Interdisciplinary Journal of Education Research
ISSN / EISSN : 2710-2114 / 2710-2122
Published by: University of the Free State (10.38140)
Total articles ≅ 24
Latest articles in this journal
Published: 31 August 2022
Interdisciplinary Journal of Education Research, Volume 4, pp 87-95; https://doi.org/10.38140/ijer-2022.vol4.07
English Foreign Language (EFL) teachers most frequently deal with question types in their interactions with students. However, questioning is not only concerned with type but also with form and function. Therefore, this qualitative study aimed to examine the types, forms, and functions of the questions altogether raised by EFL teachers as they interacted with students. The researcher observed and recorded two college-level EFL teachers. Using the conversation analysis tenets, the data were transcribed and examined. The results have demonstrated that the teacher questions used were insufficient for the questioning activity. The form is related to the question type. Additionally, the teachers’ questions had diagnostic, educational, and motivating purposes. Therefore, it is advantageous for teachers to ask questions during class discussions if they have a comprehensive understanding of type, shape, and function.
Published: 21 June 2022
Interdisciplinary Journal of Education Research, Volume 4, pp 75-86; https://doi.org/10.51986/ijer-2022.vol4.06
The 21st century has seen a massive advent of technologies, arguably more than any other time in the history of humankind. Education systems worldwide have embraced emerging technologies to expedite their teaching and learning systems to stay abreast and relevant to the time. The study explored the types of educational technologies used by Mthwakazi University (MU) rural satellite campuses to implement distance teacher education programmes. An interpretive research paradigm was employed using a qualitative research approach and a case study design. Interviews were used to gather data from six purposively selected lecturers at MU rural satellite campuses. Data was analysed narratively under emerging themes. Findings concluded that lecturers at MU rural satellite campuses used limited educational technologies, mostly traditional paper and text, due to electricity and internet challenges and lecturers’ lack of ICT skills and knowledge. The study recommended that MU rural satellite campuses should use flash drives, Compact Disks (CDs) and Digital Versatile/Video Disks (DVDs) to download Encarta, encyclopedia and updated information and upload it into computers for access by students, invest in alternative internet sources like dongles and wireless mobile networks like ECONET and MTN.
Published: 14 June 2022
Interdisciplinary Journal of Education Research, Volume 4, pp 60-74; https://doi.org/10.51986/ijer-2022.vol4.05
The quality of students’ accommodation has been one of the factors that influence students’ academic performance and achievements. This has been shown in Sustainable Development Goals as related to education and housing. This paper thus assessed the quality of students’ accommodation in a Nigeria’s tertiary institution. The objectives are to determine the factors responsible for students’ choice of accommodation and examine the variation in students’ accommodation based on their quality. Multi-stage sampling technique was used to select 212 (10%) students living in 8 on-campus and 8 off-campus hostels in the study area. Questionnaires were used as research instruments in this paper. This study adopted descriptive, inferential, and spatial analytical techniques. The results reveal that the hostel fee was higher off-campus than on-campus, while the power supply was more stable at on-campus hostels than at off-campus hostels. At a p-value greater than alpha at 0.05, and an F-calculated value of 1.613 which was less than the F-tabulated value of 1.71 at F0.05, 15, 196, there was no statistically significant variation in the overall mean value of the factors considered for the quality of students’ accommodation across all sixteen hostels. This paper concludes that the quality of students’ hostels is not significantly different in both on-campus and off-campus in the study area. This paper thus recommends that the quality of students’ accommodation should be improved without exerting an exorbitant fee on students. There should also be a government policy regulating the off-campus and on-campus hostels in terms of fees and quality.
Published: 29 May 2022
Interdisciplinary Journal of Education Research, Volume 4, pp 44-59; https://doi.org/10.51986/ijer-2022.vol4.04
This study examined the relationship between headteachers' leadership practices and students' discipline in secondary schools in Bushenyi-Ishaka Municipality, Uganda. Particularly, the study tested the relationship between headteachers' collaborative culture practice and students' discipline, the relationship between headteachers' distributed leadership practice and students' discipline, and the relationship between the headteachers' interpersonal relationships leadership practice and students' discipline. The cross-sectional design was adopted using the quantitative and qualitative approaches. Data were collected on a sample of 310 teachers using a questionnaire survey. The findings revealed that while the collaborative culture and interpersonal relationship had a positive and significant relationship with students' discipline, distributed leadership had a negative and insignificant one. Therefore, it was concluded that the collaborative culture leadership practice is imperative for promoting students' discipline in secondary schools, distributed leadership practice is not an essential practice for promoting students' discipline in secondary schools, and interpersonal relationship leadership practice is vital for the promotion of students' discipline in secondary schools. Therefore, it was recommended that headteachers should promote collaborative culture practice in schools to promote students' discipline, headteachers should not over-emphasise distributed leadership in implementing measures of promoting student discipline, and headteachers should prioritise enhancing interpersonal relationships in secondary schools to promote students' discipline.
Published: 18 May 2022
Interdisciplinary Journal of Education Research, Volume 4, pp 28-43; https://doi.org/10.51986/ijer-2022.vol4.03
Due to COVID-19, numerous universities and colleges have been forced to arrange home-based exams in many countries. We know relatively little about what consequences this might have for the ranking of students based on qualifications in the various subjects. This is an important issue for administrators, educators, and others involved in planning the design of higher education. The intention of this article is to get more insight into this issue. By analysing administrative data from a Norwegian Business School, we examined the impact of moving from traditional school exams to home-based exams in 2020 due to COVID-19. The chosen methodology is the comparison of means by using t-test and standard linear regression models. The results indicate a weaker link between high school performance and achievements in business administration courses. Furthermore, home-based exams might disadvantage older students. This is useful knowledge in the judgement as to whether or not to introduce home-based exams as a permanent arrangement.
Published: 28 January 2022
Interdisciplinary Journal of Education Research, Volume 4, pp 15-27; https://doi.org/10.51986/ijer-2022.vol4.02
Considerable investment in and prioritisation of teaching of sciences among secondary schools in Uganda have been made. But despite this, performance in sciences remains poor. We sought to understand why this is so, and to this end, the present study explores perceptions regarding reasons surrounding students’ poor performance in sciences. We used an exploratory case study to interview teachers of science, inspectors of schools, and a representative of the Uganda National Examinations Board. Also, documentary analysis was done for a deeper understanding of the study question. Qualitative analysis was employed in the identification of themes and sub-themes. In the findings, what our research suggested is that there is a combination of factors which have resulted in poor science results within schools – the quality of the teaching, the expectations and support of the school and the ability of the pupils themselves, although the quality of teaching seemed to be the major factor. Therefore, this would suggest that the teaching and learning of the sciences in Ugandan schools could benefit from adapting to new ways – teaching the necessary skills, developing the pupils’ scientific interest and skills, and improving facilities within the schools. Further inquiry could be channeled towards understanding apathy in the teaching and learning of sciences, support strategies in resource utilisation, and monitoring of the teaching-learning process.
Published: 6 January 2022
Interdisciplinary Journal of Education Research, Volume 4, pp 1-14; https://doi.org/10.51986/ijer-2022.vol4.01
Conflicts as a complex reality are common in higher education settings. Unfortunately, little is known about their impact on perceptions of the quality of higher education. This study assessed the impact of structural and interpersonal conflicts on the perception of quality higher education. To obtain the data, the study used a cross-sectional survey research design. The study sampled 310 academic and administrative staff from three universities in Northern Ghana using a multi-stage sampling technique. The questionnaire was the primary data-gathering tool. The prevalence of conflicts and perception of quality in higher education were assessed using simple frequencies and percentages, while the structural equation modelling technique was used to investigate the complex relationship among structural conflicts, interpersonal conflicts, and perception of higher education quality. The results indicate that most workplace conflicts in higher education are structural in nature, arising from jurisdictional uncertainties, interdependence, and authority relationships. The findings further indicate that structural and interpersonal conflicts have little influence on perceptions of quality higher education. Nevertheless, in terms of direction, structural conflicts have a positive link with the perception of quality higher education, whereas interpersonal conflicts have a negative relationship. It is hereby recommended that a cross-sectional survey on the influence of conflicts on effective teaching and learning in public universities in Ghana should be conducted.
Published: 8 June 2021
Interdisciplinary Journal of Education Research, Volume 3, pp 60-73; https://doi.org/10.51986/ijer-2021.vol3.02.07
Information Communication Technology (ICT) has made performing administrative tasks more convenient for organisations. This paper discusses the contribution of ICT innovations to administrative effectiveness with respect to the Open University of Tanzania (OUT) and, specifically, their examination process. An analytical study guided by one hypothesis has been applied in this paper to understand the utilisation of ICT at OUT and framed within the timeframe of the COVID-19 pandemic. The hypothesis states that there is no significant difference in the mean response of students, lecturers, and administrators on the effectiveness of ICT in the Online Oral Examination System (OREX) and administrative process of the OUT. The use of both primary data collected through administered questionnaires to the university population and secondary data sourced from existing literature aided in determining the findings. The results revealed that ICT innovations could be effective if well used in university activities and more suitable if adapted in an innovative way for online admission and a perfect fit for online examination system such as OREX, which was developed as a response to the pandemic. The study also inveterate that the students, lecturers and senior administrative Staff (Registry) had very similar responses on the effectiveness of ICT innovation on the administrative process and academics of the OUT. It was recommended, among others, that the university should mobilise resources towards the provision of facilities and training of its ICT personnel for more relevant innovations, particular for online examination processes such as OREX.
Published: 6 May 2021
Interdisciplinary Journal of Education Research, Volume 3, pp 84-97; https://doi.org/10.51986/ijer-2021.vol3.02.09
This paper presents the success factors for undergraduate research projects (URPs) at Muni University. The objectives of the study were to determine the relevant skills required for the success of undergraduate research projects and investigate the roles of students, supervisors and faculty towards the success of URPs. Questionnaires were administered to a population of 70 final-year students. SPSS-v.21 program was used to analyse the data collected. The research instrument was reliable at Chronbach’s alpha 0.9038. Results showed that research, research environment, research management, personal effectiveness, communication, networking and teamwork skills are paramount to the success of URPs. The study found out that the key stakeholders (students, supervisors and faculty) perform their roles throughout the project period. However, there’s a need to have a mechanism for project tracking, filing complaints, and having URPs externally examined among others.
Published: 6 May 2021
Interdisciplinary Journal of Education Research, Volume 3, pp 40-47; https://doi.org/10.51986/ijer-2021.vol3.02.05
The role of language in facilitating national development can never be over-emphasised because the national understanding and cohesion that run on the wheels of language create opportunities for sustainable development. An integral aspect of language that typifies this is Translation which serves as a key contributing force towards the consolidation of understanding while creating opportunities for personal, group and national development. The study and practice of French Translation now increasingly offer more opportunities for creative and constructive engagement of Nigerian youth as student translators empowered to meet French Translation/Interpretation needs in canned/preserved food and drug sectors of the country. Suffice it to add, these initiatives carry the prospects of reducing Nigeria's double-digit unemployment rate, curb youth restiveness, banditry and militancy, provide credible alternatives to crime, prostitution and illegal migration, thereby contributing to national development in quantum leaps and bounds. This paper aspires to initiate ways in which the teaching of French Translation in Nigeria Universities can include Translation Quality Assessment (TQA) with a view to unleashing the productive capacity of Nigerian translation students as well as channel their energies towards worthy ventures in sustainable growth and national development through TQA of the French Translation in canned/preserved foods and drugs. The paper provides fresh insights into how Nigerian universities can increase their contributions to national development by maximally leveraging on TQA of French Translations of canned/ preserved foods and drugs to access funding for initiatives that fall under current donor mappings.