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2 August 25, 2022
Articles
1. Fan Yaqin
Mechanism of Continuous Learning Behavior among Massive Open Online Course Learners
Journal of Advocacy, Research and Education. 2022. 9(2): 55-64.
2. Dorris Goodness Mathebula, Onoriode Collins PotokriJournal of Advocacy, Research and Education. 2022. 9(2): 55-64.
Abstract:
In recent years, Massive Open Online Course (MOOC) has been popular with researchers due to its characteristics of supporting autonomous learning and reaching a larger audience than traditional online learning. Nevertheless, there are some obvious shortcomings of recent MOOC, including the low completion rate, unsatisfactory learning effect and high dropout rate subject to various difficulties. The influencing factors of self-regulated learning of MOOC learners, including service quality, attitude and course quality, are derived from the research of Nour and Farrah from the University of Malaysia. An interpretative structural model of the relationship among the influencing factors is further constructed based on the subjective experience of two coders. This procedure not only facilitated the classification of the influencing factors into layers but also clarified the factors and their influence paths on the self-regulated learning of MOOC learners. Finally, based on the above research, constructive suggestions are put forward to promote the continuous learning behavior of MOOC learners.
In recent years, Massive Open Online Course (MOOC) has been popular with researchers due to its characteristics of supporting autonomous learning and reaching a larger audience than traditional online learning. Nevertheless, there are some obvious shortcomings of recent MOOC, including the low completion rate, unsatisfactory learning effect and high dropout rate subject to various difficulties. The influencing factors of self-regulated learning of MOOC learners, including service quality, attitude and course quality, are derived from the research of Nour and Farrah from the University of Malaysia. An interpretative structural model of the relationship among the influencing factors is further constructed based on the subjective experience of two coders. This procedure not only facilitated the classification of the influencing factors into layers but also clarified the factors and their influence paths on the self-regulated learning of MOOC learners. Finally, based on the above research, constructive suggestions are put forward to promote the continuous learning behavior of MOOC learners.
Female Teachers’ Promotion Barriers and Mitigation Strategies: Multiple Case Study Findings from South Africa
Journal of Advocacy, Research and Education. 2022. 9(2): 65-77.
3. Emmanuel Dziwornu, Charlotte O. Kwakyi-Nuako, Mary A. Ampomah, Ophelia AnarfiJournal of Advocacy, Research and Education. 2022. 9(2): 65-77.
Abstract:
The study investigated barriers female teachers face when applying for promotional positions and their consequential impact on their teaching responsibilities. In this study, female and women are interchangeably used. The study was based on a qualitative multiple-case study research design and approach. Purposive sampling was used. In line with the design and approach, the sample consisted of five teachers from five different schools. An unstructured interview method was used to collect data, and the data collected were analysed by means of the thematic analysis method. The findings of this study revealed several barriers to management positions. These include domination by men, lack of leadership and management skills, lack of self-confidence, corruption in the schools, discrimination, and women not wanting to work far from their children or homes. These barriers burden women teachers because they become demoralised, demotivated, and bitter. Mitigation strategies that could help female teachers with their experience regarding promotional barriers also emerged as part of this study’s findings. Based on the findings, conclusions and recommendations were made.
The study investigated barriers female teachers face when applying for promotional positions and their consequential impact on their teaching responsibilities. In this study, female and women are interchangeably used. The study was based on a qualitative multiple-case study research design and approach. Purposive sampling was used. In line with the design and approach, the sample consisted of five teachers from five different schools. An unstructured interview method was used to collect data, and the data collected were analysed by means of the thematic analysis method. The findings of this study revealed several barriers to management positions. These include domination by men, lack of leadership and management skills, lack of self-confidence, corruption in the schools, discrimination, and women not wanting to work far from their children or homes. These barriers burden women teachers because they become demoralised, demotivated, and bitter. Mitigation strategies that could help female teachers with their experience regarding promotional barriers also emerged as part of this study’s findings. Based on the findings, conclusions and recommendations were made.
Emotional Labour and Psychosocial Well-Being among the Clergy in Ghana
Journal of Advocacy, Research and Education. 2022. 9(2): 78-85.
4. Stephen Appiah, Charles EssiamJournal of Advocacy, Research and Education. 2022. 9(2): 78-85.
Abstract:
This study was conducted among the clergy in Accra, Ghana, to examine the level of emotional labour and how that impacts psychological well-being, satisfaction with job and life among pastors/‘men of God’. The study recruited 111 participants from various Christian religious denominations (Orthodox, Charismatic and Pentecostal) in Accra. Quantitative data were obtained using standardised scales with acceptable psychometric properties to measure emotional labour and psychosocial well-being (satisfaction with life, job satisfaction and psychological well-being). The results of the study are that the clergy experience above-average emotional labour, which is significantly and positively correlated with psychological distress. Emotional labour is, however, not significantly correlated with satisfaction with life and job satisfaction among the clergy. Our findings have implications for pastoral mental health promotion, education and research.
This study was conducted among the clergy in Accra, Ghana, to examine the level of emotional labour and how that impacts psychological well-being, satisfaction with job and life among pastors/‘men of God’. The study recruited 111 participants from various Christian religious denominations (Orthodox, Charismatic and Pentecostal) in Accra. Quantitative data were obtained using standardised scales with acceptable psychometric properties to measure emotional labour and psychosocial well-being (satisfaction with life, job satisfaction and psychological well-being). The results of the study are that the clergy experience above-average emotional labour, which is significantly and positively correlated with psychological distress. Emotional labour is, however, not significantly correlated with satisfaction with life and job satisfaction among the clergy. Our findings have implications for pastoral mental health promotion, education and research.
Effect of Computer-Assisted Instruction on Students’ Performance in Selected Cell Division Topics: A Quasi-Experimental Study at Adisadel College, Ghana
Journal of Advocacy, Research and Education. 2022. 9(2): 86-91.
5. Journal of Advocacy, Research and Education. 2022. 9(2): 86-91.
Abstract:
This quasi-experimental study explored the effectiveness of CAI in a Biology classroom at Adisadel College in Ghana. The study participants were 80 second-year Biology students who were conveniently sampled from the Green Track and the Gold Track of students in the school. The experimental group consisted of 40 students and was engaged in using CAI for five consecutive weeks. The students in the control group were taught by the conventional method. Students in both groups were exposed to the same content for the same period. The same pre-test and post-test were conducted on both groups, and the responses were analyzed using a t-test. A 10-item Likert-scale questionnaire was administered to the experimental group after the treatment to assess the impact of the CAI on their learning. The study’s findings revealed that students exposed to CAI performed significantly better than their counterparts taught with conventional instruction. The students also support the use of CAI in their classrooms. The Physics Education Technology (PhET) simulations used during the study improved students’ understanding of the concepts and thus reflected in their performance in the post-test. Science teachers are encouraged to employ PhET simulations in their teaching.
This quasi-experimental study explored the effectiveness of CAI in a Biology classroom at Adisadel College in Ghana. The study participants were 80 second-year Biology students who were conveniently sampled from the Green Track and the Gold Track of students in the school. The experimental group consisted of 40 students and was engaged in using CAI for five consecutive weeks. The students in the control group were taught by the conventional method. Students in both groups were exposed to the same content for the same period. The same pre-test and post-test were conducted on both groups, and the responses were analyzed using a t-test. A 10-item Likert-scale questionnaire was administered to the experimental group after the treatment to assess the impact of the CAI on their learning. The study’s findings revealed that students exposed to CAI performed significantly better than their counterparts taught with conventional instruction. The students also support the use of CAI in their classrooms. The Physics Education Technology (PhET) simulations used during the study improved students’ understanding of the concepts and thus reflected in their performance in the post-test. Science teachers are encouraged to employ PhET simulations in their teaching.
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