Journal of Education and Research

Effects of a Developed Flipped Classroom Package on Senior Secondary School Students’ Performance in Mathematics in Lagos, Nigeria

Semiu Olawale Makinde — Mon, 25 Sep 2023 00:00:00 +0000

Acknowledgement of Reviewers’ Contribution

KUSOED Journal — Mon, 25 Sep 2023 00:00:00 +0000

The Editorial Board and the publisher of the Journal of Education and Research would like to express their appreciation to the following colleagues for their time and effort in reviewing manuscripts submitted to the JER. Their contribution helped us bring out Vol. 13 (Issues 1-2).

Book Review: The Politics of English Language Education and Social Inequality

Tikaram Poudel — Mon, 25 Sep 2023 00:00:00 +0000

Respectfully Yours…: Dealing With Questionable Authorship Practices

Rebat Kumar Dhakal — Mon, 25 Sep 2023 00:00:00 +0000

Methods or Methodology: Terms That Are Too Often Confused

Mon, 25 Sep 2023 00:00:00 +0000

There is a distinct difference between methodology and methods in research. However, too many students, researchers, and authors of academic papers do not seem to pay attention to the crucial difference. This is true not only in education research but also in many other academic disciplines. In simple terms, the term methods refers to the research tools and techniques; for example, in the qualitative field, interviews are a tool to collect data, and in the quantitative field, a questionnaire-based survey is an example of a data collection tool. Methodology is a broader concept as it refers to the overall approach to the research, includes a justification for this approach, and links to research philosophy, i.e., how we produce knowledge. This methodological note aims to explain the confusion, drawing on examples from the published literature in education research and beyond. It also considers the complexities and crossovers. The final section ends with key advice to researchers and authors on key mistakes to avoid regarding the difference between methods and methodology, including covering this in early supervision discussions.

Relationship Between Trainee Reactions and Training Transfer: Findings From a Qualitative Study in Nepal

Ajit Bhattarai — Mon, 25 Sep 2023 00:00:00 +0000

This article explores the relationship between trainees’ reactions and the transfer of training in Nepal. Using a qualitative research design, six participants of a soft-skills training program were interviewed immediately after completing the training and after six months of the training program. The findings show that initial reactions may not be directly related to transfer: positive reactions will not always translate into transfers in the workplace. Conversely, an adverse reaction does not mean the trainee will not transfer, a unique finding from this study. It is argued that since the initial reactions may not predict transfer, organizations need to be careful in interpreting reaction statements as the trainees' willingness/ability to transfer. The study found that various forms of post-training organizational support, trainee proactiveness, and trainee’s locus of control can influence the transfer of training. The study reinforces how post-training supervisory and peer-support support can create an environment that entices trainees to transfer and that post-training trainer support, a factor usually not discussed in the literature, can also impact transfer.

Evolution and Impact of Blended Learning in Higher Education: A Brief Systematic Review From 2010 to 2022

Samikshya Bidari, Muhammad Hafeez — Mon, 25 Sep 2023 00:00:00 +0000

As education has moved towards the digital reality, one of the greatest challenges has been to provide students with an engaging learning environment. This era of technological advancement has yielded various teaching and learning tools and strategies. Among these, blended learning has emerged as a practical solution, seamlessly merging traditional in-person instruction with digital resources. This extensive review, encompassing 161 articles from reputable databases such as Scopus, Web of Science, and ERIC, spanning 2010 to 2022, is guided by the PRISMA model for article selection. The primary goal was to assess the effectiveness of blended learning strategies across multidisciplinary courses in higher education. Following meticulous examination, which involved eliminating duplicate records, excluding articles that were not relevant (totaling 37 exclusions), and filtering out non-English articles (9 in total), a refined set of 39 relevant articles remained for thorough analysis. Exploring these 39 preceding studies consistently validates the effectiveness of blended learning as the favored pedagogical approach in higher education. It not only engages students but also cultivates critical thinking skills, thereby fostering a conducive learning environment. This learning strategy creates a conducive learning environment for the students by engaging them and improving their critical thinking skills. A literature review found that since 2011, the same models have been repeated and practiced in various settings.

Understanding the Dynamics of School Culture: Narratives From English Language Teachers

Surendra Prasad Bhatt, Hiralal Kapar — Mon, 25 Sep 2023 00:00:00 +0000

This study explores the perceptions of Nepalese English language teachers regarding the impact of school culture on their professional commitment. Interviews were conducted with three English language teachers at secondary-level schools in the Kathmandu Valley to explore their views and experiences. The findings indicate that school culture plays a significant role in shaping teachers' professional identities and behaviors. Teachers perceive the school as a language lab, providing opportunities to improve and modify their teaching practices. Additionally, school culture is seen as a system of norms, beliefs, and rules that govern behavior within the social, cultural, and religious context. The study reveals that a positive school culture, characterized by healthy relationships and supportive leadership, enhances teachers' commitment and performance. Equally, domination and discouragement from school leaders lead to reduced commitment and potential burnout. Teachers highlight the importance of a familial environment within the school, fostering a strong sense of dedication and confidence. However, the lack of emphasis on professional development due to the unintellectual ideologies of school owners and leaders results in teacher disappointment. The study emphasizes the need for mutual understanding, supportive attitudes, cooperative behavior, and a culture of continuous learning among school staff. Overall, this research underscores the vital role of school culture in influencing the professional commitment and wellbeing of English language teachers in Nepal. The findings offer valuable insights for educators, policymakers, and school leaders seeking to create an environment conducive to teachers' growth and development.

Listening Comprehension Strategies Employed by English-Honours Undergraduate Students at Myitkyina University

Soe Moe Thu — Mon, 25 Sep 2023 00:00:00 +0000

This cross-sectional survey investigates listening comprehension strategies that are used by English-honours undergraduate students of Myitkyina University to comprehend their listening texts. We adopted a 5-point Likert-scale questionnaire, "strongly agree" to "strongly disagree," to generate data for this study, and we used descriptive analysis to calculate percentages, means, and standard deviation. The results show that the participants of this study prefer to use socio-affective strategies the most, followed by cognitive and metacognitive strategies. This trend offers valuable insights into why learners resort to bottom-up strategies more frequently than the top-down ones in learning English as a foreign language (EFL).