Middle Eastern Journal of Research in Education and Social Sciences

Journal Information
ISSN / EISSN : 2709-0140 / 2709-152X
Total articles ≅ 49
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Andy Pacino
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 120-135; https://doi.org/10.47631/mejress.v2i4.344

Abstract:
This review article investigated the pervasive problem that contract cheating presents in higher education in the United Arab Emirates (UAE), and aimed to discover whether a solution could be found to combat the growing use of essay mills among students in the region. This literature review aimed to answer the following research questions; why do students use essay mills? Is current university student academic support adequate to facilitate branch campus learning at a level equivalent to a home campus? What methods can international branch campuses in the UAE employ to discourage the use of essay mills? What type and levels of services can universities provide in the future that better support students and stop them from becoming potential essay mill users? The point of the research was to find a means by which students can be dissuaded from using contract cheating sites by becoming so well-supported, and so aware of the threat that contract cheating poses to the value of their degree, that essay mills become a much less attractive option. The study began with a look into the possible circumstances that lead a student to cheat, which includes exploring the fraud triangle theory, the peer behaviour theory, the planned behaviour theory, and the subsequent methodology used. The study found a variety of reasons students cheat, citing laziness, a lack of ability or adequate depth of academic vocabulary in a second language learner, peer pressure, that it is so easy and convenient to use such sites, and the fact that there is a promise of plagiarism free work with a click of a mouse and simple financial transaction (Clarke & Lancaster, 2013). Furthermore, online contract cheating presents a significant challenge for higher education institutes to keep a check on standards and quality assurance. Many teachers are either unaware of or simply afraid to follow up on instances of contract cheating for fear of recriminations in the form of poor feedback or possible student dropout rates.
Eman Saleh Al- Sagier Shaiegy
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 75-88; https://doi.org/10.47631/mejress.v2i4.360

Abstract:
Purpose: This study investigated the impact of teachers’ teaching experience on the implementation of English language curricula in public schools in the Aqaba Governorate, Jordan. Approach/Methodology/Design: The Rand Change Agent Theory of curriculum implementation guided this study. A descriptive survey design was adopted. The sample included 167 English language teachers who were selected purposively from 240 public school teachers in the Aqaba Governorate, Jordan. A questionnaire was developed as an instrument for data collection. It consisted of 36 items, and it was validated by presenting it to a group of arbitrators. The reliability was assured by carrying out a test-retest on a sample chosen from outside the sample of the study. Descriptive statistics were utilized to analyze data. Findings: The study findings indicated that there are statistically significant differences at (α≤0.05) between the implementation of English language curricula and the teacher’s teaching experience. This means that the teaching experience of the teacher affects the implementation of English language curricula. Practical Implications: The study presents certain implications for curriculum development policies. The study recommends engaging teachers in programs that assist them in exchanging experiences, knowledge, and skills to ensure effective execution of the curriculum in addition to the necessity for teachers to pay attention to self-development. Originality/value: Teaching experience plays a crucial role in curriculum implementation. It enables teachers to gain competence and effectiveness.
Olatoye Mukaila Ayinde
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 53-74; https://doi.org/10.47631/mejress.v2i4.367

Abstract:
Purpose: This study examined TPACK model as it relates to teacher’s knowledge categories such as methods of teaching subject matter (content knowledge) curriculum knowledge, knowledge about technology and pedagogical know-how etc. Approach/Methodology/Design: Conceptual analysis was discussed to establish content selection, performance procedure and problem-solving while designing an object-based game. Among the templates identified and used for Object-Based Game model are analog game model, managing learning procedure etc. The study adopted formative research in order to elucidate functional concepts and variables within the study. Findings: Games are repertoire of teaching aids and research paradigm which revolves philosophical learning theories and gaming processes. The quality of game developed depends on the qualifications; i.e. proficiency in mathematical theories and their interrelations to suit instructional concepts of game development and creative thinking abilities, pedagogical skills are required to identify learning pattern. There is a need to incorporate self-motivated experience scenes such as gaming, which characterize play and activity as being the young child’s most powerful tool in all areas of learning particularly Mathematics. Practical Implications: The study presents practical implications for teachers of mathematics. Contextualization helps learners to link new ideas to prior knowledge, and the proposed model in this study could be validated and applied in teaching mathematic concepts. Originality/value: The study adopted formative research in order to elucidate functional concepts and variables within the study. Technological Pedagogical and Content Knowledge (TPACK) object-based Mathematic card games model is designed as powerful and potential learning tools.
Shaun Robison
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 1-26; https://doi.org/10.47631/mejress.v2i4.327

Abstract:
Purpose: Research on teacher educators is fragmented but different trends are emerging from a variety of contexts that recognize it as a distinct profession. This research aims to highlight the features of a potential UAE teacher educator framework that has emerged from my research on authentic professional learning, and where professional learning might be focused in the future to build on teacher educators’ professional knowledge in the UAE. This paper explores the potential characteristics of a UAE Teacher Educator Framework through the methodological lens of narrative inquiry. Approach/Methodology/Design: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates. Drawing on the work of Keltchermans (2018), Kreijns (2019) and the existing frameworks from other contexts, this paper illustrates the potential blueprint for the UAE education sector. Findings: The findings suggest that inter-cultural learning and sensory awareness of the contextual factors that underpin the sector may allow teacher educators to feel empowered to support teachers and their peers in a complex cultural and economic environment. Practical Implications: The practical implications propose a new way of working and thinking within the UAE context, and the framework can be applied and adapted to both the public and private sectors. Originality/value: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates so this work offers significant value in an under-researched space.
Andy Pacino, Faiza Qureshi
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 37-52; https://doi.org/10.47631/mejress.v2i4.339

Abstract:
Purpose: This article is focused on the high attrition rate of English as a Foreign Language (EFL) teachers in the Kingdom of Saudi Arabia. It looks into the possible reasons that cause teachers to leave the country or the profession after spending a short time there, based on data collected from EFL teachers from across the Kingdom. Approach/Methodology/Design: This study used a mixed methods enquiry design, initially carried out through semi-structured interviews in a qualitative manner. Five teachers who worked in various higher education institutes across the Kingdom were interviewed and questioned about various aspects of their professional life as a teacher in the KSA. Those interviews were subsequently analysed to create questionnaires which were then administered to a sample of 20 teachers. The returned questionnaires were analysed and reported in numerical charts for ease of visual clarity. The lower the figure, the less motivation or satisfaction there was in the field. Findings: NEST attrition rates in Saudi Arabia are abnormally high due to a serious lack of cultural training by management and/or provider, poor induction once a teacher arrives in country and culture. NNEST attrition rates are more aligned to professional reasons, as they feel they are treated poorly by comparison with their NEST counterparts: lower wages, fewer promotion opportunities, not being taken as seriously by students and employers, and sudden discontinuance of contracts among the main reasons for NNESTs leaving their posts. Practical Implications: The study makes suggestions as to how teachers’ needs might be addressed in order to reduce the outflow of professional teachers from Saudi Arabia. Originality/value: There is very little continuity in teaching due to large numbers of teachers exiting the Kingdom after a very short period of time. NEST attrition rates in Saudi Arabia are abnormally high due to a number of reasons.
Edad Mercier
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 89-104; https://doi.org/10.47631/mejress.v2i4.350

Abstract:
Purpose: The article examines the trial of French General Paul Aussaresses (b. 1918, d. 2013) in the 2000s for war crimes committed during the Algerian War (1954 to 1962). Approach/Methodology/Design: A historiographical analysis covering topics such as colonialism, public memory, collective memory, counter-narratives, education, forgetting, and authenticity. Findings: Public history without individual memories or lived experiences of communities that have survived historical events can be viewed as inauthentic. It might even be called propaganda to present only state state-sanctioned accounts of historical events. Many governments will consequently enact laws to distinguish between what constitutes official national narratives—and what remains peripheral, or perhaps extremist individual, historical accounts. Practical Implications: This paper contributes to the scholarly literature examining oral testimonials in political and war crime tribunals, and the ethics of conducting public history research using media archives. Originality/value: Towards a greater understanding of collective memory processes, the case of the Algerian War reveals the constant negotiations, formal networks, and informal channels used to distinguish between legitimate and illegitimate sources of historical memory—and the consequences on culture, law, and society.
Saifuddin Ahmed, Zarif Rahman, Mahabuba Islam Meem
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 105-119; https://doi.org/10.47631/mejress.v2i4.358

Abstract:
Purpose: The main objective of this study is to evaluate whether the COVID-19 pandemic has influenced the people of Bangladesh to become more fatalistic or not. Approach/Methodology/Design: The study is of a descriptive design. The study follows a mixed-method research approach where an online survey was conducted among 406 individuals and 15 interviews of experts in different criteria have been assembled to validate the survey results properly. This survey data were analyzed based on the age and economic condition of the respondents. The in-depth interviews were collected based on six categories: Academicians, religious scholars, medical practitioners, Coronavirus-infected individuals, law enforcement officials, and journalists. Findings: The study shows that most of the people of Bangladesh are not influenced by the fatalistic views. The COVID-19 pandemic has certainly made people more dependent on fate lately. Senior citizens of the society and people with low income are more fatalists than other groups of people in the society. Senior citizens are suffering the most from anxiety, youths of Bangladesh are facing the most uncertainty in this pandemic. None of the population groups are completely dependent on fate yet confident about the situation at the same time. Practical Implications: The findings of this study will pave the way forward for further research in this area and help policymakers to take necessary initiatives. In short term, it will help formulating policies for the vulnerable groups. Such as, providing economic assistance for the lowest range of income group, guaranteeing old age pension for the senior citizens, access to right information, and psychological stability. In long term, this study will allow practitioners to create awareness during disasters and pandemics through expert narratives, news, and social media awareness. Originality/value: This paper explores how the belief system of people is influenced by their socio-economic condition and how it affects their behavior in terms of combating pandemics. It also emphasizes that during disasters and pandemics, policymakers should take special initiatives for senior citizens and people with low income.
Aniekan Asukwo, Grace James
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 27-36; https://doi.org/10.47631/mejress.v2i4.320

Abstract:
Purpose: This study examined the perceived family-related determinants and implications of the low enrolment of female students in electrical installation and maintenance works in government science technical colleges of Adamawa State. Approach/Methodology/Design: A descriptive survey research design was adopted for the study. The population of the study consisted of 13 Electrical Installation and Maintenance Work Trade (EIMWT) teachers and 129 parents of National Technical Certificate Two (NTCII) EIMWT students (either father or mother) in three Government Science Technical Colleges of Adamawa State. The sample of the study comprised of the entire population, thus no sampling was done. A 20-item questionnaire was developed by the researcher and used for data collection. The questionnaire was validated by three lecturers from the Department of Electrical Technology Education, Modibbo Adama University, Yola, Adamawa State. A reliability coefficient of 0.87 was obtained for the instrument using Cronbach Alpha. Mean was used to answer the research questions while a t-test was used to test the hypotheses. Findings: The findings of the study revealed low contribution from the female gender to family income in households and increased level of dependency of the female gender on the males in Adamawa State as major perceived family-related implications. Practical Implications: The study presents practical implications for concerned authorities to work on dismantling the negative perceptions about female education. The results suggest working closely with several institutions to raise awareness and enlighten parents and family members on the prospects of EIMWT, especially to the female gender. Originality/value: The study concludes that EIMWT is a way of investing in the education of females in view of breaking cycles of poverty and social vices that the females might be lured into.
, Jonah Mugomba, Silas Sithole, Address Murumbi
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 97-110; https://doi.org/10.47631/mejress.v2i3.301

Abstract:
Purpose: The study aimed at finding out the extent to which Early Childhood Development (ECD) trainee teachers perceive the feasibility and challenges of online learning platforms and generate strategies for effective implementation. Approach/Methodology/Design:A case study design for which fifteen ECD trainee teachers from two Higher Learning Institutions in Harare were purposively selected in this qualitative study through online structured questionnaires and telephone interviews expressed in English. Data gathered was expanded in thick rich descriptions to form themes.Findings:Innumerable benefits of e-learning were established. E-learning facilitates the continuation of learning, motivates, improves student-to-student interaction, is a convenient way of submitting assignments, reduces commutation and material costs and is an easy way of storing documents. However various setbacks were elucidated. Erratic power cuts and internet failures, exorbitant costs of data bundles and lack of smart devices deter the full embracing of e-learning.Practical Implications: Zimbabwean HLIs have adjusted to the new normal and embraced online learning to ensure the continuation of learning in the midst of the pandemic. Online learning overcomes educational obstacles and students will not only follow courses using the traditional method. Originality/value: The findings suggest trainee teachers require the provision of cheap data bundles, free internet applications and extension of due dates. The use of blended approach/hybrid learning to assist those in remote communities, training workshops and seminars on effective use of e-learning platforms were deemed essential.
Saleh Jebrael Saleh, Shahen Jamal Majeed
Middle Eastern Journal of Research in Education and Social Sciences, Volume 2, pp 46-56; https://doi.org/10.47631/mejress.v2i3.294

Abstract:
Purpose: This study aimed to examine motivation toward learning the English Language among learners from different universities in Iraq. The study focused on identifying the type of, instrumental and integrative, and also the activities that learners prefer to use in the classroom. Methodology/Approach/Design: The study applied both qualitative and quantitative design. The instruments used in the study included questionnaires and semi-structured interviews. A sample of 200 participants were engaged in an online survey and filled the questionnaire questions. An interview through zoom was also conducted with the selected group of learners. Results: The findings of the study revealed that learners were motivated more instrumentally as compared to integratively. It was also evident that the students were interested in different learning activities. Practical Implication: This study will have a greater contribution to the pedagogy of English language learning. The findings of the study might be used by curriculum developers to make changes and implement the best techniques of teaching English in the Iraqi EFL curriculum. Originality/Value: The results of this study may make the university teachers and students aware of the significance of motivation in enhancing the English learning process. Also, the findings may make university teachers more creative in developing interactive learning activities that will be suitable for students.
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