Medium Of Instruction In Schools Research Articles

School climate and connectedness predict problematic smartphone and social media use in Italian adolescents

ABSTRACT Adolescents and young adults are most at risk for developing problematic smartphone and social media use that negatively impacts their mental health and well-being. Students’ perceptions of their school environment are likely a key area of potential risk and protective factors for adolescents’ problematic smartphone and social media use, but more scientific evidence is needed. To examine the associations between school climate, connectedness, affective engagement, and problematic smartphone and social media use, 529 Italian high school students were surveyed. Statistical methods (Pearson correlation coefficient and multiple regression analysis) were used to analyze the data. The results of the study showed that all variables in the study were significantly correlated with each other. There was a negative correlation between school climate, connectedness to school, affective school engagement, and problematic smartphone and social media use. Among the predictor variables, school climate and connectedness to school were the only predictors of both problematic smartphone and social media use. Studies using an experimental design should be conducted to confirm our findings and demonstrate directionality. Mobile media education in school, combined with adolescents’ sense of well-being at school, could play an important role in preventing problematic smartphone and social media use.

TRANSLATION AS A PEDAGOGY IN THE DEVELOPMENT OF ENGLISH SECOND LANGUAGE IN A RURAL UNIVERSITY

English proficiency among black South African learners and students has been found to be generally difficult to attain despite English being used as the sole medium of instruction in schools and at universities. To mitigate the issue, this paper explores the use of translation pedagogy as an approach in enabling bilingual students to utilise their linguistic repertoire as a tool not only to enhance their English Second Language development but to also give recognition to their first language. The contribution of the study is made significant by the fact that available related research has largely been conducted at kindergarten and school level leaving a gap in the higher education environment. An observational qualitative data collection methodology was conducted in which a university lecturer presented a lesson prepared by the researcher. The participants were bilingual in a predominantly African language speaking university community in a rural area of South Africa. The use of students’ African language (IsiZulu) was observed to enhance their English vocabulary which in the process saw them participating freely in both languages throughout the lesson. The main finding of the study is that English competency can be enhanced with the learners’ home language in a carefully prepared lesson that draws from translation pedagogy.

The degree of influence of the school newspaper on the student’s personal expression. Israeli experiment

This article reviews the influence of the school press on school students. The school press is not the most widespread media tool today due to the popularity of the Internet. Moreover, due to the printing press crisis, the school newspaper is not so popular today and is in danger of disappearing. The article is based on experimental research as a test case, which provides a theoretical and further will introduce a practical tool for producing an optimal school newspaper. This article also shed light on the topics of media education in schools, the development of the school newspaper as an activity and problems. The aim of this article is to define conditions under which the beneficial influence of the school press on the individuality of young people will increase.

Impact of Socioeconomic Status on Academic Achievement of Medical Students at Alzaiem Alazhari University 2021-2022

Socioeconomic status (SES), an index of one’s overall social status or prestige in society, is one of the most widely studied constructs in the social sciences. Student’s academic performance or gain is affected by several factors including socio economic status, school environment, family background, age, gender, parents’ academic levels, residential area of students, medium of instruction in schools, tuition trend, daily study hour, peer influence, drug and alcohol use, sexual activities and others. To study Impact of socioeconomic status on academic achievement among Alzaeim ALazhari medical students, 2021. This was a cross-sectional Descriptive Study conducted at Faculty of medicine at ALzaiem Alazhari University in Khartoum Bahri during the period from December 2021 to March 2022. We targeted medical students registered at Alzaiem Alazhari University. A questionnaire in a Google form was sent to them. This study included 208 participants. 57.2% of the participants were females, and 80.8% of them were in the age group between 21 and 23 years old. 43.7% of them had a family of high Socio-economic status. Regarding the GPA of the last semester a score between 3 and 3.4 was the most score achieved, this was the situation also regarding the continuous GPA. 90.3% of them said their parents supported them during education. In contrast, only 39.4% agreed that their parents’ level of education affected their educational attitude. age, father’s level of education, and participants who agreed that their parents’ level of education affects their educational attitude differed with a statistical significance with GPA. Factors found to be affecting GPA significantly were age, father’s level of education, and participants who agreed that their parents’ level of education affects their educational attitude. This study provided the community with data regarding socioeconomic status and academic achievement which can make a good base for others researches and a good quality of academic life The primary goal of education is to provide students with the knowledge, cognitive abilities, and career skills they will need to participate in society. Therefore, it is crucial to understand the elements influencing pupils' academic success.

Teachers’ language attitudes towards the use of a nonstandard variety in the classroom in Grades 1–3: A case of isiBhaca in Umzimkhulu, KwaZulu-Natal

South Africa is a democratic country, and as such, it is crucial that every individual’s linguistic rights be protected. Also of paramount importance is that the South African government should revisit the issue of granting official status to some languages to the exclusion of others, such as isiBhaca, and consider the issue of a ‘language variation’. The educational setting has experienced challenges over attitudes towards language varieties. Teachers’ attitudes towards using a nonstandard variety of language or dialect in the education space have implications for effective teaching and learning. Therefore, this paper aims to establish the attitudes held by teachers towards the use of isiBhaca (a nonstandard variety of isiXhosa) in the education space in Umzimkhulu, KwaZulu-Natal. Using the qualitative research method, data were gathered from 22 purposively selected teachers in six schools in Umzimkhulu. Interviews were used to collect data, and the qualitative data were analysed thematically. The study found that teachers view integrating isiBhaca into the classroom as having immense benefits. The results further revealed that teachers felt that isiBhaca should initially be taught in the lower primary school grades (Grades 1–3) and up to the tertiary education level. The findings imply that learners’ academic performance in Umzimkhulu is affected by the use of isiXhosa as a medium of instruction in schools. This is why teachers who were participants in this study believe that isiBhaca is a language of the people of Umzimkhulu, and thus their learners should be given a chance to be taught in isiBhaca.This study contributes to the body of knowledge by demonstrating the attitudes and experiences of teachers in communities where non-standard languages are used in South Africa and how teachers cope in such multilingual classrooms. In the case of isiBhaca, teachers felt that it should be adopted as a language adequate to be used in learners’ education, even though it is a non-official language. Thus, teachers’ attitudes and views should not be ignored when discussing teaching and learning pedagogies.

Tool-HLCA: An intervention to promote the health literacy of school-aged children

Abstract Background In the age of ‘infodemic,’ children and young people encounter health-related information in digital environments at an early age. They should therefore learn how to deal with these in a health-competent way while still at school. Above all, it is relevant that they learn how to distinguish good health information from false. This can be achieved by promoting health literacy. The intervention “Toolbox” combines areas of media education in schools and health literacy to be implemented in schools and curricula in the long term. Methods The intervention was designed to address existing health topics in the classroom while strengthening digital health literacy in grades 7 to 10. The Toolbox was piloted in three school classes in Germany and the feedback provided by teachers and students was implemented in a new version of the intervention. Results The basic understanding of health literacy in the Toolbox is finding, understanding, evaluating and using digital health information. These steps are followed through using quality criteria for good health information. Students learn that they need to find out the type of information, analyze the author, investigate the media provider, and also the sources given. If they are unsure, they can conduct an adapted questionnaire regarding identify misinformation and disinformation. In addition, the students and teachers receive working materials for group work. Conclusions Recognizing disinformation is a relevant skill already for children and adolescents. The intervention should make it easier for students to recognize good health information. For teachers it should be made easier to address health literacy in school without additional effort.

Is Libyan Arabic a corrupted language: A study of Libyans’ attitudes towards the use of Libyan Arabic (ҁa:mmijjah, dariʒah)

This paper aims to explore the Libyans people’s attitudes towards the linguistic status and use of Libyan Arabic dialect (ҁa:mmijjah, dariʒah) as it is employed on a daily basis. Libyan Arabic is often denigrated and described as a corrupted, not codified and problematic language when assessed against fusˤћa:, the language of governmental affairs, religion, medium of instruction in schools and the official language of Libya. However, recent studies revealed that Libyan Arabic has crept into high domains exclusively reserved for Standard Arabic such as the mosque and the schools (1). In fact, some characters that are affiliated with and reserved for Modern Standard Arabic have been lent to Libyan Arabic via the process of “ideological elision” (14 p24). Accordingly, the current study examines the Libyans’ assessment of Libyan Arabic, its codification, its use in public domains, media, advertisements and whether this dialect is considered as a corrupted language in a diglossic setting. Sallabank (32 pp61-62) correlates language attitudes and ideologies with the way individuals perceive language vitality and practices and accordingly, with language policy.
  This paper also investigates how Libyan people perceive Libyan Arabic as an in-group marker and of identity.
 The results in the current study revealed that the Libyan people evaluated Libyan Arabic positively at not only the functional level but also at the symbolic level. Age group as a social factor turned to be descriptively significant since the younger age group showed more inclinations towards dariʒah.

FACTORS THAT HINDER COMMUNITY-BASED SECONDARY SCHOOLS IN TANZANIA FROM IMPLEMENTING THE CURRICULUM EFFECTIVELY: A CASE STUDY OF TABORA REGION

Purpose: This study focused on factors that hinder community-based secondary schools in Tanzania from implementing the curriculum effectively.
 Methodology: A case study research design was used in this study. The data were gathered through focus group discussions and interviews with 147 people from various educational cadres, including heads of secondary schools, teachers, District Education Officers (DEO), Quality Assurer’s (QA), parents and students.
 Findings: Poor reading culture among students, poor teaching and learning environments, a problem with the medium of instruction, poor parental engagement in children's education, teacher shortages, poor managerial skills among school leaders, and a lack of in-service training among teachers are the main factors that hinder effective curriculum implementation community-based secondary schools in Tanzania, according to the findings of the study.
 Unique contribution to practice, theory and strategy: The study's findings help educational stakeholders better understand how curriculum implementation is impacted when a school lacks adequate teaching and learning infrastructure, adequate teaching and learning materials, adequate teaching staffs, and adequate funding to support in-service training for teaching staff. The study's conclusions also supported Rogers' Diffusion Theory's main claim, which holds that effective curriculum implementation is a function of the school environment, which ensures effective interaction between teachers and students as well as teaching and learning materials, as opposed to ineffective curriculum implementation if the school environment does not ensure effective interaction.
 Recommendations: The study recommended that Tanzania's government should continue with initiatives to increase the number of teachers, revise the policy governing the medium of instruction in schools, improve the teaching and learning environment as well as infrastructures, schools should fully engage parents in decision-making, improve in-service teacher training, and school heads should undergo frequent training on pedagogical leadership skills as a means of ensuring effective curriculum implementation in community-based secondary schools.

Language and learning in ethnically mixed communities

AbstractMany school children in ethnically diverse countries live in multilingual environments where the medium of instruction in school differs from their mother tongue. We conduct a field experiment in a multiethnic village in northern India to study the relative importance of linguistic distance and neighborhood isolation in the acquisition of language and mathematics skills in elementary school. The village has two sizable ethnic groups speaking languages very different from the medium of school instruction. Students attempt a set of mazes and take tests in reading and mathematics. We find that performance in language‐dependent tasks relative to mazes is lower for children whose mother tongue is different from the medium of instruction only if their ethnic group is also residentially segregated. Language policy in most countries has traditionally favored either mother‐tongue instruction or assimilation into mainstream language and culture. Our results suggest that there may be value in a more nuanced approach that flexibly combines some instructional support in a mother tongue for those who need it, with policies that encourage contact with speakers of dominant languages to benefit from peers and social networks.

The “Access Paradox” in Bilingual Education in Cabo Verde

In this article we look at the introduction of a bilingual Cabo Verdean Language (CVL)/Portuguese education programme in two primary schools in Cabo Verde and explore the reasons for ongoing resistance to the widespread introduction of CVL as a medium of instruction in schools. We draw on qualitative data based on interviews with key stakeholders (teachers, activists, and politicians) to examine the language ideologies that appear in their discourses. We conclude that while bilingual education seeks to resolve the “access paradox” (i.e. developing education models where children are not forced to choose between community languages or global languages) a monolingual ideology is present in the discourse of participants, particularly in the discourse from the political sector. We argue that one of the main hindrances to the adoption of bilingual, L1-based education in Cabo Verde, is the uncritical approach to standard language ideologies, as demonstrated by many of the views expressed in our study. We identify teacher training for bilingual education as an important step in making meaningful changes in education and note that what is currently missing is policy building based on academic research, which would include a consistent and formal implementation of bilingual education across the country, teacher support and training, and a clear discussion and negotiation of this model with families and local communities. Para a versão em português clique no botão de download à direita.

Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho

Background: Over the years, the majority of the Basotho nation and many countries have known Lesotho as a country which has Sesotho and English as the only spoken languages and as medium of instruction in schools. Whereas, in reality, Lesotho has many spoken languages. Many tribes have their own spoken languages which, hitherto, have not been considered in the education sector of Lesotho.Aim: This article aimed to demonstrate the Lesotho Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy in teaching pre-reading skills.Setting: This study was conducted in Lesotho at three different schools. Three Grade R teachers were chosen and studied in their respective classrooms.Methods: Employing qualitative research methods in this study, the multiple case study research design was used to explore the reality of classroom teaching practices. Document analysis, non-participatory classroom observation and semi-structured interviews and thematic content analysis were employed to generate data.Results: Teachers in early childhood education (ECE) do not implement medium of instruction policy appropriately because they are not well-informed about it.Conclusion: Grade R teachers are willing to operationalise the mother-tongue-instruction policy effectively, even though they do not have adequate knowledge of the policy.

Public Policy Dilemma of Choosing the Medium of Instruction for School Education: A Case for Questioning Fallacies and Connecting Objectives

This article focuses on the issue of the public policy choice of the medium of instruction in public schools in India, taking the high demand for English-medium school education into consideration. Building on the available literature and evidence, the article argues against the introduction of English as a singular medium of instruction in school education. The introduction of English in public and private low-cost schools is not helping children in attaining any proficiency in English. The use of English also adversely impacts their capacity to learn other subjects well. The article argues for the adoption of the translanguaging philosophy and multilingual approach to address all objectives that drive the choice of a particular medium of instruction: gaining proficiency in the said languages, ability to communicate well using those languages, using those languages to learn other subjects, making schools inclusive by including diverse home languages present in school education and enabling diverse languages to flourish by promoting their learning and usage in formal schools. This requires a reform in institutional approaches and capacity building but does not necessarily imply additional burden. Certain parts of the world have adopted these approaches successfully and learning from them. Indian states can device their own approaches taking local contexts and realities into account.

Nauczyciel edukacji medialnej

Introduction . The content of the article currently involves crucial issues, which are the role and the meaning of a media education teacher. A teacher of early school education or any other subject, which shapes the appropriate attitude of children and youth towards information and communication technology in their work. Purpose and state of knowledge . The goal of these theoretical considerations is to draw attention to the necessity of teaching media education in schools, to describe the importance of media education teacher and their competences, which form the foundation in preparing younger generations to live in a world of media. Summary and Conclusions . In ambient reality, it is capable in media teacher that will be the best person to develop their students' media preparation.

English As A Medium of Instruction in School of Arts

English As A Medium of Instruction in School of Arts

A study to evaluate the effectiveness of guided imagery on examination anxiety among adolescents in selected schools at Asaripallam

A study to evaluate the effectiveness of guided imagery on examination anxiety among adolescents in selected schools at Asaripallam with the following objectives: To assess the pre-test and post-test levels of examination anxiety among adolescents in experimental group and control group. To evaluate the effectiveness of guided imagery on examination anxiety among adolescents. To find out association between pre-test level of examination anxiety and selected demographic variables (age, sex, socio-economic status, type of family, medium of instruction in school) of adolescents in experimental and control groups. Research Approach: A quantitative approach was used for this study. Research Design : True experimental pre-test–post-test control group design was adapted. Sample: Adolescents who are studying in 10th standard with examination anxiety and those who fulfil the inclusion criteria in selected schools at Asaripallam. Sample Size: Total sample size was 60, among whom, 30 in experimental group received guided imagery, and 30 in control group received no intervention. Sampling Technique: Randomly the schools were assigned to the experimental and control groups by lottery method. The following results were drawn from the present study: Most of the adolescents in the experimental and control groups suffered from examination anxiety. Guided imagery was effective in reducing the level of examination anxiety among adolescents. The mean post-test level of examination anxiety (22.5) was lesser than the mean pre-test level of examination anxiety (33.8) in the experimental group. The obtained t-value (9.02) was statistically highly significant at 0.05 level. This illustrates the mean difference of 11.3, which was a true difference and has not occurred by chance. This may be due to the effect of guided imagery. The mean post-test level of examination anxiety in experimental group (22.5) was lesser than the mean post-test level of examination anxiety in control group (33.5). The obtained t-value (9.16) was statistically highly significant at 0.05 level. This illustrates the mean difference of 9, which was a true difference and has not occurred by chance.

Who needs teachers? Factors associated with learning ICT skills from teachers in a multilevel analysis of the ICILS data

While great responsibility is placed upon schoolteachers for educating children and adolescents in media and technology, the increasing access to technology offers opportunities for youngsters to develop information and computer technology (ICT) skills informally. Thus, they do not depend solely on the school to develop computer and information literacy (CIL). Conversely, studies confirm that in some countries students report that they have learned specific ICT skills mainly from their teachers. However, little is known about the conditions under which students rely on teachers to develop CIL skills. This study explores the characteristics of students, schools, and countries that are associated with the incidence of learning CIL from teachers. Based on previous studies, a model was developed and tested employing a three-level analysis with data from 14 participant countries of the International Computer and Information Literacy Study (ICILS). The model reveals significant associations with students’ socioeconomic conditions, students’ self-efficacy in advanced ICT tasks, students’ gender and countries’ ICT Development Index score. The schools’ characteristics do not contribute significantly to the model. Furthermore, implications for the involvement of both students and teachers regarding media education in schools are discussed.

The reality of Media Education in Public educational institution in the kingdom of Saudi Arabia: Jeddah as an example

    The problem of the study manifested in the following main question: What is the reality of media education in public education institutions in the Kingdom of Saudi Arabia? In order to answer this question, the study aimed to reveal the topics of media education in the school curricula and to reveal their practices in the educational departments in Jeddah governorate, to diagnose the reality of media education in the public education institutions from the point of view of the teachers in Jeddah governorate in terms of (its concept, importance, activities, skills and obstacles), The study also used the descriptive (analytical) method. The study resulted in a series of results, the most prominent of which are: the school curriculum provides various topics for media education based on the integration approach in all educational stages. The Department of Education adopts a range of activities and courses that enable students and teachers to deal positively with the media, The field study showed that the concept of media education is available in 63% in the sample of the study in a medium degree, also 64% believe that the reasons for interest in media education are medium degree, 56% see That media literacy skills are sometimes given to students at school, and 73% agree that obstacles often impede the application of media education in school.    

Predictors of fostering students’ computer and information literacy – analysis based on a representative sample of secondary school teachers in Germany

In Germany schools are obliged to foster students’ digital competences. Based on the proficiency levels of students’ computer and information literacy (CIL) from the International Computer and Information Literacy Study (ICILS 2013), and a theoretical approach to media education in school, this paper aims to provide evidence on the relevance of teacher- and school-related factors in the fostering of students’ CIL. On the basis of a representative sample of secondary school teachers in Germany a structural equation model (SEM) which accommodated the frequency of ICT-use in instruction as a mediator variable was computed. The results of the SEM indicate teachers’ attitudes towards the use of Information and Communication Technologies (ICT) in instruction, ICT-related collaboration, and sufficient ICT equipment at schools as significant predictors in fostering students’ CIL. Findings bear important implications for teacher education in terms of preparing teachers for this fundamental task.

“Narratives of Social Cohesion”: Bridging the Link between School Culture, Linguistic Identity and the English Language

This paper argues that processes of self-creation are significantly influenced by experiences of schooling, of which language forms a critical aspect. The school is a central site in which identities are contested, negotiated and affirmed, but it is also imbibed with a particular identity that, in the South African context, often remains expressly raced and classed. Existing research has pointed to the salience of language for questions of identity in education, and moreover the relationship between school cultures and the inculcation of particular norms and values. However, in the South African context research should also be focusing on the relationship between the major medium of instruction in schools, English, the values and behaviour encouraged at the school level, and how these influence learners’ linguistic and social identities. This paper engages with research conducted in three Cape Town schools and develops the idea of “narratives of social cohesion” to articulate the ways in which different school cultures influence learner-identity formation. It posits that the assumed neutrality of the primary medium of instruction, and its historic association with whiteness, represents a continued undervaluation of black learners’ linguistic and social experiences.

From school to work: Coherence between learning in school and learning in workplaces for apprentices in the Media graphics programme in Norway

A key challenge in vocational education and training (VET) programmes is the lack of coherence between the school-based and the enterprise-based parts of learning. This study explores the conditions that are important for the perception of coherence between learning in school and workplaces by interviewing apprentices enrolled in the Media graphics programme in Norway. In addition to the views of apprentices, the study also includes the perspectives of other participants in the vocational education system, such as media teachers and instructors in the workplaces and apprenticeship training office. The interview data revealed that the media education in school had facilitated the students’ learning primarily by allowing them to work on authentic media productions. Despite this, however, some of the apprentices experi-enced a lack of coherence between learning in school and learning in enterprises, mainly because there were few opportunities to specialise in their chosen vocation in school, and limited cooperation between schools and workplaces about placement periods.