Research Article
Maria S. Tugano, Jose Zafe Tria, Jimmelyn Z. Tonio
International Journal of Professional Development, Learners and Learning, Volume 4, Issue 2, Article No: ep2206
ABSTRACT
Educational institutions were compelled to close their doors due to COVID-19 pandemic. This resulted to the sudden shift from face-to-face classes to flexible learning to allow continuity of providing quality education to students. The aim of this study is to determine the level of satisfaction of students of Catanduanes State University (CatSU) on modular learning as one of the flexible learning modalities used by the institution during the pandemic. This quantitative descriptive research developed and utilized a Likert scale survey questionnaire distributed to 3,332 students of CatSU representing the various colleges and year levels. Result of the study showed that the students’ level of satisfaction on modular learning has varying degree of strength from “very satisfied” (x =2.71) to “satisfied” (x =2.01) in the different indicators covered by the study. Significant differences were likewise revealed in the level of satisfaction among students across colleges and year levels. Further investigation is needed to validate the findings. Studies not only exploring on student satisfaction but also satisfaction among faculty members of the institution on the implementation of modular learning amidst pandemic is also recommended.
Keywords: modular learning, satisfaction, new normal, COVID-19 pandemic
Research Article
Irénée Ndayambaje, John Aluko Orodho, Norbert Ogeta, Kizito Ndihokubwayo
International Journal of Professional Development, Learners and Learning, Volume 4, Issue 2, Article No: ep2207
ABSTRACT
While distance training program (DTP) was adopted to increase the rate of qualified in-service teachers in Rwandan secondary schools and upgrade their pedagogical skills, ensuring adequate learner support under this program has remained cumbersome. This paper was an attempt to explore the provision of learner support in DTP and examine how learner support can be strategized to scaffold learning and internal efficiency. The study was conducted in the academic year 2015/2016 and adopted the explanatory sequential mixed-method research design. From a target population of 1,346, stratified random and purposive sampling techniques enabled to arrive a sample 315 respondents. The findings revealed that DTP students lack adequate exposure to learning resources. The schedule of DTP activities is volatile; the staff required to assist students are either insufficient or not recruited in good time. Also, the management of DTP is obstructed by the lack of fully-owned study centers. Hence, in view of the fact that learner support is a contributing factor towards effective learning and holds a statistically positive relationship with internal efficiency, the present study suggests that the highlighted weaknesses in DTP learner support be urgently fixed. In this vein, the management of DTP is recommended to revamp its learner support system by increasing students’ access to enough and varied learning resources, hiring and training personnel in charge of students’ support, and establishing fully owned and equipped study centers across the country.
Keywords: distance education, learner support, scaffolding learning, internal efficiency, Rwanda
Research Article
Haya Fayyad Abuhussein
International Journal of Professional Development, Learners and Learning, Volume 4, Issue 2, Article No: ep2208
ABSTRACT
This study aimed at investigating EFL learners’ attitudes toward the impact of online reflective journals on creative writing. The study has adopted a descriptive-analytical design, through which both quantitative and qualitative research methods were utilized. 30 EFL students enrolled in an intensive B1/unlock course were trained to write online reflective journals regularly and post them on a messenger group where all students could read and reflect on them. The study lasted for eight weeks during the second semester of 2020/2021. An attitudinal questionnaire was distributed to all the participants at the end of the intervention, and appropriate statistical analyses were used to figure out the participants’ attitudes. In addition, all participants were asked to share their reflections by writing online reflective journals via the messenger group. Participants’ reflections and responses were deliberately analyzed qualitatively to extract and read their attitudes deeply. Both the questionnaire’s responses and the personal reflections have shown positive attitudes towards the impact of online reflective journals on improving EFL learners’ creative writing. Hence, some recommendations were suggested.
Keywords: attitudes, creative writing, reflective journals
Research Article
Jordan Miranda Pocaan
International Journal of Professional Development, Learners and Learning, Volume 4, Issue 2, Article No: ep2209
ABSTRACT
Effective learning varies based on the students’ different learning styles and intelligence across the curriculum. This research determines the learning styles and multiple intelligences of 250 second-year education students and 200 engineering students. It employed a stratified sampling technique in the data collection process. It reveals that individual, group, auditory, and visual learning are among engineering students’ most common learning styles, while auditory, visual, and kinesthetic learning were the most prevalent among education students. Furthermore, engineering students most commonly demonstrated interpersonal, mathematical, and kinesthetic intelligence. Moreover, visual, linguistic, interpersonal, and kinesthetic intelligence were education students’ most commonly exhibited intelligence. Most intelligence types and learning styles of education and engineering students show a moderate positive correlation. The results of this study suggest that employing teaching strategies based on learning styles and multiple intelligences may positively affect students’ achievement. Likewise, the academic institutions must also consider the multiple intelligences in admitting students for any specific courses.
Keywords: correlation, differences, learning styles, multiple intelligence
Research Article
Jiban Khadka, Navin Poudel
International Journal of Professional Development, Learners and Learning, Volume 4, Issue 2, Article No: ep2210
ABSTRACT
Learners’ behavior in terms of ability and willingness are essential factors to improve their learning achievement. This study explores the learners’ behavior attributed by their teachers in terms of learners’ readiness level employing qualitative research through the workshop method among a purposive sample of fourteen teachers from five private schools of Kathmandu district to collect the information. The thematic analysis of the participants’ collaborative shared experience was used to analyze the attributed behavior of the learners under two themes: Learners’ ability-related behavior and willingness-related behavior. From the study, it was found that willingness is an important aspect in determining a learner’s behavior, but it also interacts with ability. The findings of the study suggest the teacher to keep a balance between personal and environmental factors to modify the learners’ undesired behaviors that eventually enhance the learners’ learning achievement.
Keywords: learners’ readiness, ability-related behavior, willingness-related behavior, teachers