Education is a key player in addressing any social problem; it provides individuals with the necessary skills and knowledge to cope with any eventuality. Conceiving the fact that the school is a veritable tool to fixing the society in all spheres of life, including outbreak of diseases such as COVID-19, this study makes a case for Experiential Learning Theory (ELT) as an appropriate pedagogical approach so that information and facts about the disease can be brought to real life situations. Opinions and ideas on COVID-19 were obtained from secondary sources and analysed qualitatively leading to the suggestion that schools should reopen for students to leverage the opportunities which COVID-19 has presented to education.
The goal of this paper is to explore and offer a form of multicultural education through the teaching and learning of dance in Indonesia. The result of the study reveals that the teaching and learning of dance can form multicultural characters as well as humanized character like stated in previous research (Sutiyono, 2010). This formation of character is important along with the rising number of conflict and violence in Indonesia. On the rising violence and conflict, People often blame education which is believed that it fails to cope with the problem. Education fails in building multicultural generation. In the other hands, Indonesia has potential cultures to be explored into countless heritage. This paper explores ideas on the potential of teaching and learning of dance to be used to build multicultural education in Indonesia.
The Mediating Effects Of Home Learning On Student Achievement In Mathematics: A Longitudinal Study In Primary Schools In Ghana (Published)
The home learning environment as mediated by parental education and income is an important determinant of child learning outcomes. As part of a longitudinal study on teaching effectiveness in Ghana, this paper examines the joint effects of multiple variables related to home learning environment that interconnect to impact on child academic performance in mathematics. A representative sample of 73 primary schools in Ghana was selected and written tests in mathematics were administered to all grade 6 students of the school sample both at the beginning and end of the school year 2013–2014. Data on student background factors were also collected. Our analytical techniques (i.e., multilevel modelling) take into account the hierarchical structure of schools (i.e., students nested within classes, and within schools). Controlling for the more basic student background factors, we find that the provision of learning resources at home, whiles ensuring that children are offered learning opportunities after school time were important. Implications of findings are drawn.
TEACHING STRATEGIES IN BUSINESS EDUCATION FOR SUSTAINING INFORMATION AND COMMUNICATION TECHNOLOGY LEARNING IN THE NIGER DELTA (Published)
The study investigated teaching strategies in business education for sustaining information and communication technology learning in the Niger Delta. Two research questions were posed to guide the study and one hypothesis was formulated and tested at 0.05 level of significance. A total of 245 lecturers were studied in the institutions that offers business education within the Niger Delta. There was no sample and sampling techniques for the study and so the study observed a purposive design, since the entire population was used for the study. Data for the study was collected through an instrument (questionnaire) named Teaching Strategies in Business Education for Sustaining Information and Communication Technology Learning in the Niger Delta Questionnaire (TSBESICTLNDQ). The TSBESICTLNDQ was a modified four point Likert scale, designed as very effective to not effective. Test-retest method was used to test the reliability of the items with face and content validity. The validity was done by twenty five (25) lecturers other than those used for the study and a reliability co-efficient of 0.78 was obtained. Mean rating and standard deviation was used to analyse the research questions and t-test for large group mean was used to test the hypothesis. Findings revealed that teaching strategies adopted by lecturers in Business Education Department are effective strategies for sustaining ICT learning. Not all lecturers teaching ICT adopts the strategies in business education for effective learning that is the reason why most lecturers do not build upon the strategies they already know to sustain information and communication technology learning in classroom as a result of their inability to adapt to the strategies that can assist them to be effective in classroom setting. Based on the findings, discussions and conclusions drawn, recommendations made amongst others were that university administrators in various institutions should organize workshops and seminars on teaching strategies in business education for sustaining ICT learning in their institutions. Heads of department who adopts the teaching strategies in business education for sustaining information and communication technology learning should sensitize others on the effectiveness of the strategies in teaching and learning