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
The 19th National Congress of the Communist Party of China emphasizes the construction of an innovative country, and the country cannot be separated from the support of innovative talents. Colleges and universities undertake the important task of talent training, which puts forward new requirements to cultivate mass entrepreneurship and innovation talents to meet the needs of social development. The spirit of Beidahuang is that the masses of the people in Heilongjiang Reclamation area have cultivated and refined the spirit of " painstaking efforts of pioneering spirit, the innovative spirit of daring to open, the unity spirit of pay attention to the interest of the whole, the service spirit of selfless dedication" under the specific historical conditions and extremely difficult environment. Based on analyzing the internal relation between the spirit of Beidahuang and the cultivation of the agricultural and forestry talents with mass entrepreneurship and innovation, this paper explores excavating the spiritual and material resources of the Beidahuang through the three modes of practical teaching. Youths in New Age may strengthen the professional base, devote themselves consciously to the construction of modernization agriculture, put their own actions into the social practice of realizing the great rejuvenation of the Chinese nation.
Original Research Article
Feb. 16, 2020
Contribution of Visionary Leadership, Lecturer Performance, and Academic Culture to the Competitiveness of Islamic Higher Education in Indonesia
Prim Masrokan Mutohar, Jani, Hikmah Eva Trisnantari
Page Numbers : 29-45
DOI : 10.36348/jaep.2020.v04i02.002
This research aims to describe visionary leadership, lecturer performance, and academic culture in improving the competitiveness of Islamic tertiary institutions in Indonesia. Quality and highly competitive education is a problem faced by the majority of educational institutions in Indonesia. Leadership is thought to be able to create performance and academic culture in achieving the vision and mission of the institution and be able to meet the expectations of the community and education stakeholders. In order to achieve these objectives properly, a quantitative research approach with survey design was used. The questionnaire that has been tested for validity and reliability is used as a tool in exploring the data needed in research. This research was conducted in several Islamic Higher Educations in Indonesia, with a population of 35,705 students. The questionnaire was filled by 1135 students who were sampled in this study with random sampling techniques. The collected data were analyzed using descriptive statistics and path analysis. The results showed that visionary leadership, lecturer performance, academic culture, had a significant contribution to the competitiveness of Islamic Higher Education in East Java. This finding has the implication that the better visionary leadership in higher education, the better the performance of lecturers and academic culture and institutional competitiveness. The better the performance of lecturers, the better the academic culture and competitiveness of the institution. This finding shows that visionary leadership is the key to success in improving the quality and competitiveness of educational institutions in the global era.
Original Research Article
Feb. 12, 2020
Influence of Stakeholder Empowerment on Mobilization of Resources for Science Activities in Early Years’ Education Programmes in Kisumu West Sub-County, Kenya
Ouko Nancy Grace, Abuya Isaac Odhiambo, Odundo Paul Amolo
Page Numbers : 17-28
DOI : 10.36348/jaep.2020.v04i02.001
Stakeholder empowerment is critical to the successful implementation of educational programmes. Empowered stakeholders may get actively involved in the activities of the projects, may be more willing to support decisions that may support the goals and objectives and are more likely to provide creative and innovative solutions to programme implementation challenges. Moreover, stakeholders who feel empowered may be more inclined to support both short and long term strategies of the programme. The context of early years’ education programmes require more empowered stakeholders capable of making decisions on the resource needs of early years’ education programmes, but have the capacity to creatively innovate and provide long term strategic thinking and networking for mobilizing teaching and learning resources for the early years’ education programmes. The involvement and participation of empowered stakeholders is critically required in early years’ education programmes to address the challenges of teaching and learning resources for science activities in early years’ education programmes. While empirical studies suggest a relationship between stakeholder empowerment and mobilization of resources, few studies have examined the influence of stakeholder empowerment on implementation of science activities in early years’ education programmes in Kisumu East Sub-County, Kenya. The study adopted cross-sectional design. The target population for the study was 1227respondents, composed of County Executive committee members, County Chief Officers, Departmental directors, Project management committee members, Sub-County Administrators, Ward administrators, EYE coordinators and EYE instructors. Simple stratified random sampling was used. Using Krecjie and Morgan table of sample estimation, a sample size of 297 was found to be sufficient for the study. Descriptive and inferential data were analysed using SPSS computer package version 21. Descriptive statistics included frequencies, percentages, means and standard deviations. Inferential statistics included correlation and regression analyses. Pearson correlation(r) and coefficients of determination (R2), were computed to assess the association between stakeholder empowerment and resources mobilization for science activities in early years’ education programme. There was significant positive association between stakeholder empowerment and resources mobilization for science activities in early years’ education programme (r=0.462 P<0.01). The study recommends that the county governments in Kenya should strengthen stakeholder empowerment strategies in their early years’ education programmes to ensure sustainable resources for early years’ science activities. It is also recommended that stakeholder empowerment strategies should be integrated in the design and implementation of the early years’ education programmes in devolved early years’ education programme in Kenya.
Original Research Article
Jan. 30, 2020
Flipped Classroom as a Learning and an Evaluation Strategy in a Pharmaceutical Quantitative Analysis Course at the Pharmacy Faculty of the Universidad de Costa Rica
Mora Román Juan José, Carazo Berrocal Gustavo
Page Numbers : 8-16
DOI : 10.36348/jaep.2020.v04i01.002
The flipped classroom is an active learning strategy in which what normally is done at home is flipped or switched with what is done during the classroom time. The objective of this work was to use the flipped classroom for the students learning improvement in the Pharmaceutical Quantitative Analysis Laboratory at the Pharmacy Faculty of the Universidad de Costa Rica. For this purpose, students were divide in groups, and a laboratory practice with their respective support material was assigned to each one. This information was explained to each member of the group, as well as other aspects that were considered pertinent. At the end of the groups’ presentations, a survey was given for the evaluation of each student about this didactic strategy. In this experience, from the total enrolled population, 94.23% approved the course. As a complement, the students’ opinion revealed that for 86.54% of the didactic strategy improved their academic performance and/or learning process. This positive impact was due to the contents explanation by their peers, the learning deepening to teach the lesson in the best possible way, having the study material since the course beginning, and the acquisition of tools and/or skills necessary to make public presentations. Nevertheless, the most frequent negative comments were that there is no difference between this flipped classroom and traditional lectures. In addition, the complexity found for the class preparation was not well received.
Original Research Article
Jan. 16, 2020
An empirical Overview on the Implementation of Big Results Now Initiative in Tanzania and its Efficacy on Academic Performance in Secondary Schools
Page Numbers : 1-7
DOI : 10.36348/jaep.2020.v04i01.001
In Tanzania, education is conceived as a strategic agent for mindset transformation and for the creation of a well-educated nation, sufficiently equipped with the knowledge needed to competently and competitively solve the development challenges facing the nation. Based on this conviction, the government adapted the Big Results Now Initiative (BRN) from the Malaysian government in 2013 so as to realize its educational goals. The Big Results Now Initiative was aimed at improving students’ academic performance by fast-tracking the quality of secondary school education. It focused on delivering defined goals at a predetermined timeline; that is, from 2013 to 2016. This paper provides an empirical overview on the implementation of Big Results Now initiative in Tanzania and its efficacy on students’ academic performance in secondary schools. Big Results Now readiness dimensions and rationale is first presented alongside the nexus between implementation and academic performance in secondary schools. The paper concludes that the implementation of Big Results Now Initiative in Tanzania has had some noticeable effects on the academic performance in secondary schools. However, a lot still need to be done in as far as bridging the existing discrepancy between implementation and quality academic performance. It is recommended that the implementation of important educational initiatives like BRN should follow a bottom-up approach- for a sense of ownership and for a desirable attention to detail. Furthermore, the government should not wholly depend on donors to finance the implementation of educational policies and/or initiative but rather engage the local citizenry.
Original Research Article
Dec. 28, 2019
The Effect of Personality Type, School Head Leadership Effectiveness, and Decision Making On Teacher Satisfaction in Teacher's High School of Jambi Province
Warnida, Mukhtar, Risnita, Muhamad Taridi
Page Numbers : 451-455
DOI : 10.36348/jaep.2019.v03i12.005
The purpose of this study was to examine and analyze whether there were significant positive influences between the variables of Personality Type, Effectiveness of Principal Leadership, and Decision Making against Teacher Job Satisfaction in Provincial High Schools. The study has ten problem formulations that analyze the direct effect, indirect effect and simultaneous influence between each variable studied. The research approach used is a quantitative approach with a survey method conducted on selected research samples based on probability sampling with the Slovin method totaling 141 Jambi State High School teachers. Data collection techniques using observation and using a questionnaire (questionnaire) as a primary data collection tool. Data analysis using path analysis (part analysis) with data processing tools manually Microsoft Office Excel program and SPSS version 22. The results of the analysis of the path coefficient and coefficient of determination, there is a direct effect and a significant positive simultaneous effect between variables Personality Type (X1), Leadership Effectiveness (X2) and Decision Making (X3) on Teacher Job Satisfaction (X4). The indirect effect between personality type variables (X1) and Leadership Effectiveness on teacher job satisfaction (X4) through decision-making variables (X3) has no significant effect. The research results imply that efforts to increase teacher job satisfaction in-state high schools in Jambi Province can be done by paying attention to personality types, the effectiveness of school principals' leadership and increasing teacher participation in decision making. Future research to obtain more comprehensive and representative research results in a wider population.
Original Research Article
Dec. 23, 2019
Freewriting Can Offset the EFL Students’ Anxiety of Writing in English
Page Numbers : 445-450
DOI : 10.36348/jaep.2019.v03i12.004
Freewriting is defined as timed writing without stopping and checking grammar, format, and structures, and has not only been used as a powerful tool for developing student writing in educational contexts but also as therapy. However, freewriting is often used in writers’ first language and relatively less used in their second language. This article will, therefore, explore whether the benefits of freewriting will offset the anxiety of writing in a second language in EFL classes. It was conducted in a three-credit writing course designed to help students master effective English writing skills and strategies. Eighteen freshmen of the Department of Foreign Languages and Literatures were required to do freewriting in the first thirty minutes of each week for fifteen weeks and were asked to write a reflection on freewriting in the eighteenth week. Of the eighteen students, seventeen of them positively comment on freewriting practices and revealed some beneficial effect, which shows that freewriting can be a powerful teaching tool in English writing courses for EFL classes.