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Volume 10, Issue 10

Repercussions of the Continuous Instability for the Quality of Education in the State of Libya: An Investigational Study within the Faculty of Education, University of Benghazi (UoB)
Original Research
Many confirmed negative signs and facts point to the general deterioration of the quality of Libya’s entire education system, with serious consequences for the future of the state of Libya. This deterioration is due to countless factors, such as ongoing political and militant conflicts, semi-paralyzed educational administrations, a lack of continuing professional development (CPD), and insufficient awareness within the Ministry of Education (MoE) of the state of the education system. Other contributing factors are the inefficient educational legislations from the parliament and the poor desire of policy makers to empower profound research, teamwork, reform ideas, or any suggested transformational strategies. Furthermore, the Centralized Management System (CMS) has detrimental effects, along with official reports on corruption issues in the MoE. Parallel to these causes, other circumstances impact the quality of the input and output of the Libyan education system (LES), such as the prevailing culture, beliefs, and attitudes on how education should be, whose most significant features are memorization and indoctrination. Such challenges have produced unqualified leadership and a huge number of decision makers who have harmed the LES instead of supporting it. Moreover, as a result of the COVID-19 pandemic and various suspensions (strikes/wars) of basic, secondary, and even vocational university education, several classes were postponed, canceled, or disrupted, which led to a great loss of knowledge among both teachers and learners. Correspondingly, Elabbar’s ([1], p. 121; [2], p. 19) studies have raised the warning indications to the highest level for the government, parliament, and all education authorities in the state of Libya, stating that the whole LES “may collapse very soon” if they do not adopt serious steps and fundamental measures “before it is too late.” Thus, this research study attempts to investigate such impacts on the quality of the education process and knowledge management (QEPKM) among students, teaching assistants, lecturers, and administrators at the Faculty of Education, University of Benghazi (UoB), with a special focus on the English Department. To closely classify the scale of impacts on the LES, this study uses four qualitative tools to collect and analyze data gathered from a wide range of participants: official documents, authentic academic reports, and experimental face-to-face interviews. The study recommends adding bridge programs for present and new students at the Faculty of Education, besides returning to the annual system (for at least 8 years) instead of the existing semester system, in addition to endorsing Elabbar's [2] proposed seven years of connected gradual reform phases for the reform strategy of the entire LES; otherwise, if all leading authorities do not seriously act toward reform, the whole education system in Libya will face major failings.
American Journal of Educational Research. 2022, 10(10), 624-631. DOI: 10.12691/education-10-10-6
Pub. Date: October 30, 2022
Augmented Reality Based Instructional Approaches to Enhance Understanding Abstract Concepts of Physics among Higher Secondary Students
Original Research
This research examined the augmented reality based instructional approaches to enhance understanding of abstract concepts in physics among higher secondary students. Augmented reality is the blending of interactive digital elements – like dazzling visual overlays, buzzy haptic feedback, or other sensory projections – into our real-world environments [1]. Augmented Reality, or simply AR, is the incorporation of information in digital format that includes live footage of a certain user's real-time environment [2]. The aim of education is not merely imparting of knowledge or the preparation of a finished product, its aim is to arouse curiosity, develop proper interests, attitudes and values and the build up habits of independent study and the capacity to think and evaluate. Without thinking it is not possible for one to become a responsible member of a democratic society. Augmented Reality turns the environment around into a digital interface by placing virtual objects in the real world, in real-time. Augmented Reality can be seen through a wide variety of new experiences. A teacher will have to integrate the new technology based skills of teaching and also help the students to grow intellectually, emotionally and socially with commitment to a set of values. For this, a teacher must have knowledge of his subject, methods and resent technological based techniques of teaching. Many skills are needed to communicate effectively like the skill of questioning, illustrating, demonstrating, explaining, skill of arranging and logically sequencing the subject matter [3]. These digital experiences, skills and attitudes can be developed through systematic learning.
American Journal of Educational Research. 2022, 10(10), 618-623. DOI: 10.12691/education-10-10-5
Pub. Date: October 28, 2022
The Transition from a Face-to-face Subject of a Formative Nature to Online Classes: Analysis of the Experiences of Teachers
Original Research
Faced with the challenge initially posed by the confinement due to Covid-19, educational institutions had to move from an educational model with a predominance of face-to-face, to one online. The objective of this research was to investigate how teachers of a first-year medical subject in Mexico faced this transition and what emotions they experienced. A descriptive cross-sectional study was conducted, where 53 teachers answered online a questionnaire developed to obtain information on the use of technological resources and didactic strategies, their training needs, their opinion regarding online education and the emotions experienced. Descriptive, sex-comparative, and correlational analyses were performed. The majority of teachers reported using Zoom (77.4%) to teach and email (84.9%) to communicate with their students. While more than 90% expressed a positive attitude towards online education, 66% required more preparation and 70% felt it was better to give face-to-face classes. Between 30% and 50% experienced positive emotions, while nine to 30% reported negative emotions. No significant differences by sex were observed in the study variables. The information obtained has not only allowed teachers to obtain greater technological resources and accompaniment based on their specific needs, it has also highlighted the relevance of investigating the impact of these changes on the emotions of teachers, since the management they make of these will affect, in addition to their quality of life, their professional performance.
American Journal of Educational Research. 2022, 10(10), 612-617. DOI: 10.12691/education-10-10-4
Pub. Date: October 22, 2022
Integrating Design Thinking into Interdisciplinary Course with STEM-based Robotic Game
Original Research
This study introduces an interdisciplinary course for STEM-based robotic game integrating with the design thinking (DT) model and evaluates the effectiveness of students’ DT and STEM abilities. Students learned to design, assemble, test, and remodify their robotics by using the concept of DT, as well as learned to collaborate with team members. A room-size floor map was used to build the game scenario depicting an aboriginal region in Taiwan with terrains and obstacles on the routes for reliving a short piece of Tayal history. Students were assigned to role-play the two parties of frontier guards and learn the history, assess the confrontational situations, design and construct robotics, and iterate during the game sessions. Thirteen 6th-grade students were divided into two parties to design defensive fortifications and fighting vehicles that can be remotely controlled by using block programming for attacking, defending, and snatching the opponent’s objects and winning the game, as were fourteen 5th graders. This study investigated how DT facilitated the achievement of instructional goals by using learning sheets, DT and STEM questionnaires, and interviews. Discussions and reflections during the creation process and the strategic decisions in the game were observed to analyze students’ improvements in problem-solving skills. The result of the study can be proved that using the interdisciplinary robotic game with DT can enhance students' learning motivation, engagement, DT skills, and STEM performances, as well as problem-solving skills.
American Journal of Educational Research. 2022, 10(10), 599-611. DOI: 10.12691/education-10-10-3
Pub. Date: October 22, 2022
Adoption of On-Campus Learning in Post-COVID-19 Pandemic: An Empirical Study on Private University Students of Bangladesh
Original Research
Due to the rapid extension and adoption of technology, online education has become popular to continue studying during the COVID-19 pandemic period in the absence of physical classes. Educational institutions have started on-campus academic activities after recovering from the pandemic. Students are required to make them adapt again to the conventional on-campus layout having a long time gap. This study mainly attempted to detect the factors affecting the adoption of on-campus learning in the post-COVID-19 pandemic. The study considered 235 students as a sample from six private universities in Dhaka and Chittagong cities. Five points Likert scale type questionnaire was used to collect the opinion of the respondents. The study used a sophisticated method of statistics – Factor Analysis (Principal Component Analysis) using varimax rotation to analyze the collected data. The study revealed four components- physical fitness and awareness, physical learning environment, active participation, and solvency and commitment. The study recommends that proper vaccination, regularity and active participation, support from the university and teachers, cooperation from classmates, and safety measures can assist students in adjusting to on-campus education.
American Journal of Educational Research. 2022, 10(10), 592-598. DOI: 10.12691/education-10-10-2
Pub. Date: October 13, 2022
Pedagogical Beliefs, Techniques, and Practices towards Hands-on Science
Original Research
This research was conducted to determine the pedagogical beliefs, techniques, and practices on effective hands-on science among the teachers in a schools division in the Philippines. Using the descriptive inferential research design, 87 teachers were identified through stratified random sampling design. G*power was used to determine the required number of samples. The study revealed that (1) the teacher-respondents concur to the pedagogical beliefs in teaching science lessons; (2) the respondents give much emphasis on the pedagogical practices towards effective hands-on science; (3) the respondents agree to the pedagogical techniques towards effective hands-on science; (4) the respondents perceived hands-on science in the local of the study to be effective; and (5) the respondents’ pedagogical beliefs are highly correlated to their pedagogical techniques and moderately correlated with their practices. In addition, their teaching techniques are moderately correlated to their pedagogical practices. Knowing the pedagogical beliefs, techniques, and practices of the respondents, and the significant correlation on their beliefs, practices and techniques bring opportunities in teaching hands-on science. Thus, this brings potential input along a possible intervention program that can be initiated to further improve the science instruction as this is an initial paper conducted in the locale of the study on effective hands-on science.
American Journal of Educational Research. 2022, 10(10), 584-591. DOI: 10.12691/education-10-10-1
Pub. Date: October 09, 2022