for the study. The population of the study comprised all MOCK examination questions in Chemistry and those involved in handling Chemistry MOCK question papers which includes both essay and objective examination questions. The research instrument used for the study was MOCK examination question papers in Chemistry in order to determine whether the contents are as indicated in Chemistry curriculum for senior secondary schools. The validity of the instrument was determined by some experts. And for the reliability of the instrument, a trial-test was conducted where a reliability index of 0.75 was obtained using Cronbach alpha. The research questions were answered using descriptive statistics while the null hypotheses were tested using Chi-square. The findings of study revealed that the content validity of the chemistry MOCK examination questions has not yet improved in order to prepare the students of senior secondary schools in Adamawa state for WAEC, NECO or NABTEB examinations.

Open Access Original Research Article

EFL Female College Students and Instructors’ Preferred Method of Speaking Assessment: A Perspective from Saudi Arabia

Reima Al-Jarf

Asian Journal of Education and Social Studies, Page 38-50
DOI: 10.9734/ajess/2021/v16i330403

Introduction: At the College of Languages and Translation (COLT), the students take four speaking courses in the first four semesters of college. In each course, they take two interm tests and a final exam.

Aims: The study aims to find out which speaking assessment method EFL students and instructors at COLT prefer: Face to face, or lab testing, and reasons for their preferences.

Procedures: Face-to-face assessment is the most common method at COLT. The students are tested individually. Each student randomly draws one topic from a basket and engages in a conversation or interview with the teacher who asks 3-5 questions about it. The test session for all the students lasts from 8 a.m. to 1 p.m. non-stop. The second method is language lab testing used by few instructors where all the students take the test at the same time and they all answer the same set of questions in about 60 minutes. The lab test consists of several questions. The students read the printed questions, take short notes, then record their answers on an MP3 player. 

Results: Most students prefer lab assessment, whereas most instructors prefer face-to-face assessment. Students reported that lab test questions are comprehensive and help them improve their speaking skills better than face-to-face assessment. Testing conditions are the same. They are less anxious. They lose few marks if they miss a question. On the other hand, instructors reported that face-to-face test questions are easy and only cover part of the material. All students pass. Students are more anxious. Comparisons of students’ test score showed that lab tests are more reliable, valid and have a better discriminating power between students who have mastered and those who have not mastered the speaking skills than face-to-face tests. Recommendations for effective speaking assessment methods are given.

Open Access Review Article

Literature Review: Best Practices of Principal’s Leadership in Improving Teacher Performance

Suci Yulyanti, Enung Hasanah

Asian Journal of Education and Social Studies, Page 51-55
DOI: 10.9734/ajess/2021/v16i330404

The style or way of a principal in leading an organization greatly determines teachers' performance under his leadership. This study aims to assess the principal's leadership style, which can improve teacher performance. This research uses literature review research. The writings reviewed in this study are articles with the keywords of principal leadership, leadership best practices and teacher performance. This study uses 15 articles published in the 2010-2020 period. In the data analysis process, we conducted an analysis of leadership styles that have succeeded in increasing teacher competence based on the results of previous studies. This study shows that (1) principals who apply a leadership style that can provide motivation and provide change for their subordinates are proven to improve an educator's performance. (2) principals who apply democratic, responsible and managerial leadership styles can improve teacher performance (3) principals who apply leadership styles that are comfortable, conducive and skilled at work can improve teacher performance. (4) principals who apply a leadership style that is skilled in solving problems and influencing their subordinates in terms of kindness are proven to increase educators' performance. (5) Leaders who have a clear vision and mission that are strong, have hope, protect, encourage, and guide their subordinates to do work according to their duties and functions, this leadership style can improve educators' performance.