Educational Technology

This study was a quantitative one that aimed at examining any probable relationship between two fundamental constructs in the area of language pedagogy. These constructs were EFL teacher’S self-efficacy and tacher empowerment. The participants of this study were 80 female and male language EFL teachers who were working at ten language institutes in Shiraz, Marvdasht and Zarghan. They were selected via convenience sampling method due to some restrictions. The study was conducted utilizing two questionnaires. There was an efficacy scale by of Tschannen-Moran and Woolfolk Hoy (2001) and an empowerment questionnaire by Short and Rienehart (1992). To obtain the result, the researchers run Pearson Correlation. The result showed a significant correlation between the two constructs at 0.05.

In school, there are many students who struggle with mathematics tests. They seem to understand mathematics concepts but when it comes to tests, they often fail almost in every test. They will make mistakes or seem to forget everything they have been taught. The objective of this study was set to establish effect of test anxiety on students’ number of errors in mathematics. The study adopted a descriptive research design. The study aimed at collecting information from students’ on their perception and opinion in relation to factors that causes errors in mathematics in Keiyo North, Elgeyo Marakwet County, Kenya. The target population composed of all Form 2 and 3 students’ drawn from 21 public secondary schools in Keiyo North, Elgeyo Marakwet County, Kenya. A sample of 237 Form 2 and 3 was selected by simple random sampling. Data was collected by a student’s questionnaire. Data collected was analyzed using descriptive statistical techniques which are frequencies, mean, standard deviation. The study recommends that students should seek assistance where they experience difficulty so as to reduce test anxiety during tests which makes them commit errors. It is necessary for students to avoid missing lessons so as to master the concepts in Mathematics and reduce the number of errors. As a result, it is imperative for schools to avail revision text books to students and is utmost necessary for students to do their homework assignments and work the tasks before looking at the solutions.

Co-curriculum is the activity where the activities are designed outside from the classroom that gives opportunities for students to increase their strengthens of knowledge, skills and value that their learned in the classroom. Each student either from a government school or non-government is required to take at least one uniform activity, an association or club activity and a sports or game activity. The main goal of co-curriculum implementation in education is to build physical, intellectual and emotional, strengthening relationships and interactions among students, increase interest and talent of the students, build awareness on religion, balancing spiritual, improving discipline, creating a healthy school culture, and enhance cooperation among the student in their groups.

In the relational experiences it is by the adult who is dependent the performance of the report and its intensity. These experiences are fundamental in the development of personality and academic skills, helping the student to face major evolutionary transitions in the school. If the teacher will show willing and able to read and respond appropriately to the messages and demands of the child, he will improve development of social relationships with peers, the academic skills such as attention, motivation, self-esteem, emotional intelligence and self-regulation. The adult must be able to communicate acceptance and emotional warmth, offer help, regulate the child's behavior.

Match analysis is a major subject among coaches, team managers and sport scientists and it is gaining an increasing relevance day by day. Information and the relevant data processing are the key factors while referring to this aspect of the sports training methodology. In India Kabaddi is a major sport, which is played all over the India. The present study attempts to design and develop a digital match analysis system for Kabaddi matches. The data were collected during South Zone Inter-University Kabaddi tournament for men 2010-2011 held at Karnataka University, Dharward was used for analysis. After getting various inputs from experts and literature, the investigators had designed and developed a digital match analysis system. A survey was conducted among 15 Coaches, Physical Educators, Players and officials which revealed that the 16 factors which are essential for analysing the performance of the team & individual. This study was a preliminary work and needs testing at all levels. It was also concluded that the result of the study may be very much helpful to the Physical Educationists and Coaches in enhancing the performance level of the Kabaddi players. The outcome of the study may act as a tool to analyse the team & individual performance in the game of Kabaddi.

Children are like white cloth that parents need to make, to become a nation's next generation. Early childhood education is crucial in determining the direction of their lives in the future. However, many do not know how to make children in the right form. The study aims to expose the society to the early form of early childhood education based on early childhood education theory of Islam and the West. The concept of early childhood education is divided into two stages. The first stage starts from 0 to 3 years, and the second level starts from 3 to 6 years. There are three theories that need to be incorporated to formulate the curriculum for early childhood education namely behavioral theory, theoretical behavioral theory and constructivist theory. This study is a form of information gathering through sources of books and journals related to early childhood education in Malaysia. The summary of the literature review finds that early childhood education needs to be emphasized by parents who are the first teachers at 0 to 3 years with the support of preschoolers from 3 to 6 years so that the generation of brilliant generations can begin early on.

Teaching of Physics at secondary level of education is most crucial. Secondary education is a decisive stage of individual’s entire academic tenure; at this level any ambiguity regarding concepts may deprive an individual intellectually and potentially. Keeping importance of physics in view this study was intended to develop module based on some innovative practices to teach physics effectively. The objectives of this research were to analyze the current methods of content presentation of physics, commonly used to teach in secondary level classroom and to develop a concept maps for content presentation of physics for secondary level students.

M-learning is the ongoing trend in education with special reference to ELT. This paper advocates the use of smartphone applications to enhance the English speaking skills of tertiary level learners in remedial classes. This study focuses on the latest instant messaging mobile applications to evoke the young learners’ interest in oral discussions. The research has been carried out using Whatsapp, WeChat, and Line, through which instant audio messages are sent in a faster pace. The suggested apps help teachers not only to evoke interest in young learners, who are behind the spell of instant messages, but also help to provide instant feedback from teachers irrespective of time and place. A positive transformation in learners is noted using these instant messaging applications to enrich their English speaking skill. The study proves that the suggested approach to language learning is comparatively positive and convivial.

The study investigated the utilization of laboratory facilities and students’ academic performance in chemistry. A total of 230 respondents (30 teachers and 200 SSII students) in Obio/Akpor Local Government Area were drawn through simple random sampling technique from four public secondary schools formed the sampled size for the study out of a target population 3,693 students and 42 chemistry teachers. Three research questions guided the study. Two hypotheses were formulated and tested at 0.05 alpha level using two instruments which were utilization of laboratory facilities questionnaire (ULFQ) and a proforma for collating students’ promotion examination score for chemistry. The data collected were analyzed using mean, standard deviation and Pearson product moment correlation as statistical tools. The results revealed that laboratory facilities are not adequately utilized in secondary schools for teaching chemistry as viewed by teachers and students. Also there was a significant relationship between utilization of laboratory facilities and students’ academic performance in chemistry. Based on the findings, it was recommended that adequate laboratory facilities be provided by relevant authorities. The utilization of laboratory facilities by teachers should be encouraged by the school authorities.

The Technological Pedagogical Content Knowledge (TPACK) framework operationalises the knowledge necessary for a teacher to use ICT in pedagogy as consisting of seven domains. The domains are content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and technological pedagogical content knowledge (TPACK). Therefore, this study sought first, to establish the validity and reliability of each of the seven constructs. Second, to test whether the seven constructs were independent. Third, to re-examine whether the seven-factor TPACK model was reasonable. A sample of 87 was chosen from among 500 teachers of quantitative disciplines in Makerere University in Uganda who filled a self-administered questionnaire. The analysis involved using confirmatory factor analysis (CFA) and Cronbach alpha for the first objective; Pearson linear correlation (PLC) for the second objective; and exploratory factor analysis (EFA) for the third objective. (CFA) and Cronbach alpha for the first objective; Pearson linear correlation (PLC) for the second objective; and exploratory factor analysis (EFA) for the third objective. CFA and Cronbach alpha suggested that the seven constructs of TPACK were valid and reliable. However, PLC revealed that the seven constructs were highly inter-correlated. EFA revealed that while the TK and TCK constructs loaded together, the rest of the constructs (TPACK, PCK, CK, TPK, PK and PK in that order of importance) were distinct. It was recommended that researchers should continue using the TPACK framework as reasonable but at the same time while looking for avenues of refining it since it was found not to be perfect.