Journal of Education, Society and Behavioural Science
EISSN : 2456-981X
Published by: Sciencedomain International (10.9734)
Total articles ≅ 406
Latest articles in this journal
Published: 18 October 2021
Journal of Education, Society and Behavioural Science pp 56-71; https://doi.org/10.9734/jesbs/2021/v34i1130367
Background: COVID-19 brought revolutionary change in consumer retail format behavior. Pre-pandemic, multiple retail formats were available, and consumers showed evidence of preference for particular formats. Then, the disruptions caused by store closures and stay-at-home mandates altered consumer behavior substantially. Aims of the Study: The purpose of this work is to report the results of research on consumer preferences for retail formats as a benchmark for examination of changes in consumer usage of retail formats wrought by COVID-19 and projection of emergent post-pandemic behaviors. Pre-COVID-19, variety in retail formats proliferated. Methodology Employed: Survey methodology captured preferences, practices, and recommendations related to use of retail formats. Research questions included: a) Which retail formats do consumers prefer? b) Which digital tools do consumers use to make purchases? c) Does delivery mode and/or product type influence retail format preference? d) Does retail format influence impulse purchasing behavior? e) Do consumers mix retail formats when making product purchases? and f) What will be the implications of COVID-19 for retail format preference? Results: Consumers reported differences in preferences for online, in-store, catalogue, and phone retail formats. Product type influenced consumer retail format preferences. Retail format influenced impulse purchase behaviors. Consumers used smart phones, laptops, desktops, tablets, email, discussion boards, social media, and social networks as purchasing tools. Conclusions: This study investigated pre-pandemic consumer preferences and usage variables related to retail format. It provides benchmarks for examination of changes resultant from the massive retail disruptions of mandatory store closures and stay-at-home mandates. It further provides a framework for projections of emergent, post-pandemic behaviors. Recommendations: The authors recommend further investigation of consumer retail format use during and subsequent to the height of the pandemic. Comparison of consumer usage pre- and post-pandemic can provide valuable input to retail planning.
Published: 13 October 2021
Journal of Education, Society and Behavioural Science pp 13-55; https://doi.org/10.9734/jesbs/2021/v34i1130365
The research study titled “School Based Action Research on the implementation of Life Skills Education in schools”, broadly aimed to observe positive behavioral change in teachers and students through the implementation of Life Skills Education in schools. This is to be achieved by converging on a sub theme: “Can Life Skills Education address and deal with disciplinary issues in Tshangkha Central School”. The research is carried out at Tshangkha Central School, Trongsa with classes IX – XII students. This paper assesses whether life skills education can curb out the disciplinary problems in the school. It begins with a review of the literature on indiscipline; its types; causes; life skill education, and utilizes that literature to identify how ten core life skills could be applied to address and deal with disciplinary issues. Research methodology implored are questionnaire, applicability and transferability test, interview and school disciplinary records register. It is primarily a mixed method. After the analysis of the data there has been evidence of Life Skills Education (LSE) being successful in addressing and dealing with disciplinary issues in Tshangkha Central School (TCS).
Published: 9 October 2021
Journal of Education, Society and Behavioural Science pp 1-12; https://doi.org/10.9734/jesbs/2021/v34i1130364
The use of mobile phones has become increasingly popular in recent years and it is more prevalent among university students. The widespread usage of cell phones has attracted the attention of many students, thereby increasing their rate of cell phone dependency. This study aimed to describe cell phone behaviours among undergraduate regular students at the University of Cape Coast. A survey research design was adopted for the study. Through the use of the stratified sampling technique, a sample of 2,061 undergraduate regular students participated in the study. Questionnaire adapted from Choliz’s (2012) Test of Mobile-phone Dependence (TMD) was used. The internal consistency, estimated using McDonald’s omega coefficient, ranged from .84 to .95. Means and standard deviations were used in analyzing the data for the study. The findings of the study revealed that students were prevalent in the use of cell phones in sending text messages, followed by surfing of the internet, length of time spent on the cell phone, and use of cell phone as a source of entertainment. It was recommended among other things that students should consciously regulate their use of cell phones so that it does not jeopardize their academic work.
Published: 8 October 2021
Journal of Education, Society and Behavioural Science pp 47-56; https://doi.org/10.9734/jesbs/2021/v34i1030362
The study examined effect of constructivist strategy on students Achievement in Senior Secondary Mathematics in Rivers State. The research was guided by three research questions and corresponding hypotheses. The population is all the thirty four thousand, one hundred and sixty eight (34,168) of all Senior secondary II (SS11) students in Rivers State during the 2018/2019 Academic year. A sample size of 280 students in four intact classes were selected through purposive sampling technique. Two of each of the classes were used as experimental and control groups. Non randomized pre-test, post test control group design was used for the study. Instrument used for the study was Mathematics Achievement Test (MAT) made up of 25 items drawn from simple statistics and Lesson Packages. The instrument was validated by experts and reliability coefficient of the instrument was obtained through test-retest method. The scores obtained were subjected to Pearson product moment correlation coefficient analysis and the result yielded 0.82. Analysis of Covariance (ANCOVA), Mean and Multiple Classification Analysis (MCA) were used in analyzing the data. Findings reveals that constructivist strategy was more effective in facilitating students achievement in Mathematics than expository method. The result did not show a significant difference in students’ achievement in Mathematics in terms of gender and school type. The study therefore recommended among others the use of constructivist strategy in the teaching and learning of Mathematics in schools.
Published: 8 October 2021
Journal of Education, Society and Behavioural Science pp 57-66; https://doi.org/10.9734/jesbs/2021/v34i1030363
The purpose of this study is to investigate the factors influencing students’ higher secondary level science performance in one of the higher secondary schools of Bhutan. A total of 150 students were selected through purposive sampling. The sample includes both current classes XI and XII and former class XII graduates of the school. Through the use of mixed method research design, the data were collected using survey questionaries and interview in focus group. The quantitative data were analysed using descriptive statistics techniques and qualitative based on themes. The result of the study showed that the science performance of students were negatively affected by the inadequate support from school administration, lack of experienced and dedicated teachers and, poor supports from parents and relatives of the students. Thus, this study recommends school administration to take extra initiative towards improving students’ academic performance and teachers to explore different teaching pedagogies that can stimulate students’ interest towards learning science.
Published: 7 October 2021
Journal of Education, Society and Behavioural Science pp 40-46; https://doi.org/10.9734/jesbs/2021/v34i1030361
This study aims at identifying the level of social capital to improve soft skills among university students in Malaysia. Social capital construct based on Putnam's  social capital theory. Social capital in this research refers to students' participation in community-based activities and university's clubs. Soft skills construct included university students' communication, leadership, teamwork, continuous learning, critical thinking, ethics and professionalism, and entrepreneurship skills. This study is a survey research design using a questionnaire instrument for data collection. The sample was chosen randomly, participating in a total of 264 university students in Malaysia. The study used descriptive analyses such as mean, standard deviation, t-test, and Pearson Correlation to analyze the data. The Statistical Package for the Social Sciences (SPSS) Version 23 was used for the data analysis The findings of study demonstrated that the majority of university students had moderate levels of both constructs, namely social capital and soft skills. Results from this study revealed that there was no significant difference in social capital based on Gender. However, the results of the study found there is a significant difference in soft skills based on Gender. Accordingly,' it has been found that male students had a higher soft skill compared to female students. Correlation analysis demonstrated that there was a significant positive relationship between social capital and soft skills. Overall, this study suggests the importance of social capital towards soft skills development.
Published: 2 October 2021
Journal of Education, Society and Behavioural Science pp 28-39; https://doi.org/10.9734/jesbs/2021/v34i1030360
Aims: The study explored the socio-environmental factors as determinants of the emotional well-being of adolescents in foster homes in southwestern Nigeria. Study Design: A descriptive survey research of ex-post-facto type was employed. Place and Duration of Study: Foster homes in six states in southwestern Nigeria. Methodology: multi-stage sampling was used in selecting 555 respondents for this study and the data collection was done using a semi-structured questionnaire and data analyzed using descriptive and inferential statistics. Results: The study revealed that peer influence, academic performance and attitude of the foster family were significant to emotional wellbeing. All the components of social factors correlated with the emotional well-being of the fostered adolescents show that appropriate schooling and educational services can strengthen them and are more likely to view their schools as a supportive and safe haven. Therefore, peers, the foster family and the foster adolescents’ exposure to academics either directly or indirectly affects their emotional well-being. It also showed that the majority (54.1%) accepted that they can count on their carers to help them when the need arises. It is also revealed that the foster family attitude is an adolescent’s source of emotional support and their psychological well-being which may increase self-esteem in the fostered adolescents. This study revealed that 44.3% of the respondents confirmed that they always get along well with their carers. Conclusion: Adolescents in foster care face multiple threats to their healthy development, including poor physical health, attachment disorders, compromised brain functioning, inadequate and emotional skills
Published: 28 September 2021
Journal of Education, Society and Behavioural Science pp 14-27; https://doi.org/10.9734/jesbs/2021/v34i1030359
Topmost among the 21st century innovations in pedagogy is the introduction of the constructivist approach in which students are afforded wide latitude of involvement in constructing, reconstructing and ascending a scaffold of knowledge based on student centered learning (SCL) approach. This study aimed to assess the perception of SCL introduced as a form of teaching and learning among students and lecturers in the College of Nursing and Midwifery, Gombe State, Nigeria. Employing a descriptive cross sectional study design and a purposive sampling technique, a sample of 117 students and 24 lecturers were drawn. Using an adapted SCL questionnaire, data collection was done from November to December, 2020 and was analyzed using SPSS (IBM) version 23 and result presented as means and percentages, while Pearson correlation and one-way ANOVA was used to present inferential statistics results. All statistical findings were considered significant at p≥0.05. Cronbach’s alpha reliability score of at least 7.0 was achieved within each set of variables considered. Of the eight SCL components assessed, the most highly rated were role of lecturers (3.99±0.7) and role of students (3.53±0.6) while the least rated were obstacles (2.91±0.9) and learning outcomes (2.95±1.1). Three major obstacles to SCL identified in the study include: “in ability to cover the syllabus using SCL approaches” (3.04±1.4); “lack of infrastructure for SCL in my school” (3.87±1.1) and; “lack of guidelines for the SCL approach in my school” (3.13±1.3). The study findings conclude that, despite the good perception of SCL in the college there are limitations to its full adoption. Therefore, it is recommended that online discussions, training of staff and provision of measures to ensure content coverage using SCL, provision of critical infrastructure and guidelines for SCL be prioritized by the management and other stakeholders.
Published: 23 September 2021
Journal of Education, Society and Behavioural Science pp 1-13; https://doi.org/10.9734/jesbs/2021/v34i1030358
The researcher carried out the study to find out, “How teaching strategies that teachers employ in the secondary schools raise students’ level of motivation to learn effectively.” The research explored the relationship between teaching strategies used and motivation affecting the effective teaching-learning process in our schools. Researcher was guided by epistemological assumption and anchored on a social constructivist worldview. Being a novice researcher I employed a qualitative approach with the use of phenomenology as research design. This choice has facilitated the researcher to gain hands-on experiences of the participants in the field. For data collection researchers employed interview (semi-structured) and observation as research tools involving two schools for the study. Researchers invited six teachers (all male) and eight students (4 boys and 4 girls) as the research samples. The data collected from the field was presented, thoroughly discussed and critically analyzed. The study revealed that our existing system of teaching lacks the blend of motivation in the teaching strategies utilized, resulting in minimal learning to our students due to lack of motivation. One of the main recommendations is there is a need for the ministry to look into the possibility of offering courses on motivation compulsorily to all the teacher trainees in the two Colleges of Education.
Published: 17 September 2021
Journal of Education, Society and Behavioural Science pp 30-38; https://doi.org/10.9734/jesbs/2021/v34i930354
Introduction: Assessment plays a major role in improving the learning and teaching process. The practical examination has a key role in the assessment of students' competences. In conventional method, the judgment of students' performances is mainly subjective because the same performance of students is graded differently by different examiners. Successful implementation of OSPE deals with this major deficit of the conventional methods Assessing the assessment is very important because the implementation of OSPEs are very complex and resource intensive, as it needs large numbers of examiners, candidates and physical resources and equipment as well as time. Assurance of sufficient quality of OSPEs by a range of metrics that gives us critical view about the assessment process as a whole, rather than focusing on candidate outcomes only. Objectives of the study: The objectives of this study were To evaluate OSPEs conducted by Medical laboratory sciences department in Fakeeh College for Medical Sciences(FCMS) with regards to their quality metrics as an assessment tool. Results: A cross-sectional analytic study was conducted in Medical Laboratory Sciences Department Practical Examinations at FCMS Before OSPE conduction, the different stations were revised for criteria of content coverage, skills assessed, clarity of language, dominant domain assessed, and time allocated for each station. Post examinations quality metrics results showed that the reliability of the different examination in Medical Laboratory Sciences department ranged from 0.75 to 0.93 that mean good to excellent reliability. One OSPE showed that one or two stations didn't contribute to the overall all reliability of the whole exam. All OSPEs showed that there are good positive correlation between the theoretical and practical part of the course, and this come with the concurrent evidence of validity.