The purpose of this article is to build a scale allowing students to get reliable, scientific, and complete perceptions of their engagement in physical education (PE) classes. The study’s findings were based on traditional sports science research methods such as document synthesis and analysis, expert interviews, and Cronbach’s Alpha coefficient testing of the questionnaire’s reliability. To measure student engagement in physical education, the authors developed a questionnaire with 19 items covering three aspects: intellectual engagement: 06 items, cognitive engagement: 06 items, and learning engagement (active learning): 7 items. The results indicated that students have a positive perception of PE’s meaning and roles, but they are not totally involved in intelligence and active learning.
The Effectiveness of Technology Integration on the Students’ Motivation and Engagement from Teachers’ Perspective: A Case Study at Sarta Secondary Girls’ School (Published)
Recent theoretical developments have revealed that technology can promote education in an effective way. This study aims to investigate the effectiveness of integration technology on the students’ motivation from teachers’ perspectives. For data collection, the researchers conducted face-to-face interviews with (13) teachers from different specializations at Sarta Secondary Girls’ School. The researchers use interviews to collect qualitative data that was first transcribed and then analyzed. The questions of the interviews were designed as the consistency of its previous literature. The results of the analysis showed an efficient impact of the technology on students’ motivation and engagement when there is a good infrastructure of technology such as devices, tools, and training teacher. The study recommends improving the technological environment of the school by supporting the private sectors financially and working with them. It also suggests the Palestinian Ministry of Education conduct special training courses for teachers to wax and wane their skills to effectively integrate technology in their teaching.
This study set out to probe students’ thoughts regarding what engaged them to learn, what did not, and what they envisage an engaging future higher education to be in relation to the status quo. A journal writing activity based on two open questions was designed. Written responses were obtained from 17 bachelor students enrolled onto several technology study programmes. The qualitative data were catalogued and analysed from perspectives of technology, organisation, and pedagogy. The results showed that students’ thoughts focus on the importance of active learning, with insights drawn from technology-related learning tools, organisational concerns such as physical environments and counselling support, pedagogical issues including motivation, lecture, and feedback. Possible interventional measures for effective engagement were discussed.
Learner voice has emerged in literature in the 21st century as a means to inform educational change in both developed and developing countries, including Nigeria. It is a rights-based movement and the focus in this work is to help democratise school practices to foster engagement of the perspectives of learners, as partners with teachers, in decision-making involving the curriculum, policies and practices in the context. Analysis of the concept herein is underpinned by social constructivist epistemologies. Learner voice practice challenges didactic pedagogies prevalent within the Nigerian educational system. Rather, the notion regards the learner as a co-creator of knowledge of classroom programmes and partner in school reforms within the context.
Gamification – Influence on Elementary Pupils’ Learning Outcomes and Engagement in English Language (Published)
This research examined the influence of gamification on the learning outcomes and engagement of English Language Pupils in Bonny Local Government Area of Rivers State, Nigeria. It adopted the two (2) group pre-test post-test quasi-experimental research design. The sample comprised forty-four (44) primary three pupils. Twenty (20) for the experimental group and twenty-four (24) for the control group. Two (2) sets of instruments were employed to gather data from the sample namely: English Language Achievement Test (ELAT), and Gamification Questionnaire (GQ) which had two (2) sections: Demographic data of pupils, and games engagement. Three objectives, three research questions, and two hypotheses were used for the study. Mean and standard deviation were employed to answer the research questions. Hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using independent sample t-test. Kuder-Richardson (KR20) was employed to test the ELAT and a reliability coefficient of .857 was obtained. Cronbach Alpha was used for the GQ with a reliability coefficient of.689. The findings revealed that learners taught with games had a higher mean score than those taught without games but the difference was not statistically significant; and their engagement level was high. Recommendation was therefore made that gamification be used in classrooms because it has a positive influence on learners’ learning outcomes.
: This literature review aims to understand transformational leadership as a theory and its application, especially in the field of education. This study reviews nine qualitative works on the use of transformational leadership theory in education and identifies three major themes: 1.) globalization and multiculturalism, 2.) behaviour and preparedness, and 3.) achievement. In reviewing these works, the authors focus on how transformational leadership influences the behaviour and practice of leaders in an effort to improve student achievement. The authors also examine limitations to the application of transformational leadership. Ultimately, the researchers determine that transformational leadership requires leaders to demonstrate specific skills focused on the equitable implementation of major reforms.