Algerian School Research Articles

The Role Of Modern Communication Technology In Reducing School Circumstantial Problems During The COVID-19 Pandemic

Many studies and reports in recent years have demonstrated the importance of ICT in education ", where UNESCO has identified it as an essential tool for disseminating knowledge in societies and its adoption in the educational system helps to improve the quality of education, Schools use means of communication to communicate, disseminate, store and manage information, Achieving the principle of interactive education by replacing chalk panels with smart panels, for example Students use their smart phones to learn, and to achieve this possibility of distance learning, which helps educational institutions, including the school, to consider them among the most important institutions of socialization in controlling and reducing the circumstantial problems they face. The Algerian school is not isolated from such problems and this is what I emphasized in the current health crisis. We will address in our study alongside modern communication media the role they play in confronting exceptional circumstances under the COVID-19 pandemic

The effect of nutritional health perceptions on the academic achievement for studente of secondary school A field study on a sample of high school student in Algerian schools

Proper and balanced nutrition for students is considered a health and educational priority, due to its impact on physical and mental growth and its impact on health. Therefore, the current study aims to reveal the impact of nutritional health perceptions on the academic achievement of secondary school students. To determine that impact, the Nutritional Health Perceptions Scale by (Ahmed Samir) was applied. Saad Zaghloul, 2022) on a sample estimated at (542) male and female students, who were selected using a stratified method.

Arabized and generated words in the fourth year intermediate course in the Algerian school

Arabized and generated words in the fourth year intermediate course in the Algerian school

INNOVATIVE SYSTEM AND CONSIDERATION OF THE MULTILINGUALISM OF ALGERIAN STUDENTS

Algerian children are often bilingual or even multilingual, yet it appears that the Algerian school system has not yet developed pedagogical tools adapted to this reality. In this context, our concern revolves around the prospect of experimenting with an innovative pedagogical approach focused on language awareness. We explore how sensitizing students to language awareness activities in the Algerian school context can have a positive impact on learners' perceptions. Our research follows a primarily hypothetico-deductive approach, resembling experimental psychology methods. It relies on the analysis of a corpus composed of a semi-structured interview supported by the reflective drawing method to understand the effect of introducing language awareness activities on students' perceptions. While we cannot generalize our conclusions, the observed students demonstrated an interest in languages beyond those prompted by the language awareness approach during the experimentation. Thus, we can posit that language awareness activities triggered an awareness of what students already knew about languages and world cultures.

Teachers’ Perspectives on the Competency-Based Approach: Are We Ready for a New Educational Reform?

This study re-evaluated the competency-based approach (CBA) in Algerian schools, focusing on teachers' perspectives and attitudes towards this teaching methodology, initially implemented over eighteen years ago. Previous research suggested that the abrupt shift to CBA left many teachers needing help to grasp its core principles and deliver effective lessons. The study adopted an explanatory sequential mixed-method design. To assess the current situation, a questionnaire was distributed to 45 English language teachers across Algerian middle schools in diverse regions. The results indicated pervasive dissatisfaction with the CBA, with a preference for traditional teaching methodologies better suited to the Algerian educational context. Identified obstacles fell into six main categories: absence of clear competency performance criteria, lack of practical training, washback effect, heaviness of the curriculum and time constraints, overcrowding of classrooms, and scarcity of resources. Despite significant investment from the Ministry of Education in professional development seminars and in-service training, the desired outcomes for a better understanding and implementation of the CBA have yet to be achieved. Given the shortcomings of the current methodology, this study posited the need for a new and more strategic approach to reform.

Dietary vitamin D intake and sun exposure are not associated with type 1 diabetic schoolchildren and adolescents: A first report in Algeria1

BACKGROUND: A large number of children and adolescents worldwide suffer from physiological vitamin D (VD) deficiency, which has been associated with sun exposure and, consequently, the risk of developing various autoimmune diseases, including type 1 diabetes (T1D). However, the association of the disease with VD intake and sun exposure has yet to be explored. MATERIALS AND METHODS: We conducted a food frequency questionnaire and a 24-hour food recall survey, using “Ciqual table 2016” in 335 type 1 diabetic and age- and gender-matched healthy Algerian school children and adolescents from sunny Saharan and relatively less sunny Northern regions, aged between 5 and 19 years. RESULTS: Both dietary VD intake and VD levels were similar in T1D patients when comparing northern and southern regions (for both comparisons, p > 0.05). Neither sun exposure nor VD intake was associated with the disease (respectively, relative risk [RR] = 1.050, p = 0.680; RR = 1.082, p = 1.000. For Cochran and Mantel-Haenszel analysis; RR = 0.841, p = 0.862). VD intake showed a significant difference between diabetics and non-diabetics in the sunny region (p = 0.022). Additionally, significant differences were found between normal and T1D schoolboys (p = 0.038), and when comparing the two groups according to the dry areas (p = 0.016). Moreover, in contrast to circulating VD levels, which were lower in T1D patients than in healthy controls, those of VD intake were significantly higher (p < 0.05), especially in male patients and in those with balanced diet, low protein or carbohydrate consumption, specific food intolerances, and regular meals (p < 0.05), as well as in patients with a moderate or low consumption of cooked meals or steamed foods (p < 0.01). Conversely, VD intake was markedly lower in type 1 diabetics than in controls for dry and sunny areas, including the region of Adrar, as well as for consumption of low-fat foods and eggs (p < 0.05 for all comparisons). Nevertheless, the relative risk of sun exposure and dietary vitamin D intake according to the World Health Organization (WHO) standard did not show a significant association with T1D (common Mantel-Haenszel estimation, RR = 0.841, 95% CI 0.118–5.973, p > 0.05). CONCLUSIONS: T1D does not appear to be associated with VD intake and sun exposure in the Algerian Sahara region. Therefore, the consumption of VD in T1D patients in the Algerian Sahara would suspect that its association with the disease would be related to its synthesis alteration.

The manifestations of the policy of Arabization in Algeria and its implications for the teaching of the Arabic language

This study aims to investigate the issue of Arabization policy and the extent of its repercussions on the teaching of the Arabic language, and its positive and negative effects. Its linguistic education, and the importance of the study lies in the importance of the repercussions it deals with, as it receives great attention these days, and the policy of Arabization is one of the important issues for educational institutions, and accordingly the study seeks to clarify the importance and value of this research.
 Therefore, this study seeks to research the concept of Arabization, then discuss its importance, the motives of the Arabization policy, and its stages in the Algerian school, and then analyze some of the Arabized terms in the books of the third year of secondary school for all people, with an attempt to provide some solutions to overcome the phenomenon and exploit it positively.

Perception and confusion of speech in Algerian school children wearing hearing aids

Perception and confusion of speech in Algerian school children wearing hearing aids

Short Form Content for Big Minds: Teaching Post- Millennials Phonetics Using YouTube Music Clips

Boredom, daydreaming, attention-getting, chatting, rebellion, fighting back, active resistance, cheating, self-defeating attitude. This is a short list of the recurrent symptoms tertiary post-millennial students communicate when exposed to canonical dry academic content. Students learning phonetics through the outmoded content-based approach have shown the same verbal /nonverbal behaviours. Edutainment and process-based learning are rarely used in Algerian schools. No wonder YouTube -as a short-form content provider- has become one of the most serious competitors of schools worldwide. A recorded experimental study, followed by a satisfactory scale, was used to assess the students’ performances and interests. The results showed higher scores of students using YouTube music clips as an edutaining process-based approach. A surprising list of nonverbal (micro) signs confirmed the hypothesis. Students from the experimental group as compared with the control group, asked for more lessons to better their comprehension of phonetics, a thing that we couldn’t predict. The potential practical implications of the following paper are multiple. The first one is what could be called the “pedagogisation” of entertaining tools like YouTube and their inclusion in schools to learn academic content. The second would be the identification of all the possible types of (micro) signs students would send when exposed to boring vs. interesting content or/and when applying a methodology to teach theoretical content as in the cases of phonetics, grammar, or even literature. Last but not least, the exploration of semiotic signs YouTube singers would send to the receivers i.e., students could be of paramount importance.

Collateral effects of SARS-CoV-2 on active behaviors and body composition in Algerian school aged children

The SARS-CoV-2 pandemic had changed drastically the social life of children and youth, including their ability to adhere the physical activity (PA) recom-mendations. This study highlights the impact of the SARS-CoV-2 lockdown on children’s daily physical activity, sedentary behaviors and sleep duration. It also determined the impact of this specific context on adiposity and cardio-metabolic indicators among children aged from 9 to 12 years old from Con-stantine–Algeria. Children were divided into 2 groups according to the prac-tice of PA, a cross-sectional study was conducted at 2 different times. The first time, was before the SARS-CoV-2 pandemic, where the pre-lockdown lifestyle and PA data were collected via a validated questionnaire. The sec-ond time was during the lockdown, where the same questionnaire was asked to children’s parents via telephonic interviews. A significant decline in the frequencies of PA patterns by 3.8 hours has been observed in the study pop-ulation. In parallel, sedentary behaviors has been significantly increased by 4.5 hours in equal proportions between swimmers and sedentary children per day. Half of the children decreased their night sleep duration by an aver-age of 54 minutes. This new lifestyle context induced by the lockdown was associated with an increase in body weight (3.69±0.9 kg) and body mass in-dex (2.1±0.48 kg/m2) in the whole study population. These results might increase the prevalence of cardio-metabolic complications associated with overweight and obesity observed in the population of children and adoles-cents in Constantine in the near future.

Effective Language Teaching and Learning Process in EFL Classroom Situation: A Case Study

The goal of teaching and learning a foreign language, in general, has shifted from putting emphasis on the product of teaching to the process of teaching and learning and the accompanying classroom conditions. This development in foreign language teaching pedagogy stresses the importance of the classroom environment in enhancing the individual’s learning styles and motivation to acquire the language, skills and components. Therefore, it is essential that every language class is directed to equip the learners with the necessary language strategies to achieve language proficiency by considering their needs and interests. This is why, teachers are always looking for updated ways and techniques to develop the student competencies in listening, speaking reading, writing, vocabulary and grammar. In this context, the present research was conducted more specifically to examine to what extent can the role of the teacher and the quality of the teaching and learning process be effective in developing the learners’ skills and competencies and promoting the EFL classroom situation. In addition, the different pedagogical tools and phases that are implemented in English language teaching in the Algerian school will be presented and analyzed in this paper.

Teacher's Wages as a Mechanism to Improve the Educational Attainment of Students in Algerian Schools "An Empirical Study from 1970 to 2018"

The purpose of this paper is to clarify the importance of education economics as a modern approach to educational research, especially the importance of the policy of raising teacher wages as a mechanism to improve the educational attainment of students in government schools. The study used the inductive approach by examining the experience of Algeria between 1970 and 2018, where the Algerian government raised teachers' wages by more than 100% with the aim of improving the educational attainment of students. Therefore, the study adopted the standard method through a statistical model for a linear relationship linking the passing rate in the baccalaureate exam to express the dependent variable represented in academic achievement for students, while invoking three independent variables to indicate teachers' wages which are: minimum wages, government support, and inflation. Through the ARDL method, the assessment results showed the direct and strong relationship between teacher wages and educational attainment for students in the short and long term. Keywords: Teacher wages, students ’educational attainment, public schools, Algeria

“‘ever'where … wherever you look’”

Abstract This article explores John Steinbeck's positive impact on Algerian culture, apparent from frequent references to his work in literary, academic, journalistic, and popular publications in Algeria. For example, The Pearl (1947) was integrated into the national Algerian school curriculum in the 1990s when an excerpt from the novella was included in a French-language textbook for seventh-grade students. In addition, stylistic and thematic echoes of Steinbeck's works can be discerned in modern Algerian literature. One notable instance of this is Mohamed Dib's 1954 novel L'incendie (French for “The Fire”), modeled on The Grapes of Wrath (1939). And not infrequently, Algerian newspapers dedicate space to issues related to Steinbeck's work, such as Fayçal Métaoui's article on the Algerian martyr Ahmed Zabana's impressions of Viva Zapata! (1952). But perhaps the most impressive evidence of Steinbeck's influence on Algerian culture to date remains Arezki Boudif's translations of The Pearl, Of Mice and Men (1937), and The Grapes of Wrath into Tamazight, a Berber language spoken by the Kabyle people in the north and northeast regions of Algeria.

Perception and confusion of speech in Algerian school children wearing hearing aids

Perception and confusion of speech in Algerian school children wearing hearing aids

The Human Factor: The Most Important Asset for Successful Integration of Information and Communication Technologies in Education

Laboratory of Research in Analytical and Operational Methodological Applications in Economics Abstract The human factor may be the key to success as far as effectively integrating information and communication technologies into education are concerned. It can also represent the most unavoidable obstacle that prevents to reach this mostly aimed at achievement. As a matter of fact, to attain a satisfactory situation of ICT equipment with favorable indicators such as an ideal computer / student ratio, an internet connection available in all schools, teachers with private facilities, certainly does not mean that the result will be a thriving integration of ICT into education. This contribution provides a theoretical and empirical perspective concerning this issue with a case study of Algerian schools, revealing that the human factor represented by school directors, teachers, technical support staff, staff to monitor students using computers, is the most important asset for successful integration of ICT in education. Keywords: human factor, integration, ICT, education DOI: 10.7176/JEP/11-6-18 Publication date: February 29 th 2020

Introducing the Target Language Culture to EFL Learners to Enhance Sociocultural Competence

This research attempted to investigate the effect that teaching English language culture has on Algerian EFL (English as a Foreign Language) learners' sociocultural competence. It also aimed at showing that having no exposure to English language culture alongside learning the English language itself will affect learners' understanding and production of the language. In this light, the study attempts to answer the following questions: to what extent is the culture of the English language present in the lessons of English language that are introduced to secondary school students? What cultural background do secondary school students have about the English language? And if they do have any cultural background, what is the source of that background and whether culture teaching enhances EFL learners' socio-cultural competence? We hypothesised that teaching culture to Algerian EFL learners will increase their sociocultural competence and improve their understanding of the language. This hypothesis was tested through conducting a quasi-experimental study with a group of eighteen students from Habba Abd El-Madjid Secondary School in El-Meghaier, El-Oued (Algeria) The final results revealed a remarkable improvement among the majority of students concerning their sociocultural competence and their perception and understanding of authentic English language. Therefore, it is recommended that the element of culture should be integrated into English language curricula of Algerian schools and that, if done, it will take students' level one step further towards a better acquisition of English language.

Violence in Algerian Society and its Eradication between Reality and Challenge: The Case of Algerian School

Violence in Algerian society remains a serious social evil and a difficult reality that has attracted the attention of scholars, academicians and researchers from different Algerian towns. The focus of different initial studies performed, mainly focused on the responsibility of the most important institutions concerned with the social up growing and education, namely the family and the school towards the birth of violence and its eradication. Indeed, in the case one of these crucial institutions fails to perform its duties and assume its responsibility, violence becomes the language of the family with its members, of the school with all its different components; consequently the language of a whole society. On this basis, important questions impose themselves: what is the reality of violence in Algerian schools? And what are the appropriate measures that Algerians should take to reduce or eradicate it? Our analysis resulted in the necessity to review the duties of both the Algerian family and school, and some suggested strategies to reduce or eradicate school violence in the Algerian society.

IMPACT OF FACADE CONFIGURATION ON ENERGY CONSUMPTION OF SCHOOL BUILDINGS IN CONSTANTINE (ALGERIA)

In Algerian school buildings, heating and artificial lighting energy consumption counts for the important proportion of spending. Facade configuration is one of the major reasons because it affects the heating, cooling and lighting energy consumption of building. So, it is necessary to study the energy saving optimal design of transparent envelope for classrooms. In this paper, the impact of some parameters of transparent envelope on overall energy consumption (heating, cooling and lighting) are investigated using the two computer simulation softwares Ecotect analysis 2011 and Daysim 3.0. These parameters are: the orientation, the window to floor ratio, the heat transfer coefficient U and luminous transmittance LT of glazing materials. The results show a complex interdependence among these design variables.

Optimum Glazing Configurations for Visual Performance in Algerian Classrooms under Mediterranean Climate

Daylight quality and quantity in Algerian schools show serious problems in ensuring visual comfort of students and teachers. Some problems are due to window design, which leads to excessive amount of sunlight penetration into the classrooms. The consequences are glare and heat gain. This study investigates the effective glazing pattern for classroom to achieve optimum daylight performance and visual comfort in Algerian classrooms. Field measurements of typical classrooms were carried out in a selected school in Algeria during solstice summer (under clear sky condition) and solstice winter (under overcast sky condition). The data of outdoor daylight illuminance were used to validate Integrated Environment Solution Virtual Environment (IESVE) daylight simulation. This study used three different glazing types, namely, clear, tint and reflective glass with different glazing proportions, subsequently, seven patterns of glazing window design were used for an extensive simulation exercise. The results of the investigation from the site measurements show that the work plane illuminance was found to be beyond the range of 300 lux to 500 lux, which exceeded recommended value, except for the south-east orientation with clerestory typology, which were recorded at 2.98% of daylight factor, in contrast the daylight uniformity in tested classrooms is appropriate. Furthermore, the simulation revealed that combination of 75% clear glass and 25% reflective glass with 30% wall-to-window ratio has achieved 41.41% during winter and 47.82% during summer of Useful daylight illuminance. The use of different glazing configurations shows a significant improvement on daylight distribution and the reduction of glare comparing to the reference model. However, such improvement in the quality and quantity of daylighting was inadequate which arises the need of further enhancement.

Towards New Design of Laser Cut Acrylic Panels for Windows

Daylight quality and quantity in Algerian schools show serious problems in ensuring visual comfort of students and teachers. Some problems are due to window design, which leads to excessive amount of sunlight penetration into the classrooms. The consequences are glare and heat gain. This study investigates the effective glazing pattern for classroom to achieve optimum daylight performance and visual comfort in Algerian classrooms. Field measurements of typical classrooms were carried out in a selected school in Algeria during solstice summer (under clear sky condition) and solstice winter (under overcast sky condition). The data of outdoor daylight illuminance were used to validate Integrated Environment Solution Virtual Environment (IESVE) daylight simulation. This study used three different glazing types, namely, clear, tint and reflective glass with different glazing proportions, subsequently, seven patterns of glazing window design were used for an extensive simulation exercise. The results of the investigation from the site measurements show that the work plane illuminance was found to be beyond the range of 300 lux to 500 lux, which exceeded recommended value, except for the south-east orientation with clerestory typology, which were recorded at 2.98% of daylight factor, in contrast the daylight uniformity in tested classrooms is appropriate. Furthermore, the simulation revealed that combination of 75% clear glass and 25% reflective glass with 30% wall-to-window ratio has achieved 41.41% during winter and 47.82% during summer of Useful daylight illuminance. The use of different glazing configurations shows a significant improvement on daylight distribution and the reduction of glare comparing to the reference model. However, such improvement in the quality and quantity of daylighting was inadequate which arises the need of further enhancement.