Importance of Culturally Relevant Teaching in the Digital Age: Approaches to Student-centered and Personalized Learning in Emerging Countries | Chapter 6 | Language, Literature and Education: Research Updates Vol. 9

 

The significance of digital technology and personalisation in educating digitally underrepresented students is nowadays paramount. To survive, learners must manage to update their skills, the skills of the 21st-century world. Various documents from developed countries, which aim to transform teaching and learning practices in developing nations, emphasise the importance of aligning education in underdeveloped countries with that in developed countries.

 

Culturally responsive teaching is an evidence-based method that acknowledges the essential role of culture in the learning process. It facilitates the integration of students’ cultural backgrounds and life experiences into the educational process. The purpose of this study was to investigate the importance of culturally relevant teaching (CRT) and personalised learning in developing countries in the digital age. It aims to contribute to the achievement of quality education in these communities worldwide and promote effective teaching and learning of concepts. This review study synthesises previous research and theoretical frameworks to explore how culturally relevant teaching (CRT), personalised learning, and student-centred approaches can be effectively implemented in developing countries within the digital age.

 

Research on these specific topics has indicated that digital technology associated with CRT and personalised learning positively impacts the lives of digitally underrepresented communities. Teaching strategies, such as Adaptive Learning Technologies (ALT) and Universal Design for Learning (UDL), enhance teaching and learning in digitally marginalised communities, equipping technologically marginalised students with the necessary skills to thrive in the digital age.

 

Adapting school systems' curricula and instruction to these unique educational environments, while considering the importance of culture, individualised teaching, and learning, and emphasising digital era applications, is indispensable.

 

The results of this work may inform and encourage educators, policymakers, and Government officials about instructional strategies to implement in the classroom to meet the learning needs of every student. This calls for adopting personalised learning and culturally responsive teaching practices for the overall performance of all students. Recommendations are included. This study is limited by its reliance on secondary data from existing literature, particularly research conducted in developed countries. Future studies should incorporate empirical investigations within developing contexts to validate these findings and design culturally responsive digital education models tailored to local needs and infrastructures.

 

 

Author(s) Details

Matthieu W Yangambi
National Pedagogical University, Kinshasa–Ngaliema/UPN, The Democratic Republic of the Congo.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6552

 

Institutional and Programme Accreditation, Quality Audits and Academic Reviews as Quality Assurance Mechanisms in Higher Education | Chapter 3 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

Higher education in most developing countries is going through expansion as a result of increased competition, limited resources, mass education and accountability to other stakeholders. All these have raised concerns about the quality of education in institutions of higher learning. In other instances, this at times unplanned and chaotic expansion has resulted in a decline in the quality of higher education that could have serious consequences. In this regard, most Southern African countries, which include Angola, Botswana, Eswatini, Lesotho, Malawi, Mozambique, Namibia, South Africa, Zambia, and Zimbabwe, advocated for mechanisms to improve the quality of higher education. Therefore, this chapter explores the role of institutional and programme accreditation, quality audits, and academic reviews as essential quality assurance mechanisms in higher education. The literature review approach guides the review of existing research and literature at the centre of this chapter. This aims to provide a comprehensive and evidence-based discourse. Hence, it interrogates the processes and standards involved in institutional and programme accreditation, highlighting their significance in ensuring academic excellence, compliance with educational standards, and fostering continuous improvement. In addition, the examination of the accreditation processes and standards reveals significant challenges, maintaining consistency and equity across higher education institutions. This underscores the need for a more transparent and adaptable accreditation framework to address evolving stakeholder needs. Further to this, the chapter delves into quality audits and academic reviews as tools for evaluating institutional performance, effectiveness, and alignment with strategic goals. Through analysis, it looks at the impact of these mechanisms on enhancing teaching and learning, maintaining institutional reputation, and meeting the needs of diverse stakeholders. Finally, the chapter considers the challenges and opportunities associated with these quality assurance practices in a dynamic higher education landscape. The chapter concludes by recommending the adoption of a standardised accreditation framework to address discrepancies and ensure equitable implementation across higher education institutions. Additionally, it advocates for stakeholder engagement in the design of accreditation standards to enhance transparency and adaptability to both the regional and local contexts. Thus, this chapter emphasises the importance of improving accreditation, audits and academic review processes, highlighting how streamlined and transparent standards can empower practitioners to enhance institutional quality.

 

Author (s) Details

 

Chikuvadze Pinias
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Mudavanhu Young
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Dziva Diamond
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Makuvire Claretah
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Zuva Joseph
Department of Business Management & Information Technology, Catholic University in Zimbabwe, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH3

Effectiveness of Snowball Technique as a Teaching and Learning Method | Chapter 5 | An Overview of Literature, Language and Education Research Vol. 6

Background: The study is focused on applying the snowball throwing technique in teaching, and learning and figuring out whether it can improve students' learning, and comprehension skills among undergraduate medical students. Small-group instruction is used to get around these problems. The snowball technique is one such approach used in small-group instruction. The snowball technique is a more recent and inventive approach that is applied in corporate and educational settings. Worldwide, there is a dearth of literature on this technique. This method can be experimented with by medical students in teaching their subjects.

 

Aim: The present study aimed to assess the effectiveness of the snowball technique as a teaching and learning method.

 

Materials and Methods: This is a quasi-experimental study conducted in the Department of Pathology, ASRAMS, on phase II MBBS pathology students over a period of four months from September to December 2023. Around one hundred and fifty students were included in the study. A few topics were selected and discussed as routine in small-group teaching. Pre and post-tests were conducted and scores were taken. The same topics in other small groups (around 30 members each) were taken using the snowball technique. Pre and post-tests were conducted and scores were taken and ranks were given. A comparison of scores (ranks) obtained in routine small group teaching and those using snowball techniques was done.

 

Results: A comparison of pretest and posttest ranks in snowball technique and routine small group discussions were done. There were significant numbers of positive posttest ranks in snowball technique method. Snowballing allows time to become invested in the work as the stakes get higher. The class constructs the knowledge by working through a challenging topic in the subject, rather than having the teacher explain it in a way that may not suit all learning styles.

 

Conclusions: The snowball technique proved to be an effective way of teaching students and helped in a better understanding of the subject. This good impact was reflected in their summative examinations.

 

Author (s) Details

 

Gudeli Vahini
Department of Pathology, Alluri Sitaramaraju Academy of Medical Sciences, Eluru, Andhra Pradesh, India.

 

S. Chaitanya Latha
Department of Pathology, Alluri Sitaramaraju Academy of Medical Sciences, Eluru, Andhra Pradesh, India.

 

Sushma Vaddiraju
Department of Pathology, Alluri Sitaramaraju Academy of Medical Sciences, Eluru, Andhra Pradesh, India.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/1482

Enhancing Productivity in Educators: Strategies for Teaching and Learning | Chapter 5 | An Overview of Literature, Language and Education Research Vol. 10

The current research aims to adapt the data obtained in the study to education and training management in order to direct the human resources in organizations in an effective, efficient, sufficient and productive way in accordance with the organizational goals, and to discuss the methods of increasing the productivity of employees, especially in education management, in various aspects. For this reason, the focus is on how the strengths of educators working in the education system and school organizations can be revealed and how educators can be more effective, efficient, happy, successful and positive. In this context, how educators can gain a positive feeling, dynamism and flexibility in their professional aspects is also discussed. Thus, ways are being sought to transform the potential of education employees into performance in the education and school system. As a result of the study, various suggestions and recommendations were made for educators to further improve their productivity and use their cognitive, emotional, physical and social capacities at the highest level.

 

Author (s) Details

 

Süleyman GÖKSOY
Department of Education Sciences, Faculty of Education, Düzce University, Turkey.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v10/4290

Passionate Psychological Well-Being and Satisfaction of Teachers in International Secondary School in Klang Valley, Malaysia | Chapter 7 | Progress in Language, Literature and Education Research Vol. 2

 Affection in teaching for every assistant is important as it motivates and inspires the professors themselves and contributes to direct learning environments. Accordingly, this paper discusses the research that is being transported to determine the level of teacher’s craving among secondary worldwide schools’ teachers in Klang Valley, Malaysia. Utilizing Vellerand’s passion scale, surveys utilizing questionnaire were distributed to 120 supervisors who were selected intentionally. The findings reveal that skilled is a reasonably high craving in their teaching among supervisors. Hence, educators with enthusiasm and desired abilities for the job to be alive educators and can be enhanced productive teachers. In an age of mass instruction, highly increasing business-related and challenges, ensuring desirous teachers for high quality instruction delivery in school is important.  The status of teachers teaching and knowledge is connected not only to the skills and information, but also to the passion that the educators bring to their work. Currently, previous studies have been requested to focus not only on student’s academic progress but also on their well being. Individual of the changes that cater for requirement is by growing teachers’ sense of vulnerability and growing their passion to their work. This is something that needs expected given few attention to as teachers accompanying passion would not find their job expected stressful. Although education is a complex and demanding job, instructors who have sustainable strength with extreme enthusiasm, would eventually deliver themselves in teaching.

Author(s) Details:

Rosnani Jusoh,
Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia.

Khartika Balachandran,
Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia.

Please see the link here: https://stm.bookpi.org/PLLER-V2/article/view/12659

A Comparative Analysis of Urban and Peri-urban Primary Schools in Masvingo, Zimbabwe: Views on Grade 7 Examination Preparations | Chapter 1 | Research Highlights in Language, Literature and Education Vol. 8

 This stage sought to compare coaches' views on the preparation for grade 7 examinations 'tween urban and peri-city primary schools in Masvingo Province, Zimbabwe. A union parallel mixed methods design was exploited. In the quantitative phase, dossier was analyzed utilizing the t-test and chi-square while the qualitative step used meticulous interviews. Two high performing basic schools from each school location (Urban and fairy-urban) were intentionally selected. Sixty teachers (30 each school location) were randomly picked in the quantitative chapter. During the qualitative phase, 18 partners were purposely picked. The highly experienced city teachers are more familiar accompanying examinations. Parental involvement is lower in fairy-urban than in urban schools. Urban schools complete their syllabuses according to schedule despite big class sizes while peri-urban schools have troubles in completing despite limited class sizes. The quantitative results show that educators in peri-urban schools taken lower scores (M = 4.30, SD = 1.52) than did those schoolteachers in urban areas (M = 7.00, SD = 1.73), t (58) = 34.57, p < 0.01, two tailed. The magnitude of this effect is large (effect content r = 0.95). Most urban lecturers had above 16 years teaching occurrence, while most peri-urban instructors had between 6 to 10 age teaching experience, x2 (1, N = 60) = 19.08, p < 0.05. Although the variables are not liberated of each other, the substance of the association between ruling class is moderate (V = 0.56). According to the qualitative findings, two together school locations secondhand the lecture technique as a manner of command. In urban schools, the custom of previous test papers will enhance more common after the finishing of the curricula. The effectiveness of instructors in peri-urban schools is impeded by a lack of resources and confused school missions.

Author(s) Details:

Elliott Nkoma,
Department of Psychology, School of Social Sciences, Great Zimbabwe University, Masvingo, Zimbabwe.

Zivanai Samson,
Department of Psychology, School of Social Sciences, Great Zimbabwe University, Masvingo, Zimbabwe.

Please see the link here: https://stm.bookpi.org/RHLLE-V8/article/view/11490

Implications of Teaching Unfamiliar Subjects at Graduate Level in Ugandan Universities | Chapter 01 | Current Research in Language, Literature and Education Vol. 6

 In higher education institutions (HEIs), teaching unfamiliar courses or disciplines has grown more prevalent than in the past. While studies on effective performance by people who practise it remains unresolved and contradictory, the issue has been kept under wraps to avoid damaging the institutions' image. The authors of this study look at the reasons and consequences of the trend. To address four questions, the writers used Carl Rogers' Theory: 1) What motivates academics to teach disciplines in which they are not experts? 2) What are the consequences of teaching subjects outside of their expertise? 3) How do people who teach outside their area of expertise fare? 4) What policies and procedures are in place to control the practise? Two Ugandan higher education institutes provided data. This was accomplished through interviews, student assessments, and instructional schedules. Employee job descriptions and profiles were also analysed. The procedure has been confirmed to have no detrimental influence on quality. In any event, the report cautions HEIs against approving the practise.

Author(S) Details

Maria Kaguhangire Barifaijo
Uganda Management Institute, Uganda.

Proscovia Namubiru Ssentamu
Uganda Management Institute, Uganda.

View Book:- https://stm.bookpi.org/CRLLE-V6/article/view/7018

An Investigation into the State and use of ICTs by academic Staff a Case of the Copperbelt University in Zambia | Chapter 10 | Current Research in Language, Literature and Education Vol.4

In educational institutions all throughout the world, ICTs are used in administrative, teaching, and learning activities. Despite several management and government interventions to encourage the use of ICTs in teaching and learning activities in higher education institutions, research show that academics' adoption and use of ICTs to deliver their teaching remains low. However, due to a scarcity of or lack of research in the sector, the scope of the problem, particularly in institutions of higher learning such as CBU, is mostly unclear. The purpose of the study was to determine the current state of ICTs, as well as the levels of acceptance and use of ICTs by academics at Zambia's Copperbelt University. Academic personnel at Copperbelt University, according to the study's findings, use minimal ICT tools in their teaching and learning activities. The obstacles that are causing the poor adoption rates have been identified. The report then presented recommendations for how academic staff might use ICTs to improve students' learning experiences and, as a result, generate quality and relevant graduates for today's needs.

Author(s) Details:

Nchimunya Chaamwe,
The Copperbelt University, Zambia.


Langtone Shumba,
The Copperbelt University, Zambia.

Please see the link here: https://stm.bookpi.org/CRLLE-V4/article/view/6161

Study on Implementation of Subject Policy as a Key to Effective Teaching and Learning of Siswati Language | Chapter 10 | Modern Perspectives in Language, Literature and Education Vol. 10

The purpose of this essay is to outline the Siswati Subject Policy procedure and essential topics (SSP). In accordance of Section 6 of the Constitution, Siswati is one of the languages in the Republic of South Africa that has been granted official recognition. It is studied, taught, and spoken in a number of provinces. The subject policy focuses on the language's development and management, from its theoretical knowledge to its practical use. The strategy is also planned to emphasise the government's role in developing language infrastructures, ensuring fair access to them, and increasing language engagement. All areas of micro and macro linguistics, literature, and onomastics are covered under the language subject policy. Teaching and learning, research, administration, and community participation are all included. However, a focus on language in society and society in language, as well as linguistic techniques and analytic strategies, as well as social interaction, is more particular. It is suggested that a topic language policy be developed prior to the start of actual teaching and learning activities. It must be drawn after a careful examination of the language policy of other institutions.

Author(S) Details

Jozi Joseph Thwala
Human and Social Sciences, University of Mpumalanga, Mbombela, Mpumalanga Province, South Africa.

View Book:- https://stm.bookpi.org/MPLLE-V10/article/view/4316

Collaborative and Reflective Practices through Project Approach in Early Years Setting | Chapter 10 | Modern Perspectives in Language, Literature and Education Vol. 3

 In today's technologically dependent society, collaborative and reflective practices play an important role in improving teaching and learning. The purpose of this study is to present and discuss an exploratory study on early childhood educational practices using the Project Approach (PA), in order to illustrate collaborative work between academics and practitioners as well as reflective practices. The researcher, two preschool teachers, and six children participated in the study, which used an Action Research design. Observations, interviews, and reflective journals were used to collect data. According to the phases of an action research, four objectives were established: I monitor existing teaching and learning practices; ii) train teachers to be critical reflectors; iii) simulate project work with children at the fieldwork; and iv) critically reflect collaborative practice in PA. The researcher and the teachers' collaboration and reflection practices altered the teacher-centered strategy to a more child-centered approach as additional opportunities for adult-child interactions were provided, according to the findings. Teachers become more sensitive to the requirements of the students. It may be concluded that by providing instructors with the appropriate methods and tools during their training, teaching practices can be changed to improve learning.

Author (s) Details

Masayu Dzainudin
Universiti Pendidikan Sultan Idris, Malaysia.

Hamidah Yamat
Universiti Kebangsaan Malaysia, Malaysia.

Faridah Yunus
Universiti Kebangsaan Malaysia, Malaysia.

View Book :- https://stm.bookpi.org/MPLLE-V3/article/view/936

Machine Deep Learning in E-learning: Study of Influence on the Performance of Primary School Students | Chapter 12 | Arts and Social Studies Research Vol. 1

An e-Learning service is a valuable tool that can help school directors, teachers, and students to do various teaching and learning activities online. Such a service can improve the quality of teaching at schools. To examine the practical effect of this service, we surveyed the usage of the e-Learning system in teaching and learning activities in a chosen primary school in Saudi Arabia. The targeted group was students in grades five and six who undertook Math, Science, and English courses in the second semester of the session 2018-2019. In this paper, we develop a questionnaire to measure the satisfaction levels of the targeted students regarding the services provided by the Black Board learning management system (LMS). The main finding of this study is that there is still a gap between the e-Learning theoretical principles and the practice. Students’ recommendations helped us to overcome the difficulties encountered to improve the educational system. One of the main recommendations that we got from our students is to have lecture pictures and posters uploaded on the system before lecture time so that they can review it before class time.

Author (s) Details
Hatem Ahmed Soliman 
Department of Curriculum and Methodology, Ain Shams University, Cairo, Egypt.

Zeinab Mohamed Hassan Khalifa
Faculty of Education, Ain Shams University, Cairo, Egypt.

Mahmoud Mostafa Attia Saleh
Faculty of Education, Ain Shams University, Cairo, Egypt.

View Book: - http://bp.bookpi.org/index.php/bpi/catalog/book/166