GPH-International Journal of Educational Research

FACTORS INFLUENCING THE USE OF PHYPHOX SOFTWARE IN PHYSICS TEACHING AT HIGH SCHOOLS IN VIETNAM

Khoa Cao Tien, Linh Nguyen Cao Bao, Linh Nguyen Quang — Sat, 30 Mar 2024 17:54:51 +0000

In the context of contemporary digital education, the use of Phyphox software to turn smartphones into physics experiment equipment opens new opportunities for physics education in Vietnam, yet there are many challenges and opportunities to be explored. This study aims to evaluate the factors influencing the integration of this technology into teaching through a survey of 48 physics teachers nationwide using an online questionnaire with a 5-point Likert scale. Results show that teachers are confident and willing to adopt new technology, recognizing the positive impact of the software on educational quality and student engagement. However, they face difficulties integrating the software into lessons and lack support from resources and school leadership. The study emphasizes the importance of integrating technology into education and provides a basis for developing more effective teacher support strategies. This research contributes to the theoretical foundation on software use in education and aids policy makers, educational managers, and software developers in shaping strategies to optimize technology use in education, enhancing educational quality and preparing students with the necessary skills for the digital era.

A hermeneutic content analysis of the nexus between the Lesotho Curriculum and Assessment Policy and Lifelong learning competencies

Kananelo Sylvester Moea — Tue, 02 Apr 2024 20:35:19 +0000

In today’s economy, the economic growth, development and progress of a country and civilisation are subject to investment in people, to the increased role of education as well as LLL and improving educational and employment policies. This study sets to explore the nexus between the Lesotho Curriculum and Assessment policy and lifelong competencies. The study was conducted qualitatively through content analysis of the Curriculum and Assessment Policy of Lesotho and Lifelong competencies as defined by the European Union (2019). The findings showed that all the competencies are catered for by the CAP’s curriculum aims of secondary education. However, striking to notice is the fact that the competencies are manifested in varying degrees. Aim one caters for six out of eight competencies, followed by aim two with five competencies, aim five with four competencies and aims six and four tying at three competencies. Trailing behind is aim three which appears only in one competence. It is recommended that further research needs to be done to investigate whether the secondary education subjects, drawn from and on CAP in Lesotho, truly align with the curriculum secondary education aims as well as LLL competencies.

ENGLISH LANGUAGE AND THE 21ST CENTURY SKILLS: ANALYSIS OF THE LESOTHO GENERAL CERTIFICATE OF SECONDARY EDUCATION SYLLABUS

Kananelo Sylvester Moea, Setho J. Mokhets’engoane — Tue, 02 Apr 2024 21:03:10 +0000

Under the lens of 21st-century skills, this study examined the applicability of English Language instruction for the Lesotho General Certificate of Secondary Education (LGCSE), as well as its context in Lesotho, the world, and this period. The LGCSE English Language syllabus document was subjected to a qualitative document analysis. The findings demonstrated that a representation of each of the four ATC21s is available for each of the four aims proposed by the syllabus. In each aim, new methods of thinking, ways of living, ways of working, and ways of thinking arise. All goals appear to address 21st-century talents, according to these outcomes, which provide confirmation. The way these talents are represented in the four curriculum aims varies just a little. For example, all four of the goals included examples of communication, life, and professional skills. However, only aims 1 and 4 featured collaboration. Similar to this, aim 1, 3, and 4 solely considered critical thinking and metacognition as subskills. Only aims 2 and 3 have information literacy in them. Only aim 2 selected creativity and innovation. These findings offer corroborating proof and solidly establish the English Language as a legitimate subject with a place in the LGCSE curriculum.Learning ideas like heutagogy, which refers to managing learning for self-managed learners, can be utilized to design teaching and learning strategies that are in line with learners’ desire to choose their own goals and provide methods for achieving those goals.

INDIGENOUS PROVERBS: A SEEMINGLY NEGLECTED PEDAGOGIC TOOL FOR TEACHING, LEARNING AND ADOLESCENTS DEVELOPMENT IN CAMEROON

Emmanuel Tani Lukong, Faizefu Ambei Ruhama — Fri, 05 Apr 2024 19:34:09 +0000

Lately, there have been calls for the decolonisation of education in Africa to promote a culturally relevant, inclusive and appealing education system. African proverbs, as a component of indigenous knowledge system (IKS), are a cultural template and framework through which African societies leave an indelible mark. The beauty of proverbs lies in their relevance, which includes being a way of impacting wisdom, education and morality. Hence, considering the experiences of colonisation by African countries, displaced and consequently replaced African identity and the call for decolonisation across the education system, this study aims to explore and appraise the relevance of indigenous proverbs in education.The objective for this study was to ascertain the influence of proverbs generated knowledge on the development of cognitive skills of adolescentsThe study was anchored on the Eco-Cultural Theory of BameNsamenang (2015) which explains the eco-cultural theories of development in what is known as Social ontogenesis.This study utilized a mixed method approach. For the qualitative aspect, the ethnographic research design was used and for the quantitative aspect, the correlational survey research design was used. The two were then triangulated with the aid of the convergent parallel mixed method design. Among other things, it is observed that the content and instructional component of these proverbs can reorient learners on the importance of education, provide a moral and culturally inclusive education and aid reflective learning and easy understanding of abstract ideas. This study concludes that the application of proverbs by educators can be a useful tool in enhancing the teaching and learning process and cultivating good character.