DIGITAL LEARNING TOOLS AND SOCIAL COLLABORATION IN CLASSROOMS: TEACHERS’ EXPERIENCES IN ENHANCING PEER INTERACTION

Background: The School Health Service is to help children at school to achieve the maximum health possible for them to obtain full benefit from their education. This study aimed to examine the differ-ence in the knowledge and practice of school health services between public and private primary schools in Ado Ekiti.Methods: This was a comparative cross-sectional study of public and private primary schools. A multistage sampling technique was used to recruit 425 teachers in 80 public and private schools into the study. A semi-structured, self-administered questionnaire and observational checklist were used for data collection. Data were analysed using SPSS version 25. Descriptive statistics such as per-centages, the sample mean, and frequency tables were done. Inferential statistics were used to test for associations between categorical variables and statistical significance set at p-value < 0.05.Results: The mean age of the teachers in public schools was 42.0 ± 7.5 years, compared to 30.46 ± 7.2 years for teachers in private schools. Married teachers in public and private schools were 202 (92.7%) and 125 (60.4%) respectively. In the public schools, 64 (29.4%) teachers had more than 15 years’ experience and 11 (5.3%) in private schools. More than half of the teachers in both public and private schools had good knowledge of school health services, 118 (59.0%) and 89 (55.3%) respec-tively with p value of 0.477. Only 4 (10%) of the public schools investigated had good practice of school health service while it was 23 (57.5%) in private schools, this was statistically significant with p value of 0.001.Conclusions: There was no significant difference between the knowledge of school health services among teachers of public and private schools. School health services were better practiced in private schools when compared to public schools. Advocacy for strategies that promote a more comprehensive practice of school health services is especially recommended in public schools.

To create comfortable conditions for international students at Russian universities academics should have high fluency in English for specific purposes (ESP) and be able to use English as instruction language in the educational process. Moreover, digitalization of all the spheres of human life forces educators to use distance learning technologies. However, the members of the academic staff are not always able to use suitable digital tools when teaching in a foreign language. The purpose of the research is to develop and implement a complex of digital distance learning tools for the faculty that study at ESP courses of the continuing professional development program “Lingva” realized at South Ural State University. The authors defined the concept of “digital distance learning tools”; evaluated the degree of awareness of the academics of the types and purposes of digital tools in distance foreign language learning. The effectiveness of the use of digital tools in distance foreign language learning was analyzed; the educators’ attitudes to the types of digital distance learning tools were identified. A complex of digital distance learning tools based on the analysis of educators’ needs was introduced into teaching English. Theoretical (analysis of modern scientific and methodological literature) and empirical (questionnaires, interviews, methods of mathematical processing of the data obtained) methods were applied. The findings revealed that the major part of the surveyed academics were not aware of some digital tools and the possibilities of their application. Educators implemented some typical digital distance learning tools at their lessons, and would like to learn more about language learning platforms, sites for the development of speech activity types, and other features of LMS Moodle. Educators, in general, do not apply digital tools to the full extent for two main reasons: they do not have enough time to master necessary skills and they often encounter technical challenges. The findings may assist lecturers, language training practitioners in ESP training for academics via digital distance learning tools.

Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either ‘Multilingualism in Classrooms’ or ‘Professional Communication in Classrooms.’ This study includes a pre-post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined.

This study was conducted to assess the knowledge and attitude of married public and private school teachers towards domestic violence (DV) in Borno State, Maiduguri, Nigeria. To determine this knowledge and attitude, two objectives were raised and two null hypotheses were answered. A cross-sectional research design was used for this study. The population and sample of this study consist of both private and public primary school teachers in Maiduguri. A convenience sample was used to select 185 teachers in public schools and 185 teachers in private schools making a total of 370. The instrument used to collect data for this study was adopted from previous studies named Knowledge and Attitude of Married Teachers towards Domestic Violence in Borno State, Maiduguri, Nigeria. Descriptive statistics of frequency counts and percentages were used to analyze the demographic information of the respondents, mean and standard deviation were used for the research questions while inferential statistics of independent sampled t-tests were used to test the hypotheses at 0.05 level of significance. The result indicated that there is no significant difference in knowledge and attitude of married public and private school teachers in Borno State, Maiduguri on DV based on gender (p > 0.05). It was concluded that married teachers in public and private primary schools in Maiduguri have good knowledge of DV as a result of having a positive attitude towards DV. It was recommended that the good knowledge of DV demonstrated by these primary school teachers should be used to educate other married men and women in various communities on the need to avoid domestic violence so as to have a peaceful environment at home.

The purpose of the study was to specifically investigated the availability of first aid, teachers’ level of knowledge and skilled in first aid administration, and common injuries that require emergency administration of first aid in public and private primary schools. The population for the study comprised teachers from all public and private primary schools in Oyo State. The sample size consisted of 480 teachers selected from the 32 schools selected using simple random sampling technique. This instrument used was self-constructed questionnaire. The test-re-test method was used to determine the reliability which yielded correlation coefficient of 0.98, very consistent and significant at 0.05 level. Collected data was analysed using frequency counts, percentages with inferential statistics of t-test. Findings revealed that first aid equipment were significantly available with 92.4% among the private primary schools. The private primary school teachers were more knowledgeable and skilled in the administration of first aid with 76.8%. So many common injuries were common in the public primary schools than in the private primary schools. Finally, there was a significant difference in the teachers’ administration of first aid treatment between private and public primary schools in south-western Nigeria with the t-critic = 1.323, t-cal = 1.613, P>0.05 alpha level of significance. The study concluded that the private secondary teachers were knowledgeable about first aid and the management. It was recommended that the authorities of both the public and private schools should provide first aid box with adequate materials/equipment and the three tiers of the government should be involved.

The purpose of this study was to compare the influence of management styles of head teacher’s on pupils’ performance in private and public primary schools in Nakuru municipality at Kenya Certificate of Primary Education level. The population comprised of teachers and head teachers in public primary schools. The study adopted the ex post facto survey research design and used a sample size of 70 primary schools in which 70 Head teachers and 70 teachers were interviewed. The respondents were selected using simple random sampling technique. Data for the study was collected by use of questionnaires and interview schedules. The study collected both qualitative and quantitative data. Data collected was analyzed through descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences version 17. The results were presented by descriptive statistics. The study findings revealed that most public primary schools were using democratic and participatory leadership styles as opposed to private primary schools, which were mainly using autocratic leadership style; private primary schools were performing better than Public primary schools in Kenya Certificate of Primary Education (KCPE) in Nakuru municipality; most teachers in both private and public primary schools were not comfortable with the prevailing / current leadership styles and administration standards, and negatively related this with student performance. The findings further revealed a positive Spearman rank correlation between school mean mark and team working spirit r(62)=0.078) p>0.05; and a positive Spearman rank correlation between school mean mark and adequate reading materials r(62)= 0.094) p>0.05. Although the two correlations were not significant. Following these findings, the study recommends that the Ministry of Education, school governing bodies, and concerned stakeholders should consider mobilizing and allocating resources geared towards mitigating the impediments to the effectiveness of primary school leadership styles. Key words: Head teachers’ management styles, pupils’ performance, KCPE, primary schools, Kenya.

This qualitative study explored the perceptions of tenured instructors on the use of Learning Management Systems (LMS) in online classes at Philippine College Foundation. Anchored on the Technology Acceptance Model (TAM) and Vygotsky’s Social Constructivism Theory, the research sought to understand the types of LMS utilized, the nature of support systems received, challenges encountered, and recommendations for effective LMS integration. Using a descriptive qualitative design, seven tenured instructors with extensive teaching experience were purposively selected as participants. Data were gathered through semi-structured interviews and analyzed using thematic content analysis to capture emerging patterns and insights. Findings revealed four major themes. First, Diverse Utilization of Multiple Digital Platforms for Online Teaching indicated that instructors used varied LMS and digital tools such as Google Classroom, Moodle, Zoom, and Microsoft Teams, showcasing flexibility and resourcefulness in adapting to digital environments. Second, Diverse and Multifaceted Support Systems emerged, highlighting the importance of institutional, technical, and peer support in facilitating effective LMS use. Third, Technological and Pedagogical Constraints Hindering Effective LMS Integration surfaced as a major challenge, encompassing limited digital literacy, unstable internet connectivity, and difficulties in sustaining student engagement online. Lastly, Strategic Preparation and Continuous Adaptation for Effective LMS Use was emphasized in the instructors’ recommendations, underscoring the value of clear instructional design, technological readiness, professional development, and infrastructure improvement. The study concludes that the effective use of LMS in online education depends on teachers’ adaptability, institutional support, and the continuous enhancement of both technological and pedagogical competencies. It recommends sustained capacity-building initiatives, reliable digital infrastructure, and collaborative faculty support systems to optimize LMS-driven instruction and improve the quality of online learning.

The integration of digital learning tools is increasingly shaping modern education, driven by technological advancements and the need for interactive teaching methods. These tools are believed to enhance student engagement and motivation, particularly in foundational subjects like Science and Social Studies. This study examines the relationship between digital learning tools and student motivation among Grade 3 learners, employing a non-experimental, cross-sectional survey design with 30 participants from two elementary schools. The research assesses two key variables: the use of digital learning tools and student motivation levels, measured through a standardized motivation questionnaire, classroom records, and teacher reports. Findings reveal a statistically significant association between digital tool usage and higher motivation levels (p = 0.006). The odds ratio of 4 suggests that students using digital tools are four times more likely to exhibit high motivation than those relying on traditional methods. These results highlight the potential of digital learning tools to enhance student engagement and underscore the need for their integration into educational practices. However, the study acknowledges its limitations, such as its cross-sectional design. Despite this, the findings provide valuable insights for educators and policymakers seeking to improve teaching strategies and student outcomes through technology integration in elementary education.

The aim of this study was to find ways to modernize Sami language teaching and teaching in the Sami language with digital technology. We realize the importance of digital technology in enhancing the sociocultural position of minority and Indigenous languages. However, the lack of teaching and learning material in the Sami language is still challenging. Free digital teaching and learning tools could help produce and provide learners with multimodal learning material and new ways of learning. Moreover, competencies in the use of digital technology are an internationally accepted key element of teacher education. The Focus on the North–Digital Learning for Pre- and In-Service Teacher Education Project, funded by Norgesuniversitet in cooperation with the Sami allaskuvla - Sami University of Applied Sciences (SUAS) in Norway and the University of Lapland in Finland, aimed to address challenges affecting education in the Arctic educational context by creating a 15-credit (ECTS) course program with three courses on digital tools in education. SUAS practice schools are in Norway, Finland, and Sweden, so distance learning and teaching didactics were designed as the core of this project. Student teachers and in-service teachers at all education levels participated in the courses. The findings indicated that teachers’ and student teachers’ experiences of personalized collaborative learning in using digital teaching tools to support Sami language teaching were remarkable in practice, as teachers gained access to tools for coping in a demanding educational context. Digitalization provides new ways to improve learning in a threatened language context.

The purpose of this assessment is to identify gaps in access and availability of digital tools, as well as to evaluate their effectiveness in improving learning outcomes. A total of 300 students and 100 teachers were randomly selected from different government, private, and NGO higher secondary schools in GB. A questionnaire was created using the LIKERT scale and given to both teachers and students. Afterward, a statistical analysis was conducted. An effort was made to determine the variations in teachers’ gender using the T-test, and to analyze the differences in school types for students using one-way ANOVA. Revealing the average mean usage of digital educational tools by both teachers and students is (3.163272, 3.163272). The analysis indicates that both teachers and students have moderate usage level of digital educational tools. Additionally, both teachers and students lack advanced-level skills in using digital tools for teaching and learning, furthermore The usage level of educational digital tools in private schools is moderate, while in government schools it is low, and in NGO-based schools, it is again at a moderate level skills in learning. The usage level of digital educational tools in schools has significant implications for academic outcomes, teacher quality, and resource allocation. Integrating digital tools effectively can improve learning outcomes, increase accessibility, and personalize instruction.

The study focused on comparative assessment of facilities provision in public and private primary schools in Irepodun Local government of Kwara state Descriptive survey research design was used for this study. population of this study comprises all private and public primary school teachers in Irepodun Local Government Area of Kwara State. The sample size comprised of 80 teachers in 16 schools selected by simple random sampling technique from the total population of primary school. From the study, it shows Facilities provided based on findings includes: headmaster/principals offices, classrooms, laboratory, playground (WA=2.56) There was significant difference in the facilities provided in primary schools in Irepodun Local Government Area of Kwara State based on school type 01 (P0.05) There was no significant difference in the facilities provided in primary schools in Irepodun Local Government Area of Kwara State based on school location. 55 (P0.05). It was therefore recommended that, the management of both public and private primary schools should endeavor to provide adequate classroom facilities to meet up school enrolment, School administrators should establish good relationship with communities and organization that can assist them in the provision of playground/sporting facilities to facilitate effective teaching and learning.

This study aims to understand the gap in the development of practical pedagogical content knowledge (PCK) in science teaching between private and public elementary school teachers in Indonesia. Specifically, teachers’ PCK development in science learning is focused on heat. The research design adopted a qualitative approach using a case study, where data were collected through content representation, semi-structured interviews, and classroom observations. This study found that the gap between private and public primary school teachers in developing PCK on heat learning materials was due to two important things. First, private primary schools have more adequate resources to support teachers’ PCK development compared to the resources owned by public primary schools. Second, teachers in private primary schools are more likely to apply inquiry-based strategies, while teachers in public schools rely more on traditional methods in learning the topic of heat. Based on these findings, this study recommends the importance of professional development programs tailored to the needs of teachers in various school contexts, which focus on improving teachers’ PCK in science learning, especially in learning the topic of heat. In addition, this study makes a significant contribution to existing literature by revealing novelty in understanding variations in PCK and school contextual influences on heat topic learning practices at the primary school level, which were previously less well identified.

Technological changes have been associated with the evolution of computer and telecommunications systems. These changes have resulted in a rethinking of teaching and learning methods in the new digitalized environment at all educational levels. This rethinking motivates some teachers to design new digital tools that support students in their learning process, offering them an easier and more entertaining way to obtain knowledge. The digital learning tools are software and informatics programs that make everyday activities easier for students. We have designed four digital learning tools for the learning of inferential statistics that allow college students to perform hypothesis tests for: <em>i</em>) the arithmetic mean of the population, <em>ii</em>) the proportion of a population, <em>iii</em>) the difference between two arithmetic means, and <em>iv</em>) the difference between two proportions. These digital learning tools are products from the project “Statistics-to-Go” that is being developed at the University of Sonora. This project is now in its fourth stage.

PurposeThe purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation.Design/methodology/approachA qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation.FindingsThe findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings.Originality/valueThe rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

This study aimed to investigate attitudes and self-efficacy beliefs of classroom and physical education teachers teaching in public and private primary schools and providing education through games and physical activity lessons. As per the study screening criteria, teachers who were engaged in education and teaching in Istanbul for the academic period 2018–2019 were selected. Game and physical activity lesson attitude scale and teacher self-efficacy belief scale used as data collection tools in the study. In addition, another scale was used to determine the demographic characteristics of the teachers. The research universe, formerly called Game and Physical Activities and now named Physical Education and Game lesson, consists of classroom and physical education teachers in all private and public primary schools of the Ministry of Education in Istanbul. The study sample consisted of private and public primary schools in Bahçelievler, Bakırköy, Bağcılar, Küçükçekmece, and Sultangazi districts in Istanbul. The sample group consisted of 211 teachers, including 106 classroom teachers (50.2% of our sample group) and 105 physical education teachers (49.8% of our sample group) working in these schools. The game and physical activities lesson attitude scale has 19 questions and is a five-point Likert-type scale. The questions cover the cognitive attitude toward the benefits of the lesson, behavioral attitude toward the lesson, and emotional attitude toward the lesson and consist of three different sub-dimensions. The self-efficacy belief scale is a five-point Likert-type scale with 27 questions covering academic self-efficacy, social self-efficacy, intellectual self-efficacy, and vocational self-efficacy and four sub-dimensions. Since the hypothesis about the sub-factors is not specified for either scale, in this study no evaluation was made according to sub-factors. Attitudes toward play and physical activity lessons among physical education teachers with 1–8 years of teaching background, in licensed sportsmen and in school team coaches was found to be high. Self-efficacy beliefs in physical education teachers, private school teachers, and school team coaches was found to be high. There were no differences in the other variables of both scales. Cite this article as: Yılmaz, N., Akgün, G., Öztürk, M. The Investigation of Game and Physical Activities Lesson Attitude and Teacher Self-Efficacy Beliefs of Class Teachers and Physical Education Teachers. Research in Sports Science 2020, 10(1); 7-14.