i-manager Publications

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 20 Issue 1

Most Cited

Volume 15 Issue 4 March - May 2020

Research Paper

The Effectiveness of Dynamic Assessment on Listening Comprehension Development: A Case Study

Saman Ebadi* , Saba Bashiri**

*,** Department of Applied Linguistics , Razi University, Iran.

Ebadi, S., and Bashiri, S. (2020). The Effectiveness of Dynamic Assessment on Listening Comprehension Development: A Case Study. i-manager's Journal on School Educational Technology, 15(4), 1-10. https://doi.org/10.26634/jsch.15.4.16923

Abstract

Having its roots in Vygotsky's Socio Cultural Theory of mind (SCT), Dynamic Assessment (DA) helps learners perform beyond their independent functioning abilities. This study seeks to investigate the effects of DA on Persian listening comprehension. An Iraqi university student learning Persian language was provided with listening comprehension materials having ten audio-recorded thirty-minute sessions enriched by a DA mediational framework. The frequency of provided hints and mediation moves types (implicit/explicit) during the whole sessions was counted and compared to each other to show the developmental trajectory of the learner's listening comprehension. The results showed a significant decrease in the number and explicitness of mediation moves in final sessions, which represents the microgentic development. The study findings implied the considerable role of DA in alleviating Persian learners' listening comprehension problems by providing pertinent mediational moves at the right time. The results called for Persian language instructors to provide tailored assistance to develop learners' independent functioning.

References

[1]. Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. The Pennsylvania State University, 1-409.

[2]. Alavi, M., Kaivanpanah, S., & Shabani, K. (2011). Group dynamic assessment: An inventory of mediational strategies for teaching listening. Journal of Teaching Language Skills, 30(4), 27-58. https://doi.org/10.22099/ JTLS.2011.370

[3]. Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the Zone of Proximal Development. The Modern Language Journal, 78(4), 465-483. https://doi.org/10.1111/j.1540-4781.1994. tb02064.x

[4]. Arosenius, D. (2011). A study on the impact of visual cues in listening comprehension on Swedish learners of English. rapport nr.: SPL kandidatuppsats i engelska SPL 2011-050.

[5]. Ashtarian, S., Ebadi, S., & Yousofi, N. (2018). Group Dynamic Assessment in an EFL Classroom: Do Secondary Interactants Benefit?. Iranian Journal of Applied Linguistics (IJAL), 21(2), 1-42.

[6]. Barabadi, E., Khajavy, G. H., & Kamrood, A. M. (2018). Applying Interventionist and Interactionist Approaches to Dynamic Assessment for L2 Listening Comprehension. International Journal of Instruction, 11(3), 681-700. https:// doi.org/10.12973/iji.2018.11346a

[7]. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77- 101.

[8]. Daneshfar, S., & Moharami, M. (2018). Dynamic assessment in Vygotsky's sociocultural theory: Origins and main concepts. Journal of Language Teaching and Research, 9(3), 600-607. https://doi.org/10.17507/jltr.0903.20

[9]. Daneshfar, S., Aliasin, S. H., & Hashemi, A. (2018). The effect of dynamic assessment on grammar achievement of Iranian third grade secondary school EFL learners. Theory and Practice in Language Studies, 8(3), 295-305. https:// doi.org/10.17507/tpls.0803.04

[10]. Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. New York: Oxford University Press.

[11]. Ebadi, S. (2011). Exploring Learners' Microgenetic Development in SCMC-based L2 Dynamic Assessment via Web 2.0 (Doctoral dissertation), Allameh Tabataba'I University).

[12]. Ebadi, S., & Saeedian, A. (2019). Exploring L2 Learning Potential through Computerized Dynamic Assessment. Teaching English Language, 13(2), 51-78. https://doi.org/ 10.22132/tel.2019.92190

[13]. Ghonsooly, B., & Hassanzadeh, T. (2019). Effect of interactionist dynamic assessment on English vocabulary learning: Cultural perspectives in focus. Issues in Educational Research, 29(1), 70-88.

[14]. Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan, Springer.

[15]. Haywood, H. C., & Lidz, C. S. (2006). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press.

[16]. Hidri, S. (2014). Developing and evaluating a dynamic assessment of listening comprehension in an EFL context. Language Testing in Asia, 4(1), 1-19. https:// doi.org/10.1186/2229-0443-4-4

[17]. Hidri, S. (2019). Static vs. dynamic assessment of students' writing exams: A comparison of two assessment modes. International Multilingual Research Journal, 13(4), 239-256. https://doi.org/10.1080/19313152.2019.1606 875

[18]. Kamrood, A. M., Davoudi, M., Ghaniabadi, S., & Amirian, S. M. R., (2019). Diagnosing L2 learners' development through online computerized dynamic assessment. Computer Assisted Language Learning, 1-30. https://doi.org/10.1080/09588221.2019.1645181

[19]. Kozulin, A., & Garb, E. (2002). Dynamic assessment of EFL text comprehension. School Psychology International, 23(1), 112-127. https://doi.org/10.1177/0143034302023 001733

[20]. Kumaravadivelu, B. (2006). Understanding language teaching: From method to post method, Routledge. [21]. Lantolf, J. P. (2009). Dynamic assessment: The dialectic integration of instruction and assessment. Language Teaching, 42(3), 355-368. https://doi.org/ 10.1017/S0261444808005569

[22]. Lantolf, J. P., & Poehner, M. E. (2010). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33. https://doi.org/10.1177/1362168810383328

[23]. Lantolf, J. P. & Poehner, M. E. (2011). Dynamic Assessment in the Foreign Language Classroom: A nd Teacher's Guide (2 ed.). University Park, PA: CALPER Publication.

[24]. Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.

[25]. Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. The All Ireland Journal of Teaching and Learning in Higher Education, 9(3).

[26]. Marzban, A., & Nafarzadehnafari, F. (2018). The effect of interventionist classroom vs. Mall dynamic assessment on EFL learners' vocabulary learning. Applied Linguistics Research Journal, 2(3), 58-66. https://doi.org/ 10.14744/alrj.2018.36844

[27]. O'Loughlin, K. (2006). Learning About Second Language Assessment: Insights From A Postgraduate Student On-line Subject Forum. University of Sydney Papers in TESOL, 1, 71-85.

[28]. O'Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437. https:// doi.org/10.1093/applin/10.4.418

[29]. Duff, P. A. (2008). Case study research in applied linguistics (S. M. Gass & A. Mackey, Eds.). Lawrence Erlbaum Associates.

[30]. Poehner, M. E. (2011). Validity and interaction in the ZPD: Interpreting learner development through L2 dynamic assessment. International Journal of Applied Linguistics, 21(2), 244-263. https://doi.org/10.1111/j.1473-4192.2010. 00277.x

[31]. Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized dynamic assessment (C-DA). Language Teaching Research, 17(3), 323-342. https://doi.org/ 10.1177/1362168813482935

[32]. Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337-357. https://doi. org/10.1177/0265532214560390

[33]. Rashidi, N., & Bahadori Nejad, Z. (2018). An investigation into the effect of Dynamic Assessment on the EFL learners' process writing development. SAGE Open, 8(2). 1-14. https://doi.org/10.1177/2158244018784643

[34]. Richards, K. (2003). Qualitative inquiry in TESOL. Palgrave Macmillan, Springer.

[35]. Ruhm, R., Leitner-Jones, C., Kulmhofer, A., Kiefer, T., Mlakar, H., & Itzlinger-Bruneforth, U. (2016). Playing the recording once or twice: Effects on listening test performances. International Journal of Listening, 30(1-2), 67-83. https://doi.org/10.1080/10904018.2015.1104252

[36]. Shabani, K. (2014). Dynamic assessment of L2 listening comprehension in transcendence tasks. Procedia-Social and Behavioral Sciences, 98, 1729-1737. https://doi.org/10.1016/j.sbspro.2014.03.600

[37]. Shabani, K. (2018). Group dynamic assessment of L2 learners' writing abilities. Iranian Journal of Language Teaching Research, 6(1), 129-149.

[38]. Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: Instructional implications and teachers' professional development. English Language Teaching, 3(4), 237-248.

[39]. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320–337. https://doi.org/10.1111/j.1540-4781.1998. tb01209.x

[40]. Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. https://doi. org/10.1017/S0261444807004338

[41]. Vandergrift, L., & Goh, C. C. (2012). Teaching And Learning Second Language Listening: Metacognition In Action. Routledge.

[42]. Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.

[43]. Yildirim, O. (2008). Vygotsky's sociocultural theory and dynamic assessment in language learning. Anadolu University Journal of Social Sciences, 8(1), 301-308.

[44]. Zhang, J., & Lu, X. (2019). Measuring and supporting second language development using computerized dynamic assessment. Language and Sociocultural Theory, 6(1), 92-115. https://doi.org/10.1558/lst.31710

Full Article (HTML)

Pdf

Research Paper

Determining the Aspects that Contributes to Raise in Attrition of Teachers in Bhutan: An Exploratory Study

Nima Dorji*

Ministry of Education, Bhutan.

Dorji, N. (2020). Determining the Aspects that Contributes to Raise in Attrition of Teachers in Bhutan: An Exploratory Study. i-manager's Journal on School Educational Technology, 15(4), 11-16. https://doi.org/10.26634/jsch.15.4.17023

Abstract

Teachers shortage is one of the major concerns in the public schools of Bhutan and the impact on academic achievement is very much overwhelming. The data collected within the period of five years (2015-2019) shows the increase in attrition rate by 3.98% which is a concern for the education sector of Bhutan. Yearly the voluntary resignation of the teachers is increasing despite the different strategies and policies put into practice by the ministry to retain the experts. Despite the hard effort from the government, there is a decrease in graduate opting for the teaching profession and an increase in senior teachers resigning before retirement. It is high time for the education ministry to come with the advance policy on retaining the teachers which otherwise will further deteriorate the education system due to frequent movement of teachers in the system. After going through the literature, the researcher came with few suggestive measures which were already into practice but the need was on further refining it; wages and incentives, working environment, teacher's placement, leave and leave encashment, ease of workload, and personal factors.

References

[1]. Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38(1), 39-55. https://doi.org/10.1177/00224669040380010401

[2]. Boe, E. E., Bobbitt, S. A., Cook, L. H., Whitener, S. D., & Weber, A. L. (1997). Why didst thou go? Predictors of retention, transfer, and attrition of special and general education teachers from a national perspective. The Journal of Special Education, 30(4), 390-411. https://doi. org/10.1177%2F002246699703000403

[3]. Dowling, Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367-409. https://doi.org/10.3102%2F00 34654308321455

[4]. Elyashiv, R. A. (2019). School and District Leaders Talk about Teacher Attrition. Journal of Curriculum and Teaching, 8(3), 160-170.

[5]. Fetherston, T., & Lummis, G. (2012). Why Western Australian secondary teachers resign. Australian Journal of Teacher Education, 37(4), 1-20. https://doi.org/10.14221/ajte.2012v37n4.1

[6]. Goff, P., Carl, B. & Yang, M. (2018). Supply and Demand for Public School Teachers in Winconsin. Winconsin Center for Education Research, School of Education, University of Wicconsin-Madison. https://wcer.wisc.edu/docs/workingpapers/ Working_Paper_No_2018_02.pdf

[7]. Hahs-Vaughn, D. L., & Scherff, L. (2008). Beginning English teacher attrition, mobility, and retention. The Journal of Experimental Education, 77(1), 21-54. https://doi.org/10.3200/JEXE.77.1.21-54

[8]. Hall, L. (2012). The'come and go'syndrome of teachers in remote Indigenous schools: Listening to the perspective of Indigenous teachers about what helps teachers to stay and what makes them go. Australian Journal of Indigenous Education, 41(2), 187-195.

[9]. Imazeki, J. (2005). Teacher salaries and teacher attrition. Economics of Education Review, 24(4), 431-449. https://doi.org/10.1016/j.econedurev.2004.07.014

[10]. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534. https://doi.org/10.3102%2F00028312038003499

[11]. Miller, M. D., Brownell, M. T., & Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional children, 65(2), 201-218. https://doi.org/10.1177%2F001440299906500206

[12]. Morvant, M., & Gersten, R. (1995). Attrition/Retention of Urban Special Education Teachers: Multi-Faceted Research and Strategic Action Planning. Final Performance Report, Volume 1. [Chapter 3 and 4], 1-80.

[13]. Sass, D. A., Flores, B. B., Claeys, L., & Pérez, B. (2012). Identifying personal and contextual factors that contribute to attrition rates for Texas public school teachers. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 20(15), 1-26.

[14]. Westling, D. L., & Whitten, T. M. (1996). Rural special education teachers' plans to continue or leave their teaching positions. Exceptional children, 62(4), 319-335. https://doi.org/10.1177%2F001440299606200403

Full Article (HTML)

Pdf

Research Paper

Prospective Teachers Towards School-Based Teaching Practice: Perception and Challenges

Hagos Araya* , Halftom Hailu, Gebrehiwot Kesete*, Master Arul Sekar J****

*-**** Department of Teacher Education, Institute of Pedagogical Sciences, Mekelle University, Ethiopia.

Araya, H., Hailu, H., Kesete, G., and Sekar, M. A. J. (2020). Prospective Teachers Towards School-Based Teaching Practice: Perception and Challenges. i-manager's Journal on School Educational Technology, 15(4), 17-24. https://doi.org/10.26634/jsch.15.4.17060

Abstract

The purpose of the study was to assess the perception and challenges of prospective teachers towards school-based teaching practice in the case of Mekelle University, Ethiopia. For this study, a descriptive survey method has been used. The source of data for this study was the Post Graduate Diploma in Teaching (PGDT) students in the academic year of 2018/2019. The total number of populations in the study was 142, and out of these 80 of them were selected as a sample by using a random sampling technique. The perception and challenges towards school-based teaching practice, was validated by investigators using five point Likert type scale. The scale was used to generate the required data. The data collected from the study participants were analyzed quantitatively. The findings of the study reveal that:- (a) prospective teachers have positive perception towards the role of school-based teaching practice in promoting their pedagogical skills as well as subject knowledge; (b) prospective teachers were less satisfied with the collaborative work and feedbacks, they had got from their respective mentors during the school-based teaching practice; and (c) even though school-based teaching practice in the case of Mekelle University has considerable challenges, the most serious problems were practicing period was short, lack of transportation fare on the part of student-teachers, lack of adequate school facilities, and lack of cooperativeness among the University. Based on the findings of this study some recommendations are given on how to improve students' perception and challenges such as :(a) the Ministry of education should provide enough finance for transportation of student-teachers and to realize school facilities in the school and (b) the University should arrange a proper orientation for student-teachers mentors and tutors to use efficiently means of conferences and discussion before they go for teaching practice.

References

[1]. Ababa, A. (1994). Education and Training policy of Ethiopia. Federal Democratic Republic Government Of Ethiopia, St. George Printing Press. Retrieved from https://planipolis.iiep.unesco.org/sites/planipolis/files/resso urces/ethiopia_education_and_training_policy.pdf

[2]. Ababa, A. (2003). The Education and Training Policy of Ethiopia and Its Implementation. Ministry of Education. Retrieved from https://www.moe.gov.et/documents/ 20182/23015/The+Education+and+Training+Policy+ and+its+Implementation/770c9d55-eace-42f4-8fa5- f2878cf8f4b1

[3]. Ababa, A. (2005). Educational Sector Development program III (ESDP-III) Action Plan. The Federal Democratic Republic of Ethiopia, Ministry of Education. https://www. moe.gov.et/documents/20182/23015/Education+Sector +Development+Program+III/a307c1d3-5a5f-4faf-b798- 6de5af0f19fa

[4]. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1- 2), 35-47. https://doi.org/10.1177/0022487109348024

[5]. Getachew, M. (2009). Students and Teachers Perception on the Relevance and Practice of Practicum: The Case of Kotebe College of Teacher Education (Doctoral dissertation), Addis Ababa University. https:// localhost/xmlui/ handle/ 123456789/15961

[6]. Grootenboer, P. (2006). The impact of the schoolbased practicum on pre-service teachers' affective development in mathematics. Mathematics Teacher Education and Development, 7(1), 18-32.

[7]. Kedir (2006). An Assessment on the Contradictions, Challenges, and Chaos In Ethiopia Teacher Education Colleges, Unpublished Master Thesis, Addis Ababa University.

[8]. Lenski, D., & Nierstheimer, L. (2006). Teacher Preparations Offer Targeted Field Experiences in Literacy. In S.D. Lenski, D.L. Grisham, and L.S. Wold (Eds.), Literacy Teacher Preparation: Ten Truth Teacher Education Needs to Know (PP.44-51). International reading associations: New York.

[9]. Qazi, W., Rawat, K. J., & Thomas, M. (2012). The role of practicum in enhancing student teachers' teaching skills. American Journal of Scientific Research, 44(12), 44-57.

[10]. Russell,T. (2006). Educational Partnership and Challenges of Educational Reform. In P. Aubusson & Schuck (Eds.), Teacher learning and Development: The mirror maze (pp.83-95). Dordrecht: Springer.

[11]. Saban, A., & Çoklar, A. N. (2013). Pre-Service Teachers' Opinions about the Micro-Teaching Method in Teaching Practise Classes. Turkish Online Journal of Educational Technology, 12(2), 234-240.

[12]. Smith, E., & Rhodes, S. (2006). Teacher Preparation Program Makes Difference in Teacher Candidate's Perspective about Literacy Teaching. In S.D. Lenski, D.L. Grisham, and L.S. Wold (Eds.), Literacy Teacher Preparation: Ten Truth Teacher Education Needs to Know (PP.32-41). International Reading Associations: New York.

[13]. Szabo, S. M., Scott, M. M., & Yellin, P. G. (2002). Integration: A strategy to help preservice teachers make the connection between theory to practice. Action in Teacher Education, 24(3), 1-9. https://doi.org/10.1080/ 01626620.2002.10734425

[14]. Toren, Z., & Iliyan, S. (2008). The problems of the beginning teacher in the Arab schools in Israel. Teaching and Teacher Education, 24(4), 1041-1056. https://doi.org/ 10.1016/j.tate.2007.11.009

[15]. Tuli, F. (2009). Understanding undergraduate students Practicum experience: A qualitative case study of Jimma university. Ethiopian Journal of Education and Sciences, 5(1). https://doi.org/10.4314/ejesc.v5i1.56311

[16]. Walelign, T., & Fantahun, M. (2007). Assessment on problems of the new pre-service teachers training program in Jimma University. Ethiopian Journal of Education and Sciences, 2(2), 63-72. https://doi.org/10.4314/ejesc. v2i2.41980

[17]. Wellman, K., & Wold, S. (2006). Teacher Preparation Program Links Literacy Teaching with the Demands of Teaching in Schools. In S.D. Lenski, D.L. Grisham, and L.S. Wold (Eds.), Literacy Teacher Preparation: Ten Truth Teacher Education Needs to Know (PP.54-61). International Reading Associations: New York.

[18]. Wickstrom, D. Patterson, & Zeek, K. (2006). Rigor In Literacy Coursework Emphasizes the Integration of Theory and Practice. In S.D. Lenski, D.L. Grisham, and L.S. Wold (Eds.), Literacy Teacher Preparation: Ten Truth Teacher Education Needs to Know (PP.22-31). International Reading Associations: New York.

Full Article (HTML)

Pdf

Research Paper

Teachers' Attitude Towards Inclusive Classroom in Kwara State, Nigeria

Abdulfatai Adeyinka Tomori*

Kwara State Ministry of Education and Human Capital Development, Kwara State, Nigeria.

Tomori, A. A. (2020). Teachers' Attitude Towards Inclusive Classroom in Kwara State, Nigeria. i-manager's Journal on School Educational Technology, 15(4), 25-32. https://doi.org/10.26634/jsch.15.4.17066

Abstract

The sample population for this study comprised 370 Junior Secondary School teachers in Kwara State. Simple random sampling technique was used to select both the respondents and schools used for the study. The quantitative data were collected through a 6-point Likert scale questionnaire. The data were analyzed using simple percentages and t-test analysis. The results show that there is no significant difference between the attitude of female and male teachers towards the inclusive classroom. The result shows that there is a significant difference between the attitude of teachers from urban areas and those from rural areas towards the inclusive classroom.

References

[1]. Adebisi, R. O., Jerry, J. E., Rasaki, S. A., & Igwe, E. N. (2014). Barriers to special needs education in Nigeria. International Journal of Education and Research, 2(11), 451-462.

[2]. Ademefun, D (n.d). Policy brief on inclusive and accessible basic education for children with disabilities in Kwara State. National Women Development Centre, CBD, ABUJA. https://www.jonapwd.org/POLICY%20BRIEF% 20on%20Inclusive%20Basic%20Education%20in%20Akwa-Ibom%20state.pdf

[3]. Adetoun, O. O., Oluwatoyin, R. O., & Stephen, S. D. (2016). Inclusive education for persons with disabilities in Nigeria: How far? International Journal of Advanced Academic Research, 2(5), 1-8.

[4]. Ajuwon, P. M. (2008). Inclusive Education for Students with Disabilities in Nigeria: Benefits, Challenges and Policy Implications. International Journal of Special Education, 23(3), 11-16.

[5]. Alharthi, N., & Evans, D. (2017). Special education teachers' attitudes towards teaching students with learning disabilities in middle schools in Saudi Arabia. International Journal of Modern Education Studies, 1(1),01-15.

[6]. Buford, S., & Casey, L. (2012). Attitude of teachers regarding their preparedness to teach students with special needs. Delta Journal of Education, 2(2), 16-30.

[7]. Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2017). Attitude of teachers towards the inclusion of special needs children in general education classroom: The case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education, 1(3), 155-169.

[8]. Iwuamadi, F. N., & Mang, O. O. (2016). Challenges of adopting inclusive education in the Nigerian school system. Journal of Assertiveness, 1-12.

[9]. Khan, T. A. (2011). Investigation of Secondary School Teachers' Attitudes towards and Knowledge about Inclusive Education in Bangladesh. University of Canterbury. Educational Studies and Human Development, Bangladesh. https://ir.canterbury.ac.nz/handle/10092/ 6290

[10]. Machi, C. Z. (2007). Attitudes of selected groups of teachers towards inclusive education (Doctoral dissertation), Department of Educational Psychology and Special Education, University of Zululand. https://hdl. handle.net/10530/173

[11]. Oluremi, F. D. (2015). Attitude of teachers to students with special needs in mainstreamed public secondary schools in southwestern nigeria: the need for a change. European Scientific Journal, 11(10).

[12]. Omede, A. A., & Momoh, D. (2016). Teacher preparation for inclusive education of persons with special needs in Nigeria: The challenges and solutions. European Journal of Educational and Development Psychology, 4(1), 34-40.

[13]. Rakum, S. A. (2017). Achieving Inclusive and Equitable Quality Education in Nigeria: The Role of Teacher Education. International Journal of Education and Evaluation, 3(10), 1-8.

[14]. Sambo, A. M., & Bwoi, G. M. (2015). Administration of inclusive education in Nigerian schools: Issues and implementation strategies. National Journal of Inclusive Education, 3(1), 107-115.

[15]. Timothy, A. E, Obiekezie, E. Chukwurah, M., & F. C. Odigwe (2014). Assessment of English Language teachers' knowledge, attitude to, and practice of inclusive education in secondary schools in Calabar, Nigeria. Journal of Education and Practice, 5(21), 33-39.

[16]. Walker, T. J. (2012). Attitude and inclusion: An examination of teachers' attitudes toward including students with disabilities. Loyola University Chicago. https:// ecommons.luc.edu/luc_diss/401/

Full Article (HTML)

Pdf

Research Paper

Parents' Disposition to the use of Mobile-Based Parental Monitoring Model for Evaluating Undergraduate Records in Ondo State, Nigeria

Ajayi Olufunke E.* , Adodo Sunday O., Ajayi Olusola O.*

* Information and Communication Technology Application Centre (ICTAC), Adekunle Ajasin University, Akungba-Akoko, Ondo, Nigeria.

Department of Science Education, Adekunle Ajasin University, Akungba-Akoko, Ondo, Nigeria.

* Department of Computer Science, Adekunle Ajasin University, Akungba-Akoko, Ondo, Nigeria.

Olufunke, A. E., Sunday, A. O., and Olusola, A. O. (2020). Parents' Disposition to the use of Mobile-Based Parental Monitoring Model for Evaluating Undergraduate Records in Ondo State, Nigeria. i-manager's Journal on School Educational Technology, 15(4), 33-51. https://doi.org/10.26634/jsch.15.4.17148

Abstract

Students’ academic achievement outcome hinges on many factors such as attendance, behaviour, motivation and parental monitoring of students’ performance. Unlike in primary and secondary schools where there are templates for parents to monitor their wards’ academic records, the situation is different in tertiary institutions. Consequently, this study investigated the dispositions of parents, lecturers and students to the use of mobile-based parental monitoring model (MPMM) for evaluating undergraduate records in Ondo State. The self-constructed model presents the various computing means by which parents were made to monitor their wards. Past students’ results were used to pilot-test the model. They were experimented with and the outputs sent to lecturers (parents) to ascertain the model’s efficiency and effectiveness. Three hundred and seventy-seven (377) students, one hundred and ninety-four (194) parents and sixty-two (62) lecturers were selected through simple random sampling technique from four tertiary institutions in Ondo State. The research instruments used for data collection were questionnaires for parents, students and level advisers. Five research questions were raised while nine hypotheses were formulated. The data collected were analysed using both descriptive and inferential statistics. Findings from the study revealed that 57% of the students, 81% of the parents and 84% of level advisers were favourably disposed towards the use of MPMM. There is no significant relationship between parents and management of tertiary institutions’ disposition towards the use of (MPMM) r=(-0.167);P<0.05 but relationship exists between the dispositions of parents and students r=(0.228)**;P<0.05 as well as student and tertiary institutions’ management r=(-0.305)*;P<0.05. The study concluded that, there is no significant relationship between parents and tertiary institutions’ management, but there is a relationship between parents and the students as well as students and the school management.

References

[1]. Adeyemo, D. A. (2005). Parental involvement interest in schooling and school environment as predictors of academic self-efficacy among fresh secondary school student in Oyo State, Nigeria. Electronic Journal of Research in Educational Psychology, 5-3 (1) 163-180.

[2]. Akinsanya, O.O., Ajayi, K.O., & Salomi, M.O. (2014). Relative effects of parents' occupation, qualification and academic motivation of wards on students' achievement in senior secondary school mathematics in Ogun State, Nigeria. Journal of Education and Practice, 5(22), 99-105.

[3]. Aremu, A. O. (2004). Psychological and sociological determinant of academic achievement of Nigeria adolescents. An international Journal of Psychology in Africa, 12, (2), 150-162. https://doi.org/10.4314/ifep.v12i2. 23651

[4]. Aremu, A. O., & Sokan, B.O. (2003). A Multi-causal Evaluation of Academic Performance of Nigerian Learner, Issues And Implications For National Development. In Ayodele-Bamisaiye, O. I. A., Nwazuoke, and A.Oladiran (Eds.), Education this millennium (pp. 365-375). Ibadan: Macmillan Nig. Ltd.

[5]. Aremu, A. O. & Oluwole, D. A. (2001). Gender and birth order as predictors of normal pupil's anxiety pattern in examination. Ibadan Journal of Educational Studies, 1, (1), 1-7

[6]. Baker, A. J. L., & Soden, L. M. (1997). Parental involvement in children's education: A critical assessment of the knowledge base. NCJW Center for the Child, New York. Retrieved from https://files.eric.ed.gov/fulltext/ ED407127.pdf

[7]. Bryan, J. B. (2005). Fostering educational resilience and achievement in urban schools through school-familycommunity partnerships. Professional School of Counselling, 8(3), 219-227.

[8]. Catsambis, S. (2001). Expanding knowledge of parental involvement in children's secondary education: Connections with high school seniors' academic success. Social Psychology of Education, 5(2), 149-177. https://doi.org/10.1023/A:1014478001512

[9]. Catsambis, S., & Garland, J. E. (1997). Parental Involvement In Students' Education During Middle School And High School. Center for Research on the Education of Students Placed At Risk, Baltimore, MD. https://files.eric.ed. gov/fulltext/ED423328.pdf

[10]. Clarke, M. (2011). Framework For Building An Effective Student Assessment System Read/saber Working Paper. https://files.eric.ed.gov/fulltext/Ed55 3178.pdf

[11]. Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90(1), 70–83. https://doi.org/10.1037/0022-0663.90.1.70

[12]. Corno, L. (1996). Homework is a complicated thing. Educational Researcher, 25(8), 27–30. https://doi.org/10. 3102%2F0013189X025008027

[13]. Cosden, M., Morrison, G., Albanese, A. L., and Macias, S. (2001). When homework is not home work: Afterschool programs for homework assistance. Educational Psychologist, 36(3), 211–221. https://doi.org/10.1207/S15 326985EP3603_6

[14]. Cotton, K., & Wikelund, K. R. (2005). Parent involvement in education. School Improvement Research Series, 1-15.

[15]. Desforges, C., & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support And Family Education on Pupil Achievement And Adjustment: A Literature Review (Vol. 433). London: DfES.

[16]. Doctor, F., & Iqbal, R. (2012, June). An intelligent framework for monitoring student performance using fuzzy rule-based linguistic summarisation. In 2012, IEEE International Conference on Fuzzy Systems (pp. 1-8). IEEE. https://doi.org/10.1109/FUZZ-IEEE.2012.6251312

[17]. Duois, D. L., Eitel, S. K., & Felner, R. D. (1994). Effects of family environment and parent-child relationships on school adjustment during the transition to early adolescence. Journal of Marriage and the Family, 56(2), 405-414. https://doi.org/10.2307/353108

[18]. Eliason, C. & Jenkins, I., (2003). A Practical Guide To th Early Childhood Curriculum (7 Ed.). New Jersey: Prentice Hall.

[19]. Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers' roles in designing homework. Educational Psychologist, 36(3), 181-193. https://doi.org/ 10.1207/S15326985EP3603_4

[20]. F., Kenney Benson, G. A., & Pomerantz, E. M. (2004). Children's achievement moderates the effects of mothers' use of control and autonomy support. Child Development, 75(3), 764-780. https://doi.org/10.1111/j.1467-8624.2004. 00705.x

[21]. Gadsden (2003). Interaction Among Child Care, Maternal Education And Family Literacy. New York, NY: Teachers College Press.

[22]. Henderson, A. T., & Berla, N. (1994). A New Generation of Evidence: The Family Is Critical To Student Achievement. National Committee for Citizens in Education, Washington, DC.

[23]. Hong, E., & Lee, K. H. (2003). Parental awareness of their children's homework motivation and preference and its relationship to achievement. International Journal of Adolescence and Youth, 11(3), 231-249. https://doi.org/ 10.1080/02673843.2003.9747931

[24]. Hoover-Dempsey, K. V., Bassler, O. C., & Burow, R. (1995). Parents' reported involvement in students' homework: Strategies and practices. The Elementary School Journal, 95(5), 435-450. https://doi.org/10.1086/ 461854

[25]. Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195-209. https://doi.org/10.1207/S15326985EP3603_5

[26]. Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance. American Journal of Community Psychology, 27(6), 817-839. https://doi.org/10. 1023/A:1022262625984

[27]. Kibaara, T. M., & Ndirangu, L. M. (2014). Parental involvement in their children's academic achievement in public secondary schools: A case of Kieni-West Sub- County, Nyeri County-Kenya. International Journal of Education and Research, 2(11), 411-422.

[28]. McMillan, R. (1998). Parental Pressure And Private School Competition: An Empirical Analysis Of The Determinants of Public School Quality. Department of Economics, University of Toronto, Canada. https:// economics.yale.edu/sites/default/files/files/Workshops- Seminars/Labor-Public/macmillan-010330.pdf

[29]. Mustafa, M., Yazid, M., & Aezwani, W. (2007, February). Smartchecker: Real time monitoring and tracking student's class attendance using wireless pda. In Conference on Mobile Learning Technologies and Applications (MoLTA) (p. 86-93).

[30]. Ogor, E. N. (2007, September). Student academic performance monitoring and evaluation using data mining techniques. In Electronics, Robotics and Automotive Mechanics Conference (CERMA 2007) (pp. 354-359). IEEE. https://doi.org/10.1109/CERMA.2007.436 7712

[31]. Parker, J. D. A., Creques, R., Harris, J., Majeski, S. A., Wood, L. M., & Hogan, M. J. (2003). Academic Success In High School: Does emotional matter. ERIC Clearing House.

[32]. Rafiq, H. M., Fatima, T., Sohail, M. M., Saleem, M., & Khan, M. A. (2013). Parental involvement and academic achievement: A study on secondary school students of Lahore, Pakistan. International Journal of Humanities and Social Science, 3(8), 209-223.

[33]. Rasinski, T. V., & Fredericks, A. D. (1988). Sharing literacy: Guiding principles and practices for parent involvement. The Reading Teacher, 41(6), 508-512.

[34]. Ryan, T. (2005). Using Information in Education https:// www.parental.//involvement/htm

[35]. Sacker, A., Schoon, I., & Bartley, M. (2002). Social inequality in educational achievement and psychosocial adjustment throughout childhood: Magnitude and mechanisms. Social Science and Medicine, 55(5), 863- 880. https://doi.org/10.1016/S0277-9536(01)00228-3

[36]. Schickedanz, J. A. (1995). Family socialization and academic achievement. Journal of Education, 177(1), 17-38. https://doi.org/10.1177/002205749517700102

[37]. Sheldon, S. B., & Epstein, J. L. (2001). Focus on math achievement: Effects of family and community involvement. Annual meeting of the American Sociological Association, Anaheim, Ca. Retrieved from https://www.csos.jhu.edu/p2000/type2/issue11/ttype2k4. htm.

[38]. Simon, B. (2000). Predictors of high school and family partnerships and the influence of partnerships on student success (unpublished doctoral dissertation). Baltimore, MD: John Hopkins University. Retrieved from https://www.csos. jhu.edu/p2000/type2/issue10/ttype2j4.htm

[39]. Singh, K., Bickley, P. G., Keith, T. Z., Keith, P. B., Trivette, P., & Anderson, E. (1995). The effects of four components of parental involvement on eighth-grade student achievement: Structural analysis of NELS-88 data. School Psychology Review, 24(2), 299-317.

[40]. Taiwo, H.G. (1993). Family Environment and Educational Attainment of Some School Children in Western Nigeria. Journal of the Science Teachers Association of Nigeria, 46(2), 107-116.

[41]. Theisen C. (2009). Parental Responsibilities. The Parent Coach Plan. https://www.parentcoachplan.com/article3. php

[42]. Vahedi, M., & Nikdel, H. (2011). Emotional intelligence, parental involvement and academic achievement. Procedia-Social and Behavioral Sciences, 30, 331-335. https://doi.org/10.1016/j.sbspro.2011.10.065

[43]. Van Voorhis, F. L. (2001). Interactive science homework: An experiment in home and school connections. Nassp Bulletin, 85(627), 20-32. https://doi.org/10.1177/019263650 108562703

[44]. Zhang, S. Y., & Carrasquillo, A. L. (1995). Chinese parents' influence on academic performance. New York State Association for Bilingual Education Journal, 10(1), 46- 53.

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 20 Issue 1

Most Read

Most Cited

Volume 15 Issue 4 March - May 2020

The Effectiveness of Dynamic Assessment on Listening Comprehension Development: A Case Study

Saman Ebadi* , Saba Bashiri**

*,** Department of Applied Linguistics , Razi University, Iran.

Ebadi, S., and Bashiri, S. (2020). The Effectiveness of Dynamic Assessment on Listening Comprehension Development: A Case Study. i-manager's Journal on School Educational Technology, 15(4), 1-10. https://doi.org/10.26634/jsch.15.4.16923

Abstract

References

Full Article (HTML)

Pdf

Determining the Aspects that Contributes to Raise in Attrition of Teachers in Bhutan: An Exploratory Study

Nima Dorji*

Ministry of Education, Bhutan.

Dorji, N. (2020). Determining the Aspects that Contributes to Raise in Attrition of Teachers in Bhutan: An Exploratory Study. i-manager's Journal on School Educational Technology, 15(4), 11-16. https://doi.org/10.26634/jsch.15.4.17023

Abstract

References

Full Article (HTML)

Pdf

Prospective Teachers Towards School-Based Teaching Practice: Perception and Challenges

Hagos Araya* , Halftom Hailu**, Gebrehiwot Kesete***, Master Arul Sekar J****

*-**** Department of Teacher Education, Institute of Pedagogical Sciences, Mekelle University, Ethiopia.

Araya, H., Hailu, H., Kesete, G., and Sekar, M. A. J. (2020). Prospective Teachers Towards School-Based Teaching Practice: Perception and Challenges. i-manager's Journal on School Educational Technology, 15(4), 17-24. https://doi.org/10.26634/jsch.15.4.17060

Abstract

References

Full Article (HTML)

Pdf

Teachers' Attitude Towards Inclusive Classroom in Kwara State, Nigeria

Abdulfatai Adeyinka Tomori*

Kwara State Ministry of Education and Human Capital Development, Kwara State, Nigeria.

Tomori, A. A. (2020). Teachers' Attitude Towards Inclusive Classroom in Kwara State, Nigeria. i-manager's Journal on School Educational Technology, 15(4), 25-32. https://doi.org/10.26634/jsch.15.4.17066

Abstract

References

Full Article (HTML)

Pdf

Parents' Disposition to the use of Mobile-Based Parental Monitoring Model for Evaluating Undergraduate Records in Ondo State, Nigeria

Ajayi Olufunke E.* , Adodo Sunday O.**, Ajayi Olusola O.***

Abstract

References

Full Article (HTML)

Pdf

Hagos Araya* , Halftom Hailu, Gebrehiwot Kesete*, Master Arul Sekar J****

Ajayi Olufunke E.* , Adodo Sunday O., Ajayi Olusola O.*