Journal of Advances in Education and Philosophy (JAEP)
J Adv Educ Philos
Dr. Sarfraz Aslam
Scholars Middle East Publisher
Country of Origin:
“Journal of Advances in Education and Philosophy” ISSN 2523-2223 (Online) & ISSN 2523-2665 (Print) is a Monthly, peer reviewed, open access, Journal published by published by “Scholars Middle East Publishers”, Dubai, UAE. This Journal publishes Original Research Articles, Review, Short Communications, Essays and Case Studies within the whole field of Education and Philosophy their related and applied fields.
Scope of Journal
The scopes of “Journal of Advances in Education and Philosophy” includes all the areas of research activities in all fields of Aesthetics, Epistemology, Ethics, Logic and the Philosophy of Language, Metaphysics, Philosophy of Education, Philosophy of History, Philosophy of Mind, Philosophy of Religion, Philosophy of Science, Political and Legal Philosophy, Philosophy of Law, Philosophy of Language, Philosophy of Mathematics, Logic, Anti-schooling activism, Behavior modification, Board of education, Textbook, Collaborative learning, College, Comparative education, Compulsory education, Continuing education, Curriculum, Department of Education, Developmental Education, Educational technology (the use of electronic educational technology is also called e-learning), Educational animation, Educational philosophies, Educational psychology, Free education, Glossary of education, Grade (education), Homework, Humanistic education, Instructional technology, Language education, Learning, Learning community, Library, Life skills, Lifelong education, List of educators, ethical education, Online learning community, Remedial education, Single-sex education, Socialization, Study skills, Taxonomy of Educational Objectives and all area of Education and Philosophy.
School of Education, Northeast Normal University, Jilin, China 130024
Prof. Dr. Yunus Dogan
Faculty of Education, Dokuz Eylul University 35150 Buca, Izmir/Turkey
Dr. Islam Faisal Bourini
Al Falah University Dubai, UAE
Dr. Sankar Prasad Mohanty
Department of Education Brajrajnagar College (Sambalpur University), Brajraj Nagar-768216, Dist-Jharsuguda, Odisha
Dr. Chuchengfa Gogoi
North Lakhimpur College (Autonomous), Affiliated to Dibrugarh University, Khelmati, Dist.-Lakhimpur, Assam, India,
Prof. Jose Maria G. Pelayo III
Systems Plus College Foundation Angeles City, Philippines
Dr Prem Nath
Professor, Department of Law, Panjab University Chandigarh, India
Dr. Chander Shekhar Singh
Rajdhani College, University Of Delhi, Ring Road, Raja Garden, New Delhi-110015, India.
Dr Milena Palczewska
Vice Dean for student affairs War Studies University, Warsaw, Poland
Professor Gabriela Topa
National University of Distance Education (UNED), Department of Social and Organizational Psychology, UNED, Madrid, Spain.
Dr. Intakhab Alam Khan
Community College, King Abdulaziz University, Jeddah-KSA
Assistant Professor, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal, 723104 India
High School Students’ Misbehaviors and the Principal’s Role – A Qualitative Approach
Kalaitzis Stylianos, Dr. Assist. Prof. Stravakou Ant. Pela
Page Numbers : 134-143
DOI : 10.36348/jaep.2020.v04i03.009
This study investigates the high school principal’s role in the students’ misbehavior. The findings indicated that this role is a central one, as principals in secondary education are called to design, inspire and implement strategies and policies effectively. Furthermore, it was concluded that both the contribution of the state with training, funding, and a well defined legislative context, and the harmonious cooperation between principals and the Teachers’ and Parents’ Associations is crucial, for this principals’ role to be successfully fulfilled.
March 27, 2020
Classroom Management: Implications on High School Students’ Character Formation in Africa
Everlyn Oluoch- Suleh, Osuji Gregory Ekene
Page Numbers : 124-133
DOI : 10.36348/jaep.2020.v04i03.008
Classroom management occupies a vital position in the pedagogical approach of the teacher and the life of high school students in Africa. Teachers who use laissez faire administrative style and methodology in the classrooms run the risk of aiding vices in students. Currently, it has been a social concern that there is increase in moral decadence. In addition, that many high school students are prone to some deviant behaviour due to ineffective classroom management. Effective classroom management is the key to curbing incidences of indiscipline such as disobedience, disrespect, lying, bullying, examination malpractice, and truancy among high school students of Africa. Effective classroom management through goal-oriented and specific instructional objectives, instructional strategies, and instructional resources helps students acquire the virtues of honesty, hard work, collaboration and responsibility, which leads to proper character formation and academic excellence of the learner. This qualitative study is anchored on the Classroom Management Theory of Thomas Gordon. This theory explicitly opines that an effective classroom management enhances productivity in the students. The study is solely based on document analysis of secondary data, and classroom observation. The findings of the study confirm that positive classroom climate enables the student to feel cared for and be engaged in school activities that lead to positive pursuits in life. The study therefore recommends that teachers should establish a positive learning environment by showing their passion for the subject matter, and being active in moving among the students.
March 24, 2020
Critical Thinking and Value Creating Education for Human Development
Tom Destiny Namwambah
Page Numbers : 118-123
DOI : 10.36348/jaep.2020.v04i03.007
The role of education in human development cannot be overemphasized. To most of us, the basic function of education is to develop, in holistic terms an all-round, well-balanced and self-functioning human person. The emphasis on the intellectual development of the human person is premised on the need to produce an individual capable of translating what is learnt into pragmatic programs as to be able to improve conditions under which we find ourselves and be a better, rational and global citizen. This article explores the need for education in the critical faculty as the best avenue for inculcation of skills, dispositions and traits definitive of value creating education for human development.
Original Research Article
March 21, 2020
Stakeholder Consultation and Implementation of Competency Based Education Programme in Public Primary Schools in Kisumu East Sub-County, Kenya
Muga Nerea Anyango, Abuya Isaac Odhiambo, Wagude Janet
Page Numbers : 78-89
DOI : 10.36348/jaep.2020.v04i03.002
Competency Based Education (CBE) programme is being implemented in Kenya’s primary and secondary schools. It is believed that competency based education programme will not only make Kenyan students more competitive in the national and global markets, but will also effectively promote competiveness, innovation and will facilitate the acquisition of 21st Century skills among Kenyan students. However, implementation of the competency based education programme has been dogged by controversies and disagreements among various education stakeholders in the country. The controversial issues include perceived limited consultation of stakeholders and the preparedness and readiness of teachers and schools to effectively implement CBE programme. Stakeholders have also raised concern about inadequate teaching and learning resources, overcrowded classrooms, dealing with low ability students and learners. These issues have sparked heated debates and disagreements among stakeholders on teachers’ and schools’ preparedness to effectively implement competency based education programme. The purpose of this study was to examine the influence of stakeholder consultation process on implementation of competency based education programme in public primary schools in Kisumu east Sub- County, Kenya. Descriptive research design was used. The target population was 1242 consisting of lower grade teachers, head teachers and member of parents’ associations from 46 public primary schools in Kisumu East Sub County. A sample size of 291 was computed using Krecjie and Morgan . Data was collected using a self-administered questionnaire. Simple random and stratified sampling procedures were used. Descriptive and inferential statistics were computed using SPSS. Descriptive statistics included frequencies, percentages, means and standard deviations; while inferential statistics included Pearson’s correlation(r), co-efficient of determination (R2), Anova Test (p value) and Beta coefficients (β). There was significant positive relationship between stakeholder consultation process and implementation of CBE programme in public primary schools. It is recommended that the Ministry of Education and other education policy advisors should strengthen consultations with all the stakeholders to ensure effective and sustainable implementation of CBE programme in the country.
Original Research Article
March 21, 2020
Investigating the Implementation of Constructivist Teaching Techniques, Challenges and Opportunities of an English Foreign Language Teacher in Beseka Secondary School, Grade Nine Writing Class in Focus
Kalicha Guyo Galgalo, Abdi Aden Yasin, Zubeyda Abdella Tuna, David Ali Shoko, Galgalo Aga
Page Numbers : 70-77
DOI : 10.36348/jaep.2020.v04i03.001
This research investigating the implementation of constructivist teaching techniques, challenges and opportunities of an English foreign language teacher in Beseka Secondary School, grade nine writing class in focus. The nature of the study can be descriptive study. The population of this study consisted the entire English foreign language teacher and grade nine student in regular programmes in all the tertiary institutions in Akaki Kality Sub city in Addis Ababa in the 2016/2017 academic session, which were 720 in number. The sample size for the study was 84, which is 10% of the entire population. The major research tool used to gather data was observation. The second tool is semi structured interviews for teachers. The third one was questionnaires administered to teachers and students who were selected randomly from grade nine students. After the data had been collected the responses to the questionnaire part and information obtained through observation and recordings were counted and tallied then, descriptive statistics were employed in analyzing the quantitative data while content analysis was applied in analyzing the qualitative data. The collected raw data was analyzed using mean score for quantitative method of data analysis and qualitatively interpretation to ensure the reliability and validity of the collected data. Findings revealed the challenges and opportunities of an English foreign language teacher in Beseka secondary school, grade nine writing class face and also indicated that these challenges negatively affect the academic performance of these students. Based on the findings, some recommendations were made which includes that students must have the behavior of cooperating, helping one another to draft or revise what they write and so on. Rather than total dependency on those whom they think are better than them. Also, teacher should show concern by informing students how and when assessments will be and make study materials/resources readily available so as to enable students prepare adequately for improved academic performance.
Original Research Article
March 21, 2020
Development of Scientific Learning Devices to Increase Critical Thinking Ability and Skills of Science Processes of Students in Middle School Using Problem Solving Models
Juli Eka Nugraheni, Suryajaya, Abdullah
Page Numbers : 95-104
DOI : 10.36348/jaep.2020.v04i03.004
This study aims: (1) evaluating the validity of the learning tools developed seen from the validation test, (2) evaluating the practicality of the learning tools developed seen from the implementation of the Learning Implementation Plan (RPP) during the learning process, (3) evaluating the effectiveness of the learning tools developed seen from tests of learning outcomes, critical thinking skills, science process skills, attitudes and skills of students. This study uses a Tessmer development research model consisting of 5 steps, namely: (1) self-evaluation; (2) expert opinions (expert review); (3) individual trials (one to one); (4) small group trials; and (5) field test. The trial design is guided by the formative evaluation flow design, which is to find out the validity, practicality, and effectiveness of the developed device. Trial subjects at the individual trial stage consisted of 3 people, at the small group trial stage consisted of 5 people, a field test with 30 students with different levels of knowledge and all subjects were 7th Grade students. The results of the study concluded that: (1) Valid learning tools based on expert opinion include, syllabus, material analysis, teaching material, worksheets, student critical thinking skills assessment sheets, students' science process skills assessment sheets, teacher activity assessment sheets, and activity assessment sheets learners; (2) Learning tools are considered practical based on the activities of teachers and students who are very good from the implementation of lesson plans, self-assessment and students' responses are categorized as good; (3) Learning tools are considered effective based on learning outcomes that have exceeded the Minimum Mastery Criteria that have been set, the ability to think critically and the science process skills are increasing, and the attitudes and skills of students are categorized well.
Original Research Article
March 21, 2020
Validity of Learning Tools with Peer Tutor Model in Improving Student Learning Outcomes and Self Efficacy
Elly Yustina, Suryajaya, Supramono
Page Numbers : 90-94
DOI : 10.36348/jaep.2020.v04i03.003
This study aims to determine the validity of learning tools with peer tutoring models in improving student learning outcomes and Self Efficacy on Newton's Law material. The development model used is the ASSURE model, but only to stage 5 (Requires Learner Participation). Test the product in step 5 using Tessmer. The validation data subjects were 3 expert validators, while the practical data subjects were 2 partner teachers, and the effectiveness data subjects were grade VIII students of SMPN 10 Banjarbaru. The type of data collected is validity data. Validity data collection techniques are carried out through the validation of learning tools developed using the validation sheet instrument. Data analysis was performed using descriptive techniques. The results showed that, the developed learning tool has a very valid category. This result is supported by the opinions of 3 students in individual trial activities (one to one). Based on the results of development and research shows that the learning tools developed are valid, practical and effective.