International Journal of Social Learning (IJSL)

Physical Education Teachers’ Strategies and Challenges in Instructional Delivery in the Post Pandemic Era

Carla Jobelle Culajara — Sat, 27 Apr 2024 00:00:00 +0700

The study explores the physical education teachers’ strategies and challenges in instructional delivery in the post-pandemic era. The study used qualitative research design using phenomenological approaches. Ten physical education teachers participated in the survey to share their experiences delivering instructions in the post-pandemic era. Codes and themes were transcribed in the study. Based on the study, the following themes have emerged: technology-based instructions, differentiated teaching strategies, socio-emotional preparedness, and engagement of students. Based on the findings, as part of the change, teachers are expected to develop their instructional practices further and keep up with the trend of delivering quality education services. As teachers improve and enhance their practices in providing instructions, they experience challenges that serve as an avenue of learning and upskilling their strategies as well as their mechanisms of teaching in the post-pandemic era. Thus, integrating technology and upskilling the knowledge and skills in instructional delivery must be prioritized in the ever-changing educational landscape.

Teacher Factors and Students’ Attitude to Literature in English in Ayedaade Local Government Area of Osun State, Nigeria

Sheriff Olamide Olatunji — Sat, 27 Apr 2024 00:00:00 +0700

The study investigated teacher factors and students' attitudes to Literature in English. The research focuses mainly on Ayedaade Local Government Area, Osun State. Two hundred SS II students and 20 teachers of Literature in English participated in the study. Teacher-Student Relationship Observation Schedule, Teacher Motivation Questionnaire, Teacher Teaching Style Observation Schedule, and Students’ Attitude to Literature in English Questionnaire were used for data collection. The study showed a negative, insignificant relationship between teacher-student relationships and students' attitudes. The positive, low, non-significant relationship existed between teacher motivation teaching style and students' attitude. Based on the findings of this study, it was recommended that teachers should be trained and equipped with classroom engagement skills that would enable them to communicate effectively with the students.

Citizenship and Democracy in the Texas Social Studies Curriculum: A Historical Comparison

Jarod M. Lambert — Sat, 27 Apr 2024 00:00:00 +0700

Using exploratory qualitative document analysis, this article examines the conceptions of citizenship and democracy in Texas's social studies curriculum standards. In a historical comparison of standards from 2011 and 2018, conceptions of citizenship and democracy are compared to definitions developed by international civic education experts. Citizenship and democracy in the Texas curriculum are identified as inconsistent with the definitions of those terms developed by civic education experts. Instead, the terms are seen to be related to Barber’s (1984/2003) thin democracy and procedural conceptualizations of citizenship. Moreover, conceptions of the terms remain the same from 2011 to 2018. Implications for teacher education and public school practice are discussed. Recommendations for future research are presented. Included among recommendations for future research is the analysis of curriculum documents in additional U.S. states and curriculum documents in countries outside the United States.

Covid-19 and Well-Being of Tertiary Students in One State University: Basis for Social Counseling Program

John Michael D. Aquino, Mary Grace Reyes — Sat, 27 Apr 2024 00:00:00 +0700

Researchers explores the manifestation of students in covid-19 impact to their well-being and its significant relationship. The results served as the foundation for the Social Counseling Program. This study utilized descriptive research design and used validated survey type questionnaire. The non-random sample approach of respondents which was composed of 882 students of one State University having various campuses. The results showed that the covid-19 impact in terms of health risk, health protocols, and online learning management is strongly manifested in the lives of the students. Meanwhile, the well-being in terms of positive emotions, engagement, relationship, meaning and achievement (PERMA) is also manifested. Consequently, the study found a substantial association between the covid-19 influence and the Seligman Theory of well-being. Meanwhile, health procedures have a strong association with tertiary students' well-being, albeit with a limited degree of correlation. With this, it is recommended to evaluate the university's guidance and counseling services and interventions for students in the new normal contexts. Create appropriate interventions that will address learners' difficulties and worries about academic obstacles and overall life demands, particularly at a time of pandemic.

The Efficacy of e-Guru Application in Boosting Learning Effectiveness: Does It Deliver Results?

Muhammad Ilham, Fadhlur Rahman, Mohammad Kholid, Dwhy Dinda Sari — Sat, 27 Apr 2024 00:00:00 +0700

In light of the unexpected events caused by the pandemic, educators urgently needed inventive educational resources to improve student comprehension. The rapid implementation of adaptable methods for instruction became necessary. E-guru is a user-friendly online platform that shows the potential to encourage student participation. This study conducted at State Vocational High School 1 of Tanah Luas in North Aceh examines the influence of e-guru on learning effectiveness. Using quantitative methods and conducting SPSS analysis, the results indicate no sie-guruchast impact of e-guru on effectiveness (p = 0.846 > 0.05). Based on the comparison between the T count value (0.196) and the T table value (1.685), the study concludes that e-guru does not significantly impact learning outcomes. The result emphasizes the necessity of further studies to enhance e-learning platforms to address evolving teaching and learning demands.

Covid-19 Pandemic and Pedagogic Learning Innovations in the 'New' Classroom: Views from educators in the Global North and South

Sibongile Mpofu, Sipo Ndlovu — Sat, 27 Apr 2024 00:00:00 +0700

This study analyzed the educational practices and innovations applied by educators in the Global North and South during the COVID-19 pandemic. The goal was to identify the nuances and factors driving learning innovations in different contexts and the implications for hybridizing higher education. Using case studies of two universities in the USA and Zimbabwe, the objectives were to identify the e-learning platforms employed to meet teaching and learning demands, to unearth other societal factors apart from COVID-19, to shape the utilization of e-learning platforms, and to understand educators' perspectives on their roles in the 'new' classroom. Utilizing e-learning theory, the qualitative research employed in-depth interviews with 19 faculty from both universities. The findings reveal contextual factors such as socio-economic conditions, digital divide, and institutional policies that inform the choice of learning platforms, specifically Zoom in the North and WhatsApp and Google Classroom in the South.

The Principal’s Strategy in Realizing a Vocational High School Center of Excellence in Indonesia

Aroum Bidandari, Sri Setyowati, Erny Roesminingsih, Nunuk Hariyati, Makbul Muavi — Sat, 27 Apr 2024 00:00:00 +0700

This research aims to analyze and describe the strategies carried out by school principals to realize the Vocational High School Centre of Excellence (SMK PK). This research is a multi-site case study with a qualitative approach. Deep interviews, observation, and documentation techniques are used in this research to collect the data, and two data analysis techniques are single and cross-case data analysis. The research results show that the strategies used by school principals in realizing Vocational High Schools Centre of Excellence (SMK PK) include the following: 1) Facilitative Strategy such as availability of good educational facilities and infrastructure; Guest teacher of the World Business and Industrial; and the equipment is updated to suit world trends Business and Industrial needed, 2) Educational Strategy (re-educative strategy)such as upskilling and reskilling for Vocational High School teachers and internship program for productive teacher, 3) Persuasive Strategy such as collaboration between school principals and companion Collage in persuading the business world and industrial world; Head of Special Job Fair (BKK) in conducting negotiations in recruiting employees from vocational school graduates, 4) Strength Strategies such as school principal policies and MOU of school and the Business World and Industrial Word(DU/DI).