Inadequate Learning Resources Research Articles

Exploring Experiences of Visually Impaired Youths in Tertiary Education

Several conventions worldwide have recognized impartial access to formal and high-quality education as a core human right for all youths, regardless of their disability. The study aims to explore the perception of visually impaired university students (VIs) in Nepal and determine their strengths and challenges to make recommendations for policy making and practice. Face-to-face and focus group interviews were conducted with 10 non-probability samplings: purposive and snowball VIs selected from various semi-urban settings. The interview content was transcribed, translated and a descriptive thematic analysis was done. Findings revealed that the majority of participants relied on their sighted peers in academics and other everyday activities, and that they received limited incentives from the government. They also faced significant challenges during their higher education including inaccessible supportive programs, unfavorable physical and instructional environments, inflexibility in coursework and examination, financial crises, inadequate learning resources and limited support. It is recommended that educators take part in disability-specific training programs, VIs have access to adequate academic resources and receive necessary assistance to improve instruction in inclusive settings.

Unleashing the inners strengths of University entrants

This paper aimed to unleash the modular experiences of university freshmen during the onset of the Covid-19 pandemic. Using a transcendental phenomenological approach, the data were collected through individual phone interviews with fifteen university freshmen key informants analyzed through Colizzi’s seven steps in data analysis. Moreover, triangulation was also used, where transcripts were presented to the KIs in the form of a Focus Group Discussion. Student’s narratives revealed that university freshmen’s experience of learning in challenging times is not always ineffective learning. Waray-waray college students were able to experience struggles to finish a semester while juggling multiple roles at home and facing the reality of being less privileged, having inadequate learning resources, and being in a geographically challenged and disadvantaged areas were never considered to be a deterrent to finishing what they have started in a set-up new to them. Resilient learning led them to find meaning in their experiences in these trying times resulted to their strengthened desire to pursue schooling and to unleash their inner strength.

Analysis of informationization teaching algorithms based on the internet of things

This study intends to solve the problems brought on by regional differences in the distribution of educational resources, inadequate growth of schools, and various levels of informationization in university education. Because of the complicated functional framework that is now in place, university life is unsafe for both teachers and students. The issue is further complicated by challenges with maintaining several cards for one person, a lack of seamless software and educational platform integration, and multiple obstacles between data and users. Information inequality is exacerbated by inadequate learning resources, and development is hampered by the lack of efficient teacher-student feedback mechanisms. It can also be difficult to accurately manage a huge group of people. This study uses the web and artificial intelligence (AI) technology to create comprehensive, succinct, effective, and high-performing college instruction information technology in order to address these difficulties. Irrespective of the time or day, the system seeks to serve teachers and students while managing a sizable influx of visitors. Throughout the development process, the system is actively optimized and improved by the research. The experiment’s findings illustrate a robust interface function via practical assessment. Usability assessments show that the feedback is better than the previous system, with response times being reduced. Additionally, the updated system shows a typical reduction in overall electrical usage.

Integrating Internet of Things (IoT) into Library and Information Science (LIS) School's Curriculum in Selected Universities in Nigeria

This study examined incorporating the Internet of Things (IoT) into the LIS curriculum in selected LIS schools in Southwest Nigeria. The study population comprised final students from the LIS degree program in South-west Nigeria's library and information science department. A total enumeration of respondents was used for the research. Data generated were analysed using descriptive statistics. Findings revealed that the significant technology-related courses in the curriculum of LIS are basic computer operations, web publishing, document management and computer in libraries. Undergraduates positively perceived LIS curriculum preparedness for the Internet of Things (IoT). The major problems affecting the full implementation of technology-based related courses of the LIS curriculum in selected LIS schools are a shortage of funds, lack of infrastructure, unreliable power supply, inadequate learning resources and library support. The paper recommended that the Nigerian government come forward through her agents to provide financial help to integrate the Internet of Things (IoT) into LIS schools and develop essential infrastructures that will enhance the hands-on experience for the students.LIS curriculum

An Investigation of School Characteristics Leading to Students’ Dropout from Mixed-Day Secondary Schools in Bomet East Sub-County, Kenya

The Education Sector in Kenya has faced many challenges particularly school dropouts, which is an indicator of low internal efficiency during the past two decades. The Kenyan government came up with 100% transition rate from primary school to secondary school in 2018 to increase access to secondary school education which will in turn result in increased completion rates. This study sought to investigatee School Characteristics Leading to Students’ Dropout from Mixed-Day Secondary Schools in Bomet East Sub-County, Kenya for the period between the year 2019 and 2022. This study examined why students drop out of school and suggested recommendations on what can be done about it. This study was guided by the objective: to investigate the school-related factors leading to school dropout. The study was based on The Classical Theory of Equal Opportunities and Social Darwinism which assert that each person is born with a given amount of capacity, which, to a large extent, is inherited and cannot be substantially changed. Descriptive Survey Research Design was used to collect data from Principals, teachers and students of the sampled Mixed Day Secondary schools. Piloting was carried out. Questionnaires and interview schedules were used to collect data. Percentages and Frequencies were used to analyze the data. Analysis was done by Statistical Package for Social Sciences (SPSS). It was found out that the following school characteristics lead to students dropout; poor performance, expulsion, school dislike, long distance to school, gender violence, inadequate learning resources, harsh punishment and hatred towards a teacher. The study suggests three recommendations to curb school dropouts. The findings are hoped to benefit the teachers, school principals and other school managers as well as the Ministry of Education to put necessary measures in place to curb the dropout problem. The findings will also add new knowledge to the existing one.

Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools

Background: The need to examine mathematics subject supervisors’ roles in ensuring quality performance in mathematics learning is evident in the declining performance of learners in mathematics. This is attributed to various variables such as inadequate supervision, overcrowded classrooms, inadequate and obsolete resources, disillusioned teachers and poor pedagogical content knowledge. Hence, this study examines mathematics subject supervisors’ roles in ensuring quality teaching in preprimary and primary schools.Aim: This study aimed to enhance subject supervisors’ role in ensuring quality teaching in preprimary and primary school mathematics.Setting: Public preprimary and primary schools in the Owerri Educational Zone of Imo State, Nigeria, served as the research setting.Methods: The research adopted the quantitative research method and a descriptive survey research design. Questionnaires were used as the instruments for data collection and were validated by experts in mathematics education. The instruments’ reliability coefficients of 0.83 and 0.78 were determined using the Cronbach’s alpha reliability method. The generated data were analysed using four-point Likert scales, means and standard deviations.Results: The results showed that mathematics subject supervisors did enhance quality teaching in mathematics, although they were not effective in developing communities of practice among teachers. Furthermore, both mathematics teachers and mathematics subject supervisors faced challenges of inadequate learning resources, low teacher morale, insufficient professional development, low learner motivation for mathematics and poor learning infrastructure.Conclusion: The researchers recommend developing a community of practice among teachers and organising competitions among learners as a panacea to enhance desirable qualities in preprimary and primary mathematics teaching.

The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed

The coronavirus pandemic (COVID-19) is a global health crisis that has affected educational systems worldwide. North Eastern Mindanao State University (NEMSU), a typical countryside academic institution in the Southern Philippines, did not escape this dilemma. The advent of remote learning to continue the students’ learning process has caused difficulties for both the students and the educational institutions. Thus, we conducted this study to assess the students’ level of submission of assigned tasks from printed remote learning modular materials under the College of Teacher Education of NEMSU. We evaluated whether the distance of students’ residences to the campus or the nearest online learning facilities affects the level of modular task retrievals. We also determined the current situation, challenges, and struggles of the students with remote learning. Our results showed that out of 392 printed learning modules sent to Bachelor of Elementary Education (BEED) students, 299 or 76% were retrieved. There were also 292 Bachelor of Secondary Education (BSED) students who received the learning modules, and 237, or 81%, complied with their tasks. We found that 68% of the total number of students reside within a <30 km radius, while 32% were within a 30–40 km radius. We also found that the distance of their residences from the NEMSU campus slightly affected the percentage of modular learning material retrievals for both the BEED and BSED students, with R2 = 0.38 and R2 = 0.07, respectively. Nonstructured interview results showed that most students were constrained by many challenges and struggles in complying with the tasks. These include internet connectivity problems, inadequate learning resources, difficulty understanding the module contents and assessment instructions, overloaded remote learning tasks, poor learning environment, and mental health problems. This study also revealed that the country’s digital divide became more apparent as we navigated this new mode of the remote learning system.

Parental Motivation as a Predictor of Academic Performance of Primary School Pupils in Migori County, Kenya

Involvement of parents in their children’s academic performance is supported globally. Both the intrinsic and the extrinsic motivation play a vital role in the learners’ academic excellence. While academic performance is assessed through classwork, course work and other types of assessment, excellent and poor academic performance is associated with a number of factors such as learner’s cognitive abilities and parental involvement. In Kenya underperformance is associated with a number of factors for example understaffing and inadequate learning resources. In Migori County the average mean score between 2017 and 2019 in Kenya Certificate of Primary Education is 245.54 (49.11%). The purpose of the study was to examine parental motivation as a predictor of academic performance of primary school pupils in Migori County, Kenya. The objective of the study was to determine the extent to which parental motivation predicts academic performance. The study was anchored on achievement motivation theory, social learning theory and a conceptual framework showing the relationship of the variables. Explanatory sequential mixed research design was adopted. Population of the study comprised 570 teachers, 30,600 standard eight pupils, 30600 parents and one director of education. Sample size was 481 of which 60 were teachers, 380 standard eight pupils, 40 parents and one county director of education. Purposive sampling was used to select pupils and the director of education. Stratified random sampling and simple random sampling techniques were used to select 190 boys and 190 girls; 30 male and 30 female teachers. Cluster sampling was used to classify sub-counties. Questionnaire, interview schedules, focus group discussion and document analysis guide were employed to collect data . A pilot study was conducted among 10 teachers, 40 pupils and one director of education. Split-half method was used to determine the reliability of research instruments and their index was 0.823 for teachers and 0.786 for pupils. Content and construct validity were ascertained by the supervisors. Quantitative data was analysed using Pearson's product moment correlation coefficient and regression. The data was also presented using descriptive statistics such as frequency counts, percentages and means. Qualitative data was reported as themes and subthemes. The results showed that parental motivation predictor variable, related linearly to academic performance response variable. This relationship was found to be statistically significant at p-value = 0.002, < 0.05 . The study concluded that parental motivation based on provisions to support the pupils in their education, encouragement through praise and appreciation when pupils perform better in examinations and rewards such as material gifts improves academic performance. It was recommended that parents should visit schools to check on pupils’ progress. Besides, they should attend school annual meetings.

Academic Stress Level Determination among College Students in Times of Covid-19 Pandemic

This study measured the level of academic stress among students regarding personal inadequacy, fear of failure, interpersonal difficulties with teachers, and inadequate learning resources in times of Covid-19 pandemic Using a descriptive-comparative approach. Slovin's formula was used to identify the respondents with a stratified random sampling technique to generate the required sample size of the study. The results revealed that the level of academic stress in times of the Covid-19 pandemic is high. It is also revealed that there is no significant difference in the level of academic stress when respondents are grouped according to sex, year level, and the number of hours spent for modular learning per day and provided significant difference when grouped according to course. Demographic profiles show that most of the students belong to the poor classification of monthly family income and with a low allowance for internet subscriptions. It also shows that with the intensity of requirements in the course pack, most students allocated many hours to answer the lessons per day. Present findings suggest that the institution must address intervention schemes through academic and non-academic services.

INFLUENCE OF SCHOOL RESOURCES ON ACADEMIC PERFORMANCE OF VISUALLY IMPAIRED LEARNERS IN INTEGRATED PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA

Despite the provision of school resources by Kenyan government through the Ministry of Education, there has been an outcry from stakeholders owing to dismal performance among Visually Impaired Learners at Kenya Certificate of Primary Education examination in Marigat and Kabartonjo Sub-Counties. The purpose of this study was to establish the extent to which school resources influence academic performance of visually impaired learners in integrated primary schools in Baringo County. The study adopted mixed methods methodology where data was collected by use of questionnaires, interview, and observation guides to obtain both quantitative and qualitatively data, respectively. The target population involved501 participants comprising 2 head teachers, 68 regular teachers, 49 VI learners, 380 sighted learners and 2 Educational Assessment Resource Centers (EARC) officers. From this population, a total sample of298 participants was drawn. Simple random sampling technique was used to draw 59 regular teachers, 191 sighted learners and 44 VI learners, while 2 EARC officers and 2 head teachers were purposively sampled. Data was collected using questionnaires for teachers and sighted learners, interview guide for heard teachers and EARC, and observation checklist for Visually Impaired respondents. The tools were piloted to establish their reliability and adequately validated. The quantitative data was analyzed using descriptive statistics while thematic analysis was used for qualitative data. The study found out that inadequate learning materials was a major cause of low academic performance of VI learners in Marigat and Kabartonjo integrated public primary schools. It further established that there were inadequate learning resources, support services and a learning environment that was not conducive for VI learners. The study recommends that the government provides more learning resources to VI learners and school management to provide barrier free learning environment. This study results would be of great value to teachers, parents, head teachers, schools, stakeholders, and Ministry of Education in enhancing academic performance of the V.I learners in Integrated schools.
 
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PENGEMBANGAN LKPD BIOLOGI BERBASIS LINGKUNGAN SEKITAR UNTUK MENINGKATKAN MINAT DAN MOTIVASI BELAJAR SISWA SMA

This study aims to develop environmental-based worksheets to increase motivation and interest in learning for high school students and a description of students' learning difficulties in biology class X SMA Negeri 7 Lubuklinggau. The research method used is Research and development. The sample of this research is 30 students. Data collection techniques in this study used interviews, observations and documents. The data analysis used is data reduction, data presentation and conclusion drawing. The results showed that the LKPD developed was suitable for use by high school students of Class X and there were difficulties in learning biology on environmental pollution materials. This learning difficulty is caused by the difficulty in understanding the material presented in the teaching materials. In addition, learning difficulties experienced by students are also triggered by low learning motivation caused by not being interested in biology lessons, inappropriate teaching techniques, facilities and infrastructure, and inadequate learning resources

Critical Review of Special Needs Education Provision in Malaysia: Discussing Significant Issues and Challenges Faced

ABSTRACT This article provides a critical review and analysis of literature on the development of Malaysians’ special needs education provision (SNEP) for adults and young children with disabilities (AYCWD). Specifically, it highlights the emergence and development of special education practices and services as well as the providers of these programs within the context of Malaysia. The significant issues relevant to education services, vocational training and employment, early identification and intervention programs, preparations of special education teachers, early intervention, inclusive education practices, training of teachers and challenges faced by AYCWD were also discussed. The findings show that there are many challenges, including infrastructural obstacles and inadequate learning resources, shortage of relevant training, limited cooperation, limited funding, and shortage of comprehensive and standardised data on all aspects of SNEP in Malaysia. The implications of these challenges and suggestions for improvement of the current SNEP were also outlined in this review.

PROVISION OF QUALITY EDUCATION IN PRIVATE SCHOOLS: REFLECTIVE PRACTICES IN LOW-COST PRIVATE SECONDARY SCHOOLS IN BULAWAYO METROPOLITAN PROVINCE, ZIMBABWE

Quality in education has become a cause for concern to every stakeholder in education. The study sought to assess the provision of quality education in low-cost private secondary schools in Bulawayo Metropolitan Province. The study adopted the interpretivist paradigm in qualitative approach, using a case study design. Semi-structured interviews and document analysis were used for collecting thematically analysed data from purposively sampled four school heads and six teachers from low-cost private secondary schools. The study established that in pursuit for quality education, selected schools employed qualified teachers who engage in continuous professional development programmes to sharpen their teaching skills. The findings revealed that the schools understudy are making efforts to offer practical science and computer lessons using the limited resources to ensure the provision of quality education. It emerged that selected schools use e-learning and multimedia resources which arouse learners’ interests and increase the retention rates. It came out that the schools understudy have environmental clubs which work together with school health departments in attending to sanitary issues. Whilst selected schools practiced heterogeneous grouping, the findings revealed that learners with physical disabilities are not enrolled in those schools due to lack of appropriate physical facilities and there are no teachers with relevant expertise to teach learners with special needs. The study revealed that the Ministry of Primary and Secondary Education provided guidelines in the form of policy documents and circulars to monitor the provision of quality education in the selected schools. Despite the efforts made by low-cost secondary schools in providing quality education, the study found that high staff turnover is negatively affecting the quality of education due to lack of continuity in learning. The findings indicated that inadequate learning resources and infrastructure such as libraries, computer and science laboratories, internet services, and lack of teachers with special needs expertise adversely affected the provision of quality education. The study concludes that lack of financial resources is a hindrance in the provision of quality education in low-cost secondary schools. The study recommends that a comparative study on provision of quality education should be conducted in private trust secondary schools.
 
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Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis

Most educational systems across the world have migrated to remote learning modality as a measure against the spread of the coronavirus disease 2019 (COVID-19). This phenomenon is causing a lot of difficulties especially as voiced out by students in the context of developing countries. This paper attempts to describe the difficulties in remote learning of university students in the Philippines in the wake of the COVID-19 crisis. Following a mainly qualitative research design, this study surveyed a pool of purposively and conveniently selected students currently enrolled in a tertiary institution. The result of the content analysis revealed the following categories of difficulties in remote learning: unstable internet connectivity; inadequate learning resources; electric power interruptions; vague learning contents; overloaded lesson activities; limited teacher scaffolds; poor peer communication; conflict with home responsibilities; poor learning environment; financial related problems; physical health compromises; and mental health struggles. Based on the result, cogent recommendations are discussed at the end of the study.

Implementation Of History Learning Through The Example Of Buya A. R. Sutan Mansur In SMA Muhammadiyah 3 Surakarta

<p>This study aims to examine:1.) Implementation of Historical Learning through the Exemplary of Buya A. R. Sutan Mansur in SMA Muhammadiyah 3 Surakarta. 2.) Teachers' Constraints in Implementing History Learning at SMA Muhammadiyah 3 Surakarta. This study uses a qualitative method with a Discourse Analysis approach. Data were collected through observation, in-depth interviews, and documentation study. Data analysis techniques used interactive analysis by Milles and Huberman. The results of this study indicate:(1) The implementation of historical learning through the example of Buya AR Sutan Mansur at SMA Muhammadiyah 3 Surakarta has been running quite well and effectively, during the Covid 19 Pandemic through Google Classroom, in history learning the teacher has compiled a learning tool consisting of a syllabus , RPP and the application of Buya AR Sutan Mansur's exemplary values in the history of teacher learning have brought out the exemplary values of Buya AR Sutan Mansur which consist of religious values, nationalism values, hard work values, independence values and very high steadfastness.(2.) Teachers' Constraints in Implementing History Learning at SMA Muhammadiyah 3 Surakarta, namely inadequate learning resources, and insufficient learning time, while the subject matter is large, due to the different character of students.</p>

Influence of Instructional Resources Provision and Performance in Mathematics Subject in Public Girls Secondary Schools Baringo Central Sub-County

This paper looks at the contribution of instructional resources towards the performance of girls in Kenya Certificate of Secondary Examination mathematics in girls’ secondary schools in Baringo Central. Based on Hanushek, education production function theory, the instructional resources were considered critical inputs for ensuring the output (examinations performance in mathematics by girls’ students) is attained. The study targeted mathematics Heads of Department, mathematics teachers and girls enrolled in 6 girls’ secondary schools in Baringo Central Sub County, Kenya. A sample of 6 HODs, 18 mathematics teachers and 166 girls were selected to participate in the study. The research found out that all respondents said that adequate provision of infrastructural and educational resources did have a significant effect (p<0.05) on girls’ performance in mathematics in the six public secondary schools. Schools that had inadequate learning resources performed poorly compared to those that had adequate instructional materials. The paper recommends that there is a need for the government of Kenya to equip all schools with necessary supportive infrastructure (electricity, internet and computers) to facilitate instruction in the current digital age. In addition, teachers need to improve their knowledge and skills in using information technological resources.

Modular-Based Approach and Students’ Achievement in Literature

Mythology and folklore have long been important means for promoting literacy in human societies. This study aimed at validating a mythology and folklore module and evaluating its effectiveness in teaching the subject of mythology and folklore. This was in response to inadequate learning resources in teaching literature and to address the call for effective instructional materials. The study used comparative-experimental research design. The results revealed that the developed module consisted of excellent contents, relevance and mechanics as evaluated by experts in the area. The module was also assessed by the students as highly acceptable, valid, reliable, and usable. Third Year Bachelor of Secondary Education (BSED) major in English students for School Year 2015-2016 were the participants of this study. The students were divided into control and experimental groups. The groupings were based on their GPA during the previous semester. While the experimental group utilized the developed module, the control group did not. The test instruments were the different exercises given every after the topics which lasted for one hour every session. Based on the results, the performance of the college students in literature in experimental group had improved from poor to excellent achievement whereas the control group had relatively improved from poor to fair achievement. Hence, it is recommended that the module be used in similar contexts particularly in learning mythology and folklore.

Transnational education delivery in Ghana: examining the benefits, challenges and future prospects

ABSTRACT Transnational education (TNE) has developed over the years as a branch of international education that focuses on cross-border teaching and learning through local partners and branch campuses in host countries. While there have been concerns over the quality of TNE delivery in host countries, there is a paucity of empirical research that highlights education delivery, especially in host institutions. This study examines the benefits, challenges and prospects of TNE delivery in a host institution in Ghana. Using a mixed-method approach, we collected and analysed data from management representatives (n = 2), academic staff (n = 5) and students (n = 197). Results show that TNE enhances students’ learning experiences through diversified and reflective curriculum, highly rated pedagogical approach and acquisition of knowledge in global business practices. Lecturers reported enhanced pedagogical skills and knowledge of cutting-edge quality assurance and assessment processes. Challenges such as lack of clear policy guidelines governing TNE partnership, cultural differences among partners, inadequate learning resources for students, high cost of fees and difficulty in designing a bespoke curriculum to meet local needs were highlighted. The study further articulates the importance of developing policies that guide TNE delivery and the relationship between partners by regulatory bodies in the higher education sector.

Perceptions of the Adequacy of Learning Resources by Undergraduate Medical and Nursing Students in Two Kenyan Public Universities

High students’ intake in Public Universities has led to reduced learning space and sharing of few teaching/learning resources by both lecturers and students. The purpose of this study was to assess the perceptions of adequacy of learning resources in the MBChB and BScN programmes by students. The study was conducted in Moi University (A) and University of Nairobi (B). The study design was Qualitative Phenomenological study. Purposive sampling was used to select 38 students’ representatives in the MBChB and BScN programmes. Two students' representatives were selected per each academic year. There were four Focus Group Discussion (FGD) groups with 8 to 10 students per FGD. Data was collected using a structured interview guide. FGD results revealed that many students from A perceived that the library had old text books and few students’ computers; and there was little equipment in the skills laboratories. Majority of the students in B reported crowding in classrooms and clinical sites, and needed more computers in the library. Medical students in B also stated that they did not have a skills laboratory of their own but shared one with the School of Nursing. Conclusion: There are Inadequate Learning resources in Public Universities Which are Attributed to High Student Intakes and Financial Constraints

Modular-Based Approach and Students’ Achievement in Literature

Mythology and folklore have long been important means for promoting literacy in human societies. This study aimed at validating a mythology and folklore module and evaluating its effectiveness in teaching the subject of mythology and folklore. This was in response to inadequate learning resources in teaching literature and to address the call for effective instructional materials. The study used comparative-experimental research design. The results revealed that the developed module consisted of excellent contents, relevance and mechanics as evaluated by experts in the area. The module was also assessed by the students as highly acceptable, valid, reliable, and usable. Third Year Bachelor of Secondary Education (BSED) major in English students for School Year 2015-2016 were the participants of this study. The students were divided into control and experimental groups. The groupings were based on their GPA during the previous semester. While the experimental group utilized the developed module, the control group did not. The test instruments were the different exercises given every after the topics which lasted for one hour every session. Based on the results, the performance of the college students in literature in experimental group had improved from poor to excellent achievement whereas the control group had relatively improved from poor to fair achievement. Hence, it is recommended that the module be used in similar contexts particularly in learning mythology and folklore.