Problems of Education in the 21st Century

581-582

Authors: Editorial Board

Contents, Vol. 76, No. 5, 2018

587-600

Authors: Dawit Legesse Edamo, Tshilidzi Netshitangani

This was a qualitative research, which explored how the school community experienced the outcomes of leadership on the effectiveness of the school improvement program (SIP) on Sidama Zone schools, Ethiopia. Four schools were purposively selected. Data were collected using interviews, focus group discussions, observation and documents, which included school plans, reports, minutes of meetings, memos, letters and the students' examination results were analyzed as they reflected issues related to the outcomes of the SIP on the school’s effectiveness. Principals, teachers, students, supervisors, parent teacher association members and SIP experts were interviewed. The findings indicate that in schools where there is strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives are owned by all in the school and the performance of the schools is enhanced. It is recommended that the roles of the principals be redirected, the number of supervisors be increased, diverse professional development opportunities for principals and teachers be created, the recruitment, appointment and retention of principals be reconsidered and mechanisms to check school plans and performance reports be created.

620-632

Authors: Gabriel Gorghiu, Dragos Daniel Iordache, Costin Pribeanu, Vincentas Lamanauskas

The social media technologies are blurring the boundaries between formal and informal/non-formal learning and provide new educational opportunities. Recent work shows that online social networks provide various kinds of educational support, such as social learning, informal/non-formal education, information, interaction, and collaboration. The aim of this research was to analyze the gender and cross-country differences in the perception of the educational opportunities provided by Facebook. The educational opportunities have been specified as a global factor that manifests along four dimensions: information, collaboration, personal development, and professional development. The model has been tested on two samples of university students, one from Romania and the other from Lithuania. An analysis of invariance has been carried on that shows that the educational opportunities model is invariant across groups. The results showed that female students have a higher perception of the educational opportunities provided by Facebook.

649-662

Authors: Martin Kustati, Yunisrina Qismullah Yusuf, Nooreiny Maarof

The aim of this research was to find out whether English teachers teaching in rural areas in Indonesia are incorporating the Communicative Language Teaching (CLT) approach in their reading classes. The mixed research design included questionnaires, observations and interviews. A questionnaire was administered to 144 teachers in 68 rural high schools in Padang, West Sumatra. Out of these teachers, eight were chosen to be interviewed, and observations were conducted in their classes. Findings of the questionnaire showed that English teachers’ perceptions and attitudes are generally positive towards CLT in teaching reading. However, the results from observations and interviews with the teachers indicated that a majority of teachers still implemented the traditional (teacher-centred) approach in teaching reading compared to the student-centred approach as suggested by CLT. The preferred choice of teaching methods in teaching reading was influenced by several factors; namely, the students’ low proficiency level, their low degree of self-confidence and motivation, large class sizes, limited teaching schedule, and the teachers’ insufficient knowledge on CLT implementation. Finally, this research suggests that if Indonesia expects its policy of learning reform to be successful, intensive and consistent teacher development must be well-organized, and sufficient resources must be allocated so that all schools, especially those in rural areas, can meet the objectives.

678-692

Authors: Natalia M. Mezhennaya, Oleg V. Pugachev

The impact of a complex of interactive computer algebra system (CAS) based methods with usage of supplementary education materials (e.g., interactive presentations, computer modeling patterns and supplementary home tasks prepared in CAS Mathematica) on the education outcomes in the subject “Probability theory and mathematical statistics” was estimated. A comparative analysis of education outcomes for two groups of third-year students of engineering specialization taught in Bauman Moscow State Technical University was carried out. Group I of 72 students was taught in the year 2016-17 using teaching methods including only lectures and seminars, without usage of supplementary interactive materials. A written control work was chosen as a tool of examination; its results were used as a means of assessment of education outcomes achieved by the students in the first module “Probability theory” of the semester course. The results demonstrated by Group I proved not to be satisfactory for achieving the aims of education: successful continuation of learning the next modules, and further usage in professional practice. After detailed analysis of the students’ works and interviewing them, the basic difficulties in understanding and interpretation of the tasks were clarified. Consequently, Group II of 70 students taught in the year 2017-18 in the same specialization as Group I, was provided with new variants of home tasks and supplementary sets of interactive materials to study on lectures and seminars, as well as for independent study at home. The students of Group II have demonstrated significantly higher outcomes as compared to the students of Group I.

706-719

Authors: Silvia Rogošić, Branislava Baranović

Considering that the disregard in teacher profession seems to be an observed problem in contemporary western societies which can result in a deficit of teachers, it is important to research reasons for enrolment into faculties of teacher education, factors which create a resistance towards the teacher education and teaching profession and possible differences between pre-service subject and pre-service class teachers related to these issues. Thus, the purpose of this research was to examine the differences in social background (level of human, financial, and social capital), motivation for selection of program of study and the experience of studying in higher education between pre-service class teachers and pre-service subject teachers. Theoretical background of research was based on Coleman’s theory of social mobility (1988) and the theory of motivation (Watt & Richardson, 2007). A quantitative research design was employed, and the survey was conducted. Sample comprised 455 pre-service (subject and class) teachers studying at the University of Zagreb, Croatia. The results of Welch ANOVA test showed that pre-service subject teachers possess a higher level of financial and human capital, more often are extrinsically motivated in choosing the program of study and have more positive experiences of studying than pre-service class teachers. The results of logistic binary regression showed that participants are more likely to select the subject teaching profession (instead of class teaching profession) if they take into consideration status and financial benefit of their future occupation more frequently, if, on average, they spend more money and if they have more family members who held university degrees. Findings led to the conclusion that programs of study for the education of subject teachers are more prestigious which is not in line with the Coleman’s theory of social mobility (1988) but are closer to the theory of cultural reproduction (Bourdieu, 1986).

739-752

Authors: Veronika Végh, Gergely Horzsa, Zsolt B. Nagy, Gábor Elbert, Henriette Pusztafalvi

The rationale behind the research is the Hungarian government’s decision to introduce daily physical education lessons in schools. The system was expanded to all grades by the 2016/2017 academic year. It aims to improve students’ health consciousness and sports habits. Hungarian high school students’ physical activity, participation in competitive sport, body mass index and lifestyle determiners were examined with regard to gender. Altogether, 333 students completed the anonymous questionnaire, their average age was 16.12. Their Body Mass Index (BMI) was used to estimate the prevalence of obesity. The association between BMI and lifestyle determiners was analysed. 63.8% of girls and 70.4% of boys exercise daily or several times a week. Girls love individual sports, while boys would rather choose team sports. More boys participate in competitive sports (26.2%) than girls (16.5%). Both genders’ biology marks are better than those of students who do no sport. 46.81% of girls and 27.59% of boys have been on a slimming diet, and a high percentage of girls were on a slimming diet, even those with a normal BMI. The results suggest that despite having five physical education (PE) lessons every week, students want to get more exercise. However, a lack of time and fatigue prevents them from doing so. Most children chose PE as their favourite subject, but out of all sporting venues it is at school that they like doing sport the least.