Hellen C. KOECH , Philip K. MWEI (2019). How Secondary School Mathematics Teachers Perceive the Effectiveness of Microteaching and Teaching Practice in their Preservice Education. Humanities and Social Sciences Letters, 7(1): 46-55. DOI: 10.18488/journal.73.2019.71.46.55
Teacher education is an important pillar of every education system worldwide. Consequently, there is a need to determine the efficacy of teacher education programs in preparing good-quality teachers. The aim of this study is to investigate the impact of learned media and teaching skills on the teaching of mathematics in secondary schools. We therefore explore how secondary school mathematics teachers perceive the effect of “media practicals” and “microteaching” on teaching practice through a survey study. Seventy respondents provided usable data for the analysis, which indicated that media practicals are well organized and microteaching helps the majority of student teachers practice the various teaching skills they had learned. However, the majority of respondents (61.4%) stated they were not able to implement all the techniques they learned during their teacher training, while most respondents’ (57.1%) teaching practice sessions were only assessed once by their supervisors. A major recommendation is that teaching practice assessment should be emphasized and undertaken at least twice.
This study contributes to the existing literature and discourse on the effectiveness of teacher education programs, with a focus on the reform agenda. Media practicals and microteaching are two main components of teacher education that have a strong bearing on the quality of teachers in imparting knowledge, competence, and attitudes to the youth of any state or country.
The Adoption of an M-Learning Policy in Higher Education: The Professionals Perspective in Developing Countries
Sayibu Muhideen , Yat Yen , Sulemana Iddrisu , Mohammed Amin Mohammed , Bertha W. Bisanda (2019). The Adoption of an M-Learning Policy in Higher Education: The Professionals Perspective in Developing Countries. Humanities and Social Sciences Letters, 7(1): 29-45. DOI: 10.18488/journal.73.2019.71.29.45
In this digital age, e-learning has developed rapidly from web-based searches to mobile learning. This study aims to identify an M-learning policy for high schools in developing countries. An expanded theory of planned behavior framework, comprising the core constructs and the additional variables of enabling environment and experience, is employed to predict the significance of adopting M-learning among learners. The data is collected via social media and emails, and analyzed using Smart PLS-SEM 3.0. Of the 205 students completing the questionnaire, 38.5% were male and 61.5% female. The results indicate a satisfactory R² of adoption intention (0.157) for all the variables and moderator, and the school setting is significant for the adoption of an M-learning policy; thus, it is suggested that government policy is a crucial factor to its acceptance in any learning setting. The ubiquity of mobile devices is unavoidable, and an innovative approach could lead to the effective application of this technology in education. A government policy will encourage and strengthen such effectiveness among scholars in developing countries.
This study contributes to the existing literature and discourse on M-learning with the intention to use the innovation in schools, due to learners’ experience of with the technology in high schools. M-learning complements e-learning and ICT in driving development in many socioeconomic endeavors for developing economies, especially the subregions on the African continent.
Principals Administrative Competence and Teachers Work Performance in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria
Owan, V. J , Agunwa, J. N (2019). Principals Administrative Competence and Teachers Work Performance in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria. Humanities and Social Sciences Letters, 7(1): 20-28. DOI: 10.18488/journal.73.2019.71.20.28
The focus of this study was to investigate “principals’ administrative competence and teachers work performance” in Calabar Education zone. Four null hypotheses were tested in the course of the study. Correlational research design was adopted, while purposive sampling technique was used in selecting a sample of 800 teachers. Two instruments were used for data collection including “Principals’ Administrative Competence Questionnaire (PACQ),” and Teachers’ Work Performance Questionnaire (TWPQ).” Pearson Product Moment Correlation Analysis (r) and multiple regression (R) analysis were employed to test the hypotheses at .05 level of significance were applicable, with the aid of SPSS v21. Findings from the study revealed that; principals’ supervisory, leadership and communication competences are significantly related to teachers’ work performance in terms of instructional delivery, attendance to classes, notes writing, and record keeping respectively. It was also revealed that; principals’ supervisory, leadership and communication competences have significant composite influence on teachers’ work performance in terms of instructional delivery (p < .05; F = 26.764), attendance to classes (p < .05; F = 109.122), notes writing (p < .05; F = 228.118), and record keeping (P < .05; F = 468.793). Based on these findings, it was recommended amongst others that; such techniques as close supervision of teachers, good leadership styles, and effective communication should be jointly practiced by secondary school principals in order to improve teachers’ work performance.
This paper contributes with the findings that; principals’ administrative competence in terms of supervision, leadership, and communication influence teachers work performance relatively and compositely, in terms of instructional delivery, attendance to classes, notes writing and record keeping. It addresses the gap existing in the literature where earlier studies did.
In Search of Determinants of FDI Forward Spillovers: A Meta-Analysis
Shi He (2019). In Search of Determinants of FDI Forward Spillovers: A Meta-Analysis. Humanities and Social Sciences Letters, 7(1): 10-19. DOI: 10.18488/journal.73.2019.71.10.19
Drawing on a unique dataset of 530 estimates from 19 studies on foreign direct investment forward productivity spillovers in China, our prime objective is to investigate determinants of forward spillovers from foreign direct investment using Bayesian Model Averaging based Meta-Analysis. Our results suggest that forward spillovers vary across firm attributes, including the ownership structure of foreign firms, the origin of foreign firms, market orientation of foreign firms, the ownership structure of local firms and the technological levels of local firms. Specifically, wholly-owned subsidiaries yields positive technology diffusion to local firms in upstream sectors while joint ventures negative; both foreign firms from Hong Kong, Macao and Taiwan and other economies create negative spillover effects on local buyers; local-orientated foreign firms are likely to generate positive productivity spillovers while export-orientated foreign firms negative; non-state-owned enterprises are likely to benefit more forward technology spillovers from foreign direct investment than state-owned enterprises; middle-tech local firms tend to obtain more forward productivity spillovers than high-tech local firms and low-tech local firms.
This study contributes in the existing literature on the determinants of forward spillovers from foreign direct investment using Bayesian Model Averaging based Meta-Analysis. The paper's primary contribution is finding that forward spillovers vary across foreign and local firm attributes, such as the ownership structure of foreign firms and the origin of foreign firms.
Knowledge Management (KM) Practices in Education and Learning: Establishing a Knowledge Economy in Saudi Arabia
Mohammed Majdy M Baslom , Shu Tong (2019). Knowledge Management (KM) Practices in Education and Learning: Establishing a Knowledge Economy in Saudi Arabia. Humanities and Social Sciences Letters, 7(1): 1-9. DOI: 10.18488/journal.73.2019.71.1.9
Knowledge-management (KM) has received much attention because of the rapid growth of computers and information technology in shaping products and services. While new learning and innovations added value to the existing products and services, they also added a new dimension to economy, popularly coined as knowledge-based economy. The 21st century is often described as an era of “knowledge capitalism.” This study has attempted to find links between KM practices and modern education and learning. This study has shown how KM practices can be used for education, training and learning purposes which in turn can help organizations leverage the skills and expertise of their workers and transform them into knowledge capital. This study also aims to identify such KM practices that create a knowledge economy. Data has been collected from six universities in public and private sectors in Saudi Arabia where KM practices can be seen and which have contributed to the national economy.
This study is going to be a useful contribution to the domain of knowledge economy in the Saudi Arabian context, particularly when the country is looking for a non-oil based economy, pursuing the 2030 vision. This study shows how learning and KM practices build up a knowledge economy.