The Extent of Problems and Prospects of Enabling Multimedia Classroom in a City Girls’ College in Bangladesh
Issue:
Volume 7, Issue 3, September 2019
Pages:
61-68
Received:
2 June 2019
Accepted:
22 July 2019
Published:
5 August 2019
Abstract: The aims and objectives of this paper is to justify the urgency and the strength of enabling multimedia classroom. the term ‘urgency’ is deliberately inserted because the paper will try to present how much reliance a student of a city, even a district level big towns, has built up on the online resources, promotional as well as entertaining and educational videos to procure in - text and out –of- text lessons. The dependence of the students on digital/visual format of resources can be epitomized as strength (both from the part of the learners and instructors) of using multimedia in a classroom. The new generation learners are being adapted and adopted with the idea of obtaining, transferring and disseminating information through digital contents via various social media. The educational institutions are now laboring much to materializing the trend of digitized generations to keep them connected with the institutions, teachers and texts. But this paper studies that problem prevails. Enabling multimedia classroom is not an economical process as a lecture method for imparting lessons. It requires several electronic and digital tools as well as the suitable classroom environment to establish those tools, the administrative decision and the academic efficiency. Several internal as well as external factors impede administrative as well as academic proficiency and efficiency which are hindering implementation of multimedia classroom in a girls’ college situated in a city of Bangladesh. This paper aims to curve out the problems in this attributive institutions of Bangladesh. The purpose of this initiative through explorative study is to identify the basic problems, which impede the creation of digitized classroom, and recommend probable ways for solution as the students’ orientation with digital version of learning should extend the plausibility of creating learner friendly multimedia classroom.
Abstract: The aims and objectives of this paper is to justify the urgency and the strength of enabling multimedia classroom. the term ‘urgency’ is deliberately inserted because the paper will try to present how much reliance a student of a city, even a district level big towns, has built up on the online resources, promotional as well as entertaining and edu...
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Parental Involvement as a Correlate of Academic Self-Efficacy of Secondary School Students
Dorothy Ebere Adimora,
Charity Neejide Onyishi,
Ucheaga Nonye Helen
Issue:
Volume 7, Issue 3, September 2019
Pages:
69-76
Received:
27 June 2019
Accepted:
25 July 2019
Published:
12 August 2019
Abstract: This study explored the correlation between parental involvement and academic self-efficacy of secondary school students in Nsukka education zone, Enugu state, Nigeria. Six types of parental involvement and two levels of academic self-efficacy were explored. Two research questions and two null hypotheses guided the study. The study was designed as a cross-sectional correlational survey. From the population of 4,469 SSII student, a sample of 260 (122 male and 138 females) SSII students participated in the study. Academic self-efficacy scale (ASES) adapted and researcher-developed parental involvement scale (PIS) were used for data collection. The data was analyzed using Pearson’s product moment correlation coefficient to answer research questions, while linear and multiple regression analysis were used to test the null hypotheses at 0.05 level of significance. The result of the analyses shows a positive moderate relationship between parental involvement on academic self-efficacy. It further reveals a positive moderate relationship between parental involvement and academic self-efficacy of male and female students. Based on the findings of the study, it was recommended among others that; there should be programs in educational institutions, to educate parents on the importance of applying the types of parental involvement in training their children.
Abstract: This study explored the correlation between parental involvement and academic self-efficacy of secondary school students in Nsukka education zone, Enugu state, Nigeria. Six types of parental involvement and two levels of academic self-efficacy were explored. Two research questions and two null hypotheses guided the study. The study was designed as ...
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Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe
David Kufakwami Mtetwa,
Zakaria Ndemo,
Evelyn Maturure,
Bernadette Chabongora
Issue:
Volume 7, Issue 3, September 2019
Pages:
77-88
Received:
31 May 2019
Accepted:
25 July 2019
Published:
19 September 2019
Abstract: In Zimbabwe, as elsewhere, lifelong professional learning is now a major expectation for mathematics teachers. The study investigated the nature of opportunities for professional learning accessible to mathematics teachers in Zimbabwe, focusing on three themes of range and style of learning provisions, support systems, and monitoring and valuing of the learning. Data were gathered from a sample of 94 mathematics teachers, 4 mathematics inspectors, 10 ministry district officers, 4 ministry provincial officers, 16 school principals, 6 independent professional development providers, and 6 ministry national head office personnel who were all purposively approached on considerations of availability, accessibility, willingness, and being potentially key informants in relation to teacher professional development matters. Structured interviews and a questionnaire were used to elicit informants’ experiences of and perspectives on the themes. The main findings were that (a) further teacher professional learning activities came mainly in form of formally orchestrated workshops in the field and programmes in tertiary institutions; and much less in forms such as meetings, discussion groups, exchange visits, and seminars, (b) supportive policy guidelines for such learning existed though not buttressed by adequate material provisions for meaningful functioning, and (c) while the system had no dedicated formal quality monitoring and evaluation schemes specific for continuing professional learning, there were indications of high teacher motivation for exploiting learning opportunities. The findings reveal underutilization of informal uncertified learning platforms such as peer co-learning or e-chat groups, and possible conflicts of expectations and aspirations between continuing professional learning providers and teacher clients in the Zimbabwean system.
Abstract: In Zimbabwe, as elsewhere, lifelong professional learning is now a major expectation for mathematics teachers. The study investigated the nature of opportunities for professional learning accessible to mathematics teachers in Zimbabwe, focusing on three themes of range and style of learning provisions, support systems, and monitoring and valuing of...
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