Board Of Education Research Articles

A Cultural Transformation: Pakistani Girls Outperforming Boys in Education

In this paper, we highlight and present a nuanced picture of girls’ outperformance and boys’ underperformance in education in the urban centres of Pakistan. This is a very interesting and remarkable gender reverse trend in education performance in the dominated socio-cultural context of Pakistan. The paper takes into account the annual results of two examination boards: a) Board of Intermediate and Secondary Education (BISE) Peshawar and b) Board of Intermediate and Secondary Education (BISE) Faisalabad, Pakistan. Employing content analysis techniques, we have examined young boys’ and girls’ educational performance in secondary school certificate (SSC) and higher secondary schools certificate (HSSC) examinations from 2002 to 2016. The paper takes into account the first three positions as an indicator of outperformance. The paper simply highlights the trend of structure transformation and does not inquire about reasons for boys’ underperformance and girls’ outperformance. The study findings suggest that girls are outperforming boys in the urban centres of Pakistan.

Media development board game to increase student motivation in studying regional culture

Media development as an effort to introduce regional culture is considered essential to do. Technological developments make students' motivation to study culture begin to fade and shift with the emergence of Western civilization. This is motivated by the need for more interesting local culture introduction media for students and regional, cultural, and educational content in online or offline media. Therefore, learning media is needed to introduce regional culture. The objectives of this development research are: (1) Producing culture game education media board game products; (2) Testing and knowing the feasibility of culture game education media board game products; and (3) Knowing the effectiveness of culture game education board game media products in increasing learning motivation on material Sub Theme 2: "The Beauty of My Country's Cultural Diversity" for grade IV Elementary School. The development model used is ADDIE. The results of this development research are: (1) Learning media products, board game culture, and game education; and (2) Based on the validation that has been carried out on material experts and learning media experts, it is stated that the culture game education board game is suitable for use in the learning process and can be implemented for students with a percentage of the validity test of material experts, namely 89% and a percentage of the validity test of learning media experts, namely 98%. The results of the practicality test using the culture game education board game by the teacher obtained a score of 91%, while the trial results related to the percentage of students' motivation to learn culture through this media was 86%. The conclusion is based on the development done; the culture game education board game is declared appropriate when used as a medium to introduce regional culture.

Facilitating an Educational Board Game Jam: Analysing Different Game Design Strategies

There is a long tradition of using board games for educational purposes. Moreover, the growth of the game jam events where participants typically gather at physical locations with an aim of creating new games, has expanded over the last decades. This paper is based on an exploratory study, where we wanted to create a game jam for teachers, student teachers, facilitators, and consultants interested in designing and redesigning board games to enhance learning for different target groups. With a point of departure in design thinking, the game jam was framed through three phases: ideation, build a board, and playtesting. The participants were given the challenge of designing a board game incorporating co-op elements such as collaboration, problem-solving in teams, collective efforts towards a mutual enemy, etc. The game jam was held in a university college where the participants had access to a variety of materials such as pens, papers, cardboards, and discarded board games. The empirical data consisted of observations of participants, who were divided into groups of 2-4 persons based on their prior game experiences and game interests. The analysis presents preliminary findings in relation to the participants’ different strategies for developing board games. The empirical data showed how the groups struggled to balance simplicity vs. complexity in their designs in relation to both time frame and target group of their board games. The playtesting session fostered discussions around the essential game mechanics and elements of each board game prototype. Furthermore, the ongoing feedback and playtesting created a joyful and curious bridge between the groups. Based on the analysis, the paper presents a series of design principles aimed at facilitating educational board game jams.

Students as educational board game designers: Learning opportunities and design dilemmas

Even though there is a long tradition for letting students play and design board games in the classroom, there exist relatively few studies, which conceptualise how students can learn through designing educational board games. In this paper, I present a theoretical model, which can be used to understand and inform how students work with board game design activities, and how this may require them to address specific dilemmas and complexities in their design processes. The presented GEC model (Games as Educational Challenge) builds on earlier studies, but is presented here in an adapted version, which focuses specifically on students’ game design processes. The GEC model is exemplified with empirical data from the large-scale intervention project GBL21: Game-Based Learning in the 21st Century (2017-2022), where Danish students (grades 5-8, age 11-14) across 19 schools worked with a design thinking approach to designing game tools that address specific challenges within the school subjects mathematics, Danish and science. The current study focuses specifically on a teaching unit with a 5th grade class, who had to design a board game that addressed challenges with toxicity in online communication. By using the GEC model as a framework for the analysis, the current study highlights three analytical themes concerning: 1) the students’ ownership of their presented game design challenges, 2) balancing of game elements versus subject-specific aims, and 3) the legitimacy of creating board games within the context of specific school subjects. By stressing both design dilemmas and learning opportunities, the paper contributes to creating a more nuanced understanding of how students address and deal with different complexities, when creating educational board games.

Insomnia in teachers with the resumption of in-person instruction at schools amidst the COVID-19 pandemic: A cross-sectional study

Background: The coronavirus (COVID-19) pandemic has affected people's economies, lifestyles, and physical, emotional, and sleep health. This research aimed to estimate the prevalence of insomnia and symptoms of stress, anxiety, and depression among teachers with the resumption of in-person instruction at schools following a hiatus after COVID-19 lockdowns in India. We also studied the association of teachers' insomnia with psychological symptoms and demographic variables. Methods: We conducted a cross-sectional survey between October –November 2021 after schools had reopened during the COVID-19 pandemic. Data was collected using standard questionnaires online among schoolteachers. We explored the association of insomnia with teachers' symptoms of stress, anxiety, depression, sex, school boards, and age groups. Results: Of 124 schoolteachers surveyed, the prevalence of insomnia was 37.9% (subthreshold in 25% and clinical in 12.9%). The prevalence of stress, depression, and anxiety was 20.2%, 30.6%, and 45.2%, respectively. There was a significant association (p<0.001) of insomnia with symptoms of anxiety, stress, and depression in univariate analysis. On multivariate analysis, we found that those feeling stressed had a 6.4 times higher risk of insomnia (95% CI: 1.5-28.3, p - 0.01). There was no association of insomnia with age, sex, school educational boards, and type of institution. Conclusions: Over one-third (37.9%) of teachers reported having trouble sleeping when they returned to the school's typical face-to-face instruction modalities through COVID-19 times, and insomnia was more prevalent in those with stress.

Adult education in a neoliberal policy paradigm

ABSTRACT Ten years on from the formation of SOLAS (An tSeirbhís Oideachais Leanúnaig agus Scileanna) and the Education and Training Boards (ETBs) in Ireland, it is appropriate to reflect on where adult education lies in the new Further Education and Training (FET) sector. This paper uses Denis O'Sullivan's schematisation of policy paradigms (2005) as an analytical tool, to explore the components of the new sector. New concepts have been introduced, such as ‘FET’ and ‘active inclusion’, others such as ‘adult education’ have disappeared, and others such as ‘transversal skills’, ‘lifelong learning’ and the ‘needs of learners’ have been adapted, introducing a language of doublespeak. The discourse has changed; a theme of performativity is now prioritised while the wider benefits of learning are mentioned, but not actioned. There is a new authority with bureaucratic social configurations and the identities of teachers and students are being reduced to producers and consumers of learning outcomes. This paper shows how these changes have resulted in a new neoliberal policy paradigm for adult education, with strong regulatory powers. Understanding this is the first step in questioning its authority and discussing if this is what we, as a society, want for the education of adults.

Examining It-Based Human Resources Strategies in Islamic Higher Education and Islamic Boarding Schools In Indonesia

This study examines IT-based HR development strategies in Islamic higher education and boarding schools in Indonesia, focusing on the Faculty of Tarbiyah at Universitas Islam Negeri Sultan Thaha Saifuddin, Jambi. It also explores the integration of IT in primary school teacher of education training programs. The research employed interviews, surveys, and document analysis using a case study approach. Participants included faculty members, administrators, students, and teachers/administrators from selected Islamic boarding schools. The findings show the faculty's progressive integration of IT-based HR development strategies. These include Learning Management Systems (LMS), online training modules, virtual classrooms, and educational apps. These tools improve instruction, student engagement, and administrative efficiency. The study also highlights the inclusion of IT in basic school teacher education training programs. Incorporating IT skills into the curriculum is crucial for prospective teachers to effectively use educational technologies in their classrooms. This research enhances the understanding of IT-based HR development strategies in Indonesia's Islamic higher education and boarding schools. It guides educational institutions and policymakers for better integration of IT in teacher education programs, promoting effective HR development strategies, and improving overall educational quality.

Curriculum preferences of physical education teachers in primary schools: differences in length of pedagogical practice

Purpose. Curriculum preferences of physical education (PE) teachers in primary schools differ, depending on educational policy, local guidelines, and particular needs of students (pupils); therefore, the survey objective was aimed at determining the curriculum preferences of PE teachers in primary schools in terms of differences in length of pedagogical practice.
 Material and methods. Curriculum preferences of PE teachers in primary schools (survey instrument) was conducted 6 months (January – June, 2022), through the purposive sampling of size (survey group) of 1 300 (100%) PE teachers in primary schools: (i) Pedagogical practice ≥10 years (n = 518, 39.84%); (ii) Pedagogical practice ˂10 years (n = 782, 60.16%). Descriptive (e.g., percentage frequency, arithmetic mean), inferential (e.g., Pearson's r, chi-square test) statistics were used to evaluate (e.g., analyze, compare) the data.
 Results. Significant differences (0.01, 0.05) between the pedagogical practice ≥10 years (n = 518, 39.84%) and ˂10 years (n = 782, 60.16%) of PE teachers (n = 1 300, 100%) were as follows: (i) Curriculum preferences of PE teachers (χ2(3) = 77.75, p = 9.35E-17); (ii) Demanding teaching activity in PE teachers (χ2(4) = 29.34; p = 6.65E-06); (iii) Undemanding teaching activity in PE teachers (χ2(4) = 30.10, p = 4.68E-06). No differences (p˃0.05), between the pedagogical practice ≥10 years (n = 518, 39.84%) and ˂10 years (n = 782, 60.16%) of PE teachers (n = 1 300, 100%), were as follows: (i) Popular teaching activity in PE teachers (χ2(4) = 6.82, p = 0.15); (ii) Unpopular teaching activity in PE teachers (χ2(4) = 8.78, p = 0.06).
 Conclusions. Curricular reform in Slovak primary schools allows PE teachers autonomy (partial) in selecting the educational content (course) in terms of meeting the specific needs of students and learning environment, in consultation with board of education (school board) in terms of meeting the particular needs of students and learning environment, recognizing the importance of PE teachers' autonomy and value of tailoring education.

Türkiye’deki İlkokul Matematik Ders Kitaplarındaki Etkinliklerin 21. Yüzyıl Beceri Bağlamında İncelenmesi

The purpose of the current study is to investigate activities in primary school mathematics textbooks in Turkey according to 21st century skills. The study employed the document analysis design, one of the qualitative research methods and in the analysis of the data, the descriptive analysis method was used. In the study, the activities in the mathematics textbooks approved by the Ministry of National Education (MoNE) Board of Education and Discipline (BoED) to be taught in the 1st, 2nd, 3rd and 4th grades of primary schools in Turkey as of the 2019-2020 school year were examined according to 21st century skills, and it was determined to which skills specified in P21 the activities were related. As a result of the study, it was seen that “learning and innovation skills” were given the most place, followed by “life and career skills” in the textbooks. When the activities in the textbooks were examined, it was concluded that the activities at all grade levels were related to the themes of “learning and innovation skills” and “life and career skills”. No activities related to the theme of “information, media and technology skills” could be found in the mathematics textbooks. In light of the findings, it can be said that in the development of activities in the writing process of mathematics textbooks, all of the 21st century skills should be taken into account and that skills and activities should be related to each other.

Multi-dimensional evaluation of an educational board game using real-time diagnostic procedure scaffolding: analysis of learners’ learning effectiveness, flow, anxiety, and emotion

The research objective of this study is to understand the effects of different types of learning scaffolding on learning effectiveness, flow, anxiety, motivation, and emotions. The research design was to divide the 96 students into three groups: mobile scaffolding game-based learning group, general game-based learning group, and video learning group, and the data collection method was convenience sampling. In terms of data analysis, the paired sample t-test and ANCOVA were used for within-group and between-group analyses for learning effectiveness and anxiety respectively. The independent sample t-test was used for between-group comparisons of flow, and the two-way mixed ANOVA was used for the comparison of motivation and emotion in the three stages of learning. The results showed that the two game-based learning groups had positive effects on learning effectiveness, flow, and learning anxiety due to the assistance of the scaffolding, while also increasing their positive emotion and decreasing their negative emotion during and after the game. Besides, the mobile scaffolding game-based learning group, with the addition of the dynamic evaluation procedure scaffolding, could enhance learning motivation during the game more than the general game-based learning group, and with the advantage of real-time evaluation, it could reduce the teaching burden of teachers.

O.6.2-8 Enforcing physical education in the official examinations in Anglophone Cameroon

Abstract Purpose Cameroon has two main educational systems: English and French, which have a colonial heritage. The controversy is that each educational sub-system has its own curriculum. In the French-speaking part of the country, sports and physical education are mandatory for obtaining the CEPE, Baccalaureate, and any other public examination. In the English-speaking part, sports and physical education are yet to be included in the curriculum. The goal of this policy paper is to change the narrative of the curriculum of public examinations in Cameroon's anglophone educational sub-system by following the example of the country's French part. This policy paper targets curriculum developers, the General Certificate of Education Board, and the Ministries of Education. What will be innovative is that students from English-speaking Cameroon will also be included in sports activities at an early age. Project or policy description Development: We used the Health-Enhancing Physical Activity Policy Audit Tool (HEPA PAT) to collect data at the ministries of education, the Ministry of Sports and Physical Education, 197 public schools, and 204 health care facilities. Content analysis, ethnographic studies, and Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis are used to assess why average French-speaking Cameroonians have a longer life span, are physically active, and participate in more high-level sports than their English-speaking counterparts. The Cameroon Government Certificate (GCE) of Education Board is in charge of putting this project into action. Sports and physical education should be required courses for both the ordinary and advanced levels of the GCE. We will implement the process and conduct an impact assessment. With the process evaluation, we will monitor if the program is meeting the intended goals. The impact evaluation will give a broader view of the outcome of the program. Conclusions When this policy is put into place, the English-speaking part of Cameroon will have HEPA and be pushed to be as healthy and fit as the French-speaking part.

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

PurposeThis study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).Design/methodology/approachDescriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.FindingsThe study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.Practical implicationsThis research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.Originality/valueThe research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

Pengembangan Kurikulum Ismuba Di SMP Muhammadiyah Muntilan

This study is related to ISMUBA curriculum development. Referring to the problems faced by the world of education in the era of globalization and rapidly devel oping technology, the curriculum in education is very important to create a productive, efficient and creative learning process. The purpose of this study was to determine ISMUBA curriculum development in the teaching and learning process. This research is a field research with a qualitative approach. Data collection techniques using interviews, observation and summaries. Data analysis was carried out through data reduction, reduction, and data processing according to the research objectives. Based on the results of the research, the use of the curriculum at SMP Muhammadiyah Muntilan uses the ISMUBA curriculum from the Muhammadiyah Central Board of Elementary and Secondary Education. ISMUBA curriculum development is carried out on two sides, namely in the ISMUBA Practice Project school, Student Assessment Pause Contest, Hisbul Wathon, Tapak Suci, Dzuhur and Azar Prayer Worship Activities, and Gitarmu (Active Ramadan SMP Muhammadiyah Muntilan) and outside of school such as practical application Worship services that have been trained (Fardhu Prayers, Sunaah Prayers, Funeral Prayers and Thaharah), Koran at each other's homes, visiting sick people, distribution of sacrificial animals and competitions outside of school and other activities that support ISMUBA education. But the inhibiting factors in the curriculum require teacher evaluation and open book facilities to always improve the learning process and increase interest in literacy

Before Brown v. Board of Education : Paul J. McCormick, the Mendez v. Westminster Decision, and its Religious-Social Context

Abstract: Paul J. McCormick (1879–1960), judge of the United States District Court of Los Angeles, rendered in 1945 the most impactful decision of his career. His decision in Mendez v. Westminster was the prelude to the civil rights movement in the United States. McCormick's Catholic faith and his relationship with the immigrant community in Los Angeles influenced his opinion. Nearly a decade before Brown v. Board of Education , McCormick delivered a verdict favoring Mexican families seeking equality in education. His decision favoring the desegregation of schools in southern California marked the beginning of the end of school segregation throughout the United States. This study of the decision's religious and social contexts shows how Mendez v. Westminster complicates the historical narrative of racial desegregation.

Can a five-minute meeting improve the wellbeing of students? The Indian school experience

In India, school psychology is an emerging field of study. The Central Board of Secondary Education (CBSE) has mandated the appointment of school counsellors to boost mental health through counselling, life-skills education, and career guidance. In the present study, the school counsellor implemented a five-minute meeting to quickly interact with students to promote their wellbeing. Using universal sampling, data were collected from 78 students using a Google survey form at one of the leading private schools in Meerut city of Uttar Pradesh State, India. The findings of the study indicated an improvement in the personal-social and school-career domains of students’ wellbeing. Approximately 72% of students reported being happy, and 58% shared being friendly (personal-social domain). Nearly 68% of students reported doing well in the school (school-career domain). Moreover, 65% of students expressed willingness to meet with the counsellor. The initiative received an overwhelmingly positive response (82%), indicating that it has increased the value of support for these students. This initiative provided an opportunity for both the counsellor and students to get to know each other and allowed the counsellor to plan individual and group counselling sessions as needed. Prospective studies could employ robust methodology with a larger sample size to evaluate the effects of this initiative on mental health outcomes.

Oral streptococcal infective endocarditis among individuals at high risk following dental treatment: a nested case-crossover and case-control study

It is not clear whether Viridans Group Streptococcal Infective Endocarditis (VGS-IE) among individuals at high risk is more frequent following bacteraemia caused by invasive dental procedures (IDPs) than after daily bacteraemia caused by chewing and tooth brushing. The aim of this nested study was to assess if VGS-IE was temporally associated with IDPs in a national cohort of individuals at high risk. This nested case-control and case-crossover study was based on a Swedish national cohort study of 76,762 individuals at high risk of IE due to complex congenital heart disease, prosthetic heart valve or previous IE. Participants were living in Sweden between July 1st, 2008 and January 1st, 2018. The frequency of IDPs during the 3 months before VGS-IE was calculated and compared to controls (sampled 1:10). A case-crossover study was conducted to account for residual confounders. Participants were identified using the national patient register, and IDPs were identified using the national dental health register. 98,247 IDPs were carried out in the cohort during the study period: 624 occasions of oral surgery, 44,190 extractions and 53,433 sessions of subgingival scaling. The study could not confirm that IDPs were more common among cases (4.6%) than controls (4.1%), OR=1.22 [95% Confidence Interval (CI) 0.64-2.3], or during case- (3.3%) than reference periods (3.8%), OR=0.89 [95% CI: 0.68-1.17]. Restricting the analysis to the period when cessation of antibiotic prophylaxis for the prevention of IE in Swedish dentistry was recommended, from the 1st of October 2012 to the 1st of January 2018, did not alter the results of the case-control study: OR 0.64, 95% CI: 0.20-2.09, or the case-crossover study: OR 0.58, 95% CI: 0.15-2.19. The study could not confirm that VGS-IE is associated with IDPs among individuals at high risk. A study with larger sample size could clarify whether there is a lack of association. The finding of a small (<5%) proportion of cases temporally associated with IDPs is similar to that of the previous large-scale study on IDPs and VGS-IE. Funding was provided by the Board of doctoral education at Karolinska Institutet, the Public Health Agency of Sweden, Folktandvården Stockholm AB, Steering Group for Collaborative Odontological Research at Karolinska Institutet and Stockholm City County, and the Swedish Dental Association.

Beyond academia: a reflexive exploration of a professor’s journey from awareness to advocacy of the African American studies course curriculum

In 2020, African American studies course was unanimously passed as an elective course for high school credit in Texas. Since that time, the course has been met with societal and legislative resistance, due to the ubiquity of anti-Critical Race Theory laws around the nation. This submission seeks to understand the lived experience of a university professor, who minored in History, taught Social Studies in predominantly Black and Brown communities, but discovered the vast absence of African American contributions in the high school and higher education curricula. It was when he led a national advisory team for the Texas State Board of Education that helped revise, pass, and implement the African American studies course for a high school credit, that he realized how vital this course is for all students. This reflexive narrative account seeks to understand the process of the author’s transition from an interested educator aware of Black History to an avid advocate with full appreciation of a comprehensive African American studies course for high school students.

Assessing the Impact of the COVID-19 Pandemic on Training at the MD Anderson Cancer Center Anatomical Pathology Fellowship Program.

To provide high-quality, safe training during the COVID-19 pandemic, our anatomic pathology fellowship program implemented a hybrid virtual/in-person training model with supplemental digital material. To evaluate the impact of this model. We examined Accreditation Council for Graduate Medical Education survey results and board pass rates for fellows before the pandemic (group 1); during the pandemic peak (group 2); and early and late after the pandemic peak (groups 3 and 4). Additionally, we distributed an online survey, including questions related to performance as attending physicians and fellowship experience, to recent graduates. Information loss during handover, supervision and teaching by faculty, and having at least 4 free days a month exhibited the greatest score declines between group 1 and groups 2, 3, and 4 on the Accreditation Council for Graduate Medical Education surveys. No differences were seen in board passing rates between groups. The groups did not differ in responses regarding preparation for role as attending, confidence in role as attending, or overall impression of the fellowship program. The pandemic-affected groups responded more positively on the perceived utility of supplemental digital material, impact of digital pathology on quality of education, and impact of supplemental digital material on familiarity with digital pathology. The difference was particularly large between group 1 and combined groups 3 and 4. Despite the limitations noted, the hybrid training model was effective and successfully prepared fellows for their role as attending physicians. Similar studies can be informative for the implementation of similar programs or for the meaningful integration of digital pathology into training curricula.

Hearing Loss in Children: Critical Medical Education Delivered as Massive Open Online Course (MOOC).

Although early identification of pediatric hearing loss is crucial, a formal online training course has not been freely accessible to a global audience. In response, we created a novel course for health professionals worldwide. Course development occurred from February 2019 to May 2020. Seventeen multidisciplinary experts provided video lectures and demonstrations, including a tour of ear anatomy, operating footage of cochlear implant insertion, and demonstrations of children undergoing hearing testing. Content also included steps for interpreting audiograms, an overview of early screening programs, interviews with Deaf/Hard of Hearing children, and an introduction to public health/educational infrastructure. The course was hosted on Coursera and launched on May 4, 2020. The course was approved for 11.5 Continuing Medical Education (CME) and American Board of Pediatrics Maintenance of Certification (MOC)-Part 2 credits and spanned five modules comprised of 50 video learning segments: 1) Ear Anatomy, 2) Hearing Loss and Assessments, 3) Hearing Loss Diagnosis and Impact on Speech and Language Development, 4) Interventions for Hearing Loss, 5) Pediatric Vestibular System and Balance. Since its launch, 6,556 learners have enrolled and 1,540 have fully completed the course; Fifty percent were 25-34 years old, 62% were female, and 43% were from Asia. Average rating was 4.9/5 (n=180 reviews). We created a freely accessible course for a global audience that provides a broad overview of pediatric hearing loss. Our multidisciplinary approach addresses an educational gap and can serve as a model for developing other online courses.

The Use of Microsoft Excel Application for Administrative Employees at the Ministry of Religion in Gowa

The aim of this research was to discover the perception of administrative employees at the Ministry of Religion in Gowa regarding the use of the Microsoft Excel application, as well as the types of work that use Microsoft Excel and how the data or work is processed using Microsoft Excel at the Ministry of Religion in Gowa. The research method used is a descriptive qualitative method with data collection through interviews and data analysis carried out through data collection, data condensation, data presentation, and conclusion/verification steps. The results show that the majority of administrative employees of the Ministry of Religion in Gowa have a positive perception of the use of the Microsoft Excel application. The Ministry of Religion affairs employees acknowledges that the Microsoft Excel application helps in completing administrative tasks, especially in employee data management. Work that is commonly done with Excel includes grouping data, making calculations, processing documents, and making attendance lists, and policies. In the Diniyah Education and Islamic Boarding Schools (PD Pontren) field, Excel is used to process letters and received documents, check and classify data, and type Excel formulas. The processed data is sent through the WA application (WhatsApp), the Kemenag website, or the institution's email due to changes in flow caused by the pandemic. Based on these results, the Microsoft Excel application is very helpful for employees to complete their work with better effectiveness and efficiency. However, there are still difficulties and mistakes in using formulas and functions, especially for those who are less familiar with Excel. Some employees still need further information on how to use this application. Therefore, training or further introduction to the Microsoft Excel application is needed to improve the skills and administrative performance of employees in the Ministry of Religion affairs in Gowa. It is suggested that the Ministry of Religion affairs in Gowa provide facilities to improve computerization, especially in the use of Microsoft Excel, and hold training programs to help employees improve their skills in using the software.Keywords— Microsoft Excel, Administration, Data Processing, Perception