IJER-International Journal of Educational Research http://gphjournal.org/index.php/er <p>IJER - Journal of Educational Research publishes a wide range of high-quality research&nbsp; articles in the field (but not limited to) given below: <br>Academic Advising and Counselling, Adult Education, Art Education, Business Education, Counsellor Education, Cross-disciplinary Areas of Education, Curriculum, Research and Development, Distance Education, Early Childhood Education, etc.</p> en-US <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties, and that the Article has not been published&nbsp;elsewhere.&nbsp;Author(s) agree to the terms that the <strong>GPH Journal</strong> will have the full right to remove the published article on any misconduct found in the published article.</p> gphjournals@gmail.com (Dr. FALODE, OLUWOLE CALEB) info@gphjournal.org (Dr. Yunus Khan) Wed, 31 Mar 2021 09:57:04 +0000 OJS http://blogs.law.harvard.edu/tech/rss 60 INTEGRATING BLENDED TEACHING INTO EDUCATION CURRICULUM http://gphjournal.org/index.php/er/article/view/387 <p><em>The onset of the 21<sup>st</sup> century has brought about tremendous changes in all areas of the world, whether it's education, technology, economy, or society. Recently, there has been a shift in the educational landscape from teacher-centered to learner-centered education approaches to enhance the active participation of students for effective learning. The COVID 19 pandemic is also throwing up a lot of challenges for individuals to cope with its impacts, especially in education. Blended learning has been adopted widely as it seems to be a promising approach to address most of the 21st-century challenges; however, no meaningful learning takes place without meaningful teaching. Research and literature on blended learning seem to be expanding with less increase in research on blended teaching. This has, however, left educators and instructors wondering how they can effectively carry out blended teaching for effective blended learning. As blended learning becomes more prevalent, opportunities for research into blended teaching should also increase. Educators need to know how they apply blended teaching effectively in this era. To remedy this situation, this review synthesizes how teachers can integrate blended teaching into an education curriculum to guide learning experiences and activities of students properly for effective learning. Concepts such as curriculum, integration, blended teaching, and ways of integrating blended teaching into an education curriculum were discussed. The models and approaches of blended teaching, principles for integrating blended teaching into the curriculum, and factors determining the integration of blended teaching into the curriculum of an education programme were identified. The paper concludes by discussing the various challenges to integrating blended teaching into an education curriculum.</em></p> Dr. Vincent Chidindu ASOGWA, Zanele Gule, Alfred F. Tsikati ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 http://gphjournal.org/index.php/er/article/view/387 Wed, 31 Mar 2021 09:55:27 +0000 USING SUBTITLES IN AN INCLUSIVE EDUCATION SETTING AND IN THE TUTORING OF STUDENTS WITH HEARING DISORDERS IN SOME SECONDARY SCHOOLS IN BUEA MUNICIPALITY - CAMEROON. http://gphjournal.org/index.php/er/article/view/395 <p><em>The aim of this study was to investigate the Use of Subtitles in an Inclusive Education Setting and in the Tutoring of Students with Hearing Disorders in some Secondary Schools in Buea Municipality. </em><em>Some related theories like the Mediated Mutual Reciprocity (MMR) Theory for Cognitive Enhancement by Tchombe (2019), the Social Learning Theory by Albert Bandura1977, Abraham Maslow’s Theory of Human Motivation 1943, and Psychoanalytic Theory of Personality Development by Sigmund Freud 1856-1939; were used to carry out this study. </em><em>The study adopted a descriptive survey research design using mixed methods to collect people’s opinions and perceptions about a phenomenon over a given population area. The participants involved in this study were students with hearing disorders from Bilingual Grammar School (B.G.S.) Molyko, Government Technical High School (G.T.H.S.) Molyko, Government High School (G.H.S.) Bokwango and Saint Therese Bilingual Grammar School Molyko. The target population comprised of students with hearing disorders. A sample size of 61 students was used in all the schools mentioned above. Instruments such as a structured questionnaire and observation checklist were used to collect data from the field. The research instruments were pretested to establish their validity and reliability using the expertise of the University Supervisor and statistician. The quantitative and qualitative data collected were analysed in themes using the descriptive statistics and coded in statistical package for social sciences (SPSS). The results revealed that, there was a significant relationship between the usage of intralingual subtitles and the inclusive education setting and tutoring of students with hearing disorders (r = 0.282, p = 0.028). In addition, the results proved that there was no significant relationship between the use of interlingual and multilingual subtitles and the inclusive setting and the tutoring of students with hearing disabilities (r = 0.196, p = 0.130 and r = 0.166, p = 0.202, respectively). Furthermore, the results showed that the students did not encounter major challenges when taught by tutors using subtitles (z = - 9.033&gt; /1.96/). Finally, from the observation checklist, the main difficulties faced by the students were that they could not attempt to repeat familiar words and that they could not turn to or move towards sound sources.</em></p> Ayonghe Lum Suzanne, Akpayi Edmund ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 http://gphjournal.org/index.php/er/article/view/395 Thu, 08 Apr 2021 12:49:28 +0000 EXPLORING THE NEXUS AMONG MULTIPLE REPRESENTATIONS, PROBLEM-SOLVING AND MULTIPLE REPRESENTATIONAL ABILITIES OF PHYSICS STUDENTS http://gphjournal.org/index.php/er/article/view/393 <p>This study examined the relationship among multiple representations, problem-solving and multiple representational abilities of senior secondary school physics students. Correlation and multiple regression analysis were adopted. Two hundred and ninety-four senior secondary school Physics students selected from six purposively sampled coeducational and urban schools in Education Districts V of Lagos State formed the sample. Test of Knowledge of Multiple Representations Abilities in Projectiles and Equilibrium of forces (TKMRA-PE), Multiple Representations Abilities Assessment Instrument (MRAI) and Problem-Solving Assessment Instrument (PSAI) were used to collect data. The reliability coefficients were determined to be 0.83, 0.75 and 0.70 using split-half reliability coefficient respectively. Three research questions raised for investigation alongside one corresponding null hypothesis were tested. Quantitative data gathered were analysed using the bar graph, Pearson Product Moment Correlation Coefficient and Regression analysis. Findings of this study revealed that there was no relationship between multiple representational and problem-solving abilities; r = .260; p &gt; 0.05. Furthermore, the study revealed that there was a significant causal relationship among multiple representations, problem-solving and multiple representational abilities. Multiple representations and problem-solving accounted for 31.4% of the variance in the multiple representational abilities of physics students. The study concluded that multiple representations enhanced multiple representational abilities in Physics. The use of multiple representations should be explored by Physics teachers to develop in-depth conceptual understanding.</p> ORULEBAJA YINKA, OWOLABI TUNDE, AKINTOYE HAKEEM ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 http://gphjournal.org/index.php/er/article/view/393 Mon, 12 Apr 2021 10:17:34 +0000