Open Access Original Research Article

Language Contents of Modules and Grade 7-10 Students’ Engagement during the COVID 19

Ruschelle L. Cossid

Asian Journal of Education and Social Studies, Page 1-16
DOI: 10.9734/ajess/2021/v23i330554

Aims: To determine the relationship between modules’ language contents and students learning engagement during the COVID 19

Study Design: Descriptive-correlational

Place and Duration of Study: This study was conducted in Bato National High School, Sta. Cruz, Davao del Sur from February to June 2021.

Methodology: This research used the  stratified random sampling. It involved 258 Grades 7-10 students. It utilized adopted questionnaires developed by Vergara (2017), Fredericks et al. (2005) and Moore and Lippman (2005). 

Results: The level of language contents of the modules in English gained an overall mean of 4.05 (SD=0.94) described as “high.” All components under language contents had rated high as follows: presentation (4.05), communication style (4.07), assessment (4.05) and content (3.92). On the other hand, the level of student engagement gained an overall mean score of 3.96 (SD = 1.06) with a verbal description of “highly engaged.” All components under students engagement had rated high as follows: behavioral engagement (4.19), emotional engagement (4.04), and cognitive engagement (3.65). The tested hypothesis gained an r value of 0.633, and a p-value of 0.00 which is less than 0.01, the alpha level of significance is denoting a strong positive correlation between the level of language contents of the modules and engagement of students. Hence, it determined that there was a significant relationship between language content of the modules and engagement of students.

Conclusion: Although all variables in the contents of the modules and engagement are rated high and highly engaged respectively, specific statements which are within the border of often and seldom may be given attention.  Moreover, the findings of this research shows significant relationship between language content of modules and students’ engagement may allow the module developers to consider that quality of modules is more relevant than quantity and that meaningful activities promote learners’ engagement.

Open Access Original Research Article

Perceptual and Behavioral Response to COVID-19 Pandemic among Sri Lankan Undergraduates

Asanka Bulathwatta, Gunendra Dissanayake, Tehani Gunawardena, Uthpala Nirmani, Oshada Perera, Ruvinika Rathnayake, Nalanga Hettiarachchi

Asian Journal of Education and Social Studies, Page 17-27
DOI: 10.9734/ajess/2021/v23i330555

COVID-19 has emerged as the most impactful pandemic after the Spanish flu. As communities adjust to a life with COVID-19 it has become essential to employ different behavioral mechanisms of prevention to curtail community transmission. Perceptual factors such as risk perception and locus of control play a role in the level of stress experienced and the likelihood of employing behavioral methods for the prevention of the spread of the virus. The present cross sectional study utilized four questionnaires measuring COVID-19 related risk perception, COVID-19 related stress, locus of control and adherence to safety measures. The sample consisted of 371 undergraduate students representing all academic years in the Faculty of Arts in the University of Peradeniya,Sri Lanka. A significant relationship was found between COVID-19 risk perception and COVID-19 stress. Increase in internal locus of control was reflective of lower levels of risk perception and COVID-19 related stress. However adherence to safety measures did not have a significant association with COVID-19 risk perception, COVID-19 related stress or their level of internal locus of control. COVID-19 risk perception was also predictive of COVID-19 stress while increasing internal locus of control and adherence to safety measures were not. This suggests perception of risk to be the key predictive factor for the psychological wellbeing of undergraduate students in this study during the COVID-19 pandemic.

Open Access Original Research Article

Knowledge of Rural Secondary School Students on First Aid Following Educational Intervention

A. F. M. Salah Uddin, Syeda Israt Zahan, Fatema Binte Zinnah, Md. Motiur Rahman, Hafiza Sultana, Foisal Mohammad Mosiul Alom, Md. Amimul Ahshan

Asian Journal of Education and Social Studies, Page 28-37
DOI: 10.9734/ajess/2021/v23i330556

Introduction: School life is an important part of children’s lives, which has a direct impact on their physical and mental health. Knowledge of health promotion and prevention activities encourages initiating first aid activities in society.

Objective: To assess the level of knowledge of rural secondary school students following educational intervention on first aid.

Methodology: A quasi-experimental study was carried out among 320 secondary school students. Educational intervention on first aid was applied to compare the level of knowledge before and after the intervention. Data were collected by a self-administered structured questionnaire through randomly selected students.

Results: Findings showed that most of the respondents (84.2%) were between 12-15 years old and their mean age was 14.3 years. It was also found that the majority 159 (58.5%) of the respondents were male and the rest of them 113 (41.5%) were female. Regarding family type distribution, the majority 192 (70.6%) of the respondents lived in a nuclear family and 80 (29.4%) belong to joint family. In addition, 43 (15.8%) students' fathers were farmers, 74 (27.2%) were businessmen and 43 (15.8%) were day laborers. Regarding textbook knowledge on first aid 270 (99.3%) respondents knew the meaning of first aid, 232 (85.3%) students gave their opinion about cleaning the skin with Dettol or savlon in case of injury and 228 (83.8%) students answered that bleeding should be reduced by applying pressure with a clean cloth. The study found that 22 (8.1%) respondents had a good knowledge of first aid interventions before the intervention while after the intervention, a good level of knowledge was found amongst 189 (69.5%) students. The study revealed that the use of ice during injury management was not significantly (c2 =0.529, p˃ 0.05) associated with the level of first aid knowledge statistically before the intervention while after first aid intervention, there was a significant association (c2 =7.235, p˂ 0.05).

Conclusion: Educational intervention on first aid improves the level of knowledge among secondary school students. Necessary measures should be taken to encourage health promotion and prevention activities during practical life.

Open Access Original Research Article

Exploration of Omani Cycle 1 English Teachers’ Continuous Assessment Practices and Perceptions

Nawal Al Ghafri, Cécile Gabarre, Chahrazed Mirza

Asian Journal of Education and Social Studies, Page 38-54
DOI: 10.9734/ajess/2021/v23i330557

Aim: This article presents the findings from a qualitative exploratory study conducted in Oman that sought to uncover the factors leading to the identified gap between the SAH CA assessment standards and current grades 1 and 2 teachers’ practices. The research investigated Omani grade 1 and 2 English teachers' practices and perceptions regarding the implementation of continuous assessment (CA) in teaching English as a foreign language.

Study Design: A constructivist grounded theory method investigation was conducted to examine the influence of teachers’ beliefs, previous experience and contextual factors on their CA classroom practices and to discover the relationship between teachers’ stated beliefs and their actual classroom practices leading to the gap between CA standards and their practices. Three instruments were used namely classroom observations, semi-structured interviews, and artifact analysis. Six teachers from Al Dhahirah were observed and three teachers out of the six were interviewed to seek an in-depth understanding of their beliefs. A three-stage coding process and the constant comparative method were used to analyze the data and triangulate beliefs and practices.

Results: Even though results demonstrated that teachers believed in the importance of CA and expressed positive beliefs towards CA, the analysis showed a gap between the teachers’ actual practices and their stated beliefs regarding CA implementation in their practices. Moreover, findings highlighted the influence of the teachers’ previous experience and impeding contextual factors on the teachers’ CA practices.

Recommendations: Therefore, it is recommended to involve teachers in consistent in-service training as well as CA discussion sessions to support CA practices directing the teachers’ attention to the bright side of the assessment, its advantages, and its importance in the teaching learning process. Providing teachers with assistant teachers may help to alleviate overcrowded classes and heavy timetables. In addition, reducing the number of textbooks in the syllabus would provide more time for assessment in daily teaching.

Open Access Original Research Article

Strategies Used by Teachers in Readiness for Mainstreaming of Learners with Special Needs in Public Primary Schools in Masaba South Sub County. A Case Study of Kisii County, Kenya

Jeremiah M. Moruri, Naftali K. Rop, Ruth J. Choge

Asian Journal of Education and Social Studies, Page 55-66
DOI: 10.9734/ajess/2021/v23i330558

Mainstreaming is a concept and practice of educating learners with challenges in regular education settings. Mainstreaming advocates for education of all categories of learners without discriminating the specific group of individuals with disabilities. The study sought to assess strategies used by teachers in readiness for mainstreaming of learners with special needs in public primary schools in Masaba South Sub County, Kisii County, Kenya. The study was underpinned by the Social Model of Disability theory. Simple random sampling was used to select a sample of 234 teachers while purposive sampling was used to select the 25 headteachers from the schools which were used in the study. Questionnaires were employed for data collection. A pilot study was carried out in one of the schools within the study area. The study adopted survey research design to investigate the study variables. Both qualitative and quantitative approaches were used in analyzing data. The findings of the study found out that teachers’ attitude, professional development and experience influence mainstreaming. The study also observed that for mainstreaming to be achieved, the curriculum needs to be structured, teachers should be trained in special needs education, and the school environment should meet the needs of learners with special needs. It is recommendable that the government and all education stakeholders should jointly enhance expansion of facilities in the already established schools. This will encourage all teachers, trained or not to be ready to handle all categories of learners in the mainstream settings in Masaba South Sub County.