School Ownership Research Articles

Professionalism of Caregivers as a Pivot to Effective Literacy Skills in Pre- School Classes

This study aims to examine the qualifications of caregivers/teachers as well as the level of professionalism and teaching methods of literacy skills carried out in preschool classes. The study adopted descriptive survey research design. The population comprised all caregivers in private schools in Iwo Local Government, Area of Osun state, Nigeria. The sample consist 3 teachers that were purposively selected from 20 private schools that were randomly selected using simple random sampling technique to make a total number of 60 caregivers. Self - developed questionnaire was used to collect data for the study. Data collected were analyzed using frequency count, percentage, and standard deviation. The results revealed that low percentage 6.7% of caregivers were ECCE certificated, 43.3% had other education disciplines, 46.7% were registered under Teachers Registration Council of Nigeria (TRCN), 52.2% uses the expected methodology for teaching literacy skills while 67.2% were engaged in various professional development and collaborate in teaching literacy skills. It can be concluded that the professionalism of pre-school caregivers/teachers in term of certification is very low, less than 50% were professionally registered but the methodology applied in teaching literacy skills are appropriate. The study recommended that school owners should make recruitment of ECCE professionals a priority and encourage caregivers to engage more in professional development that will equip them in the field of ECCE.

Impacts of School Heads Collaboration Management Communication Skills on Primary School Teachers Productivity in Delta State

This research looked into job productivity of primary school teachers in public schools as well as the collaboration and management skills of the school heads. This expos-facto study design uses the relational method.The study's population numbered 18134 (eighteen thousand, one hundred and thirty-four), with 10,86 primary school heads and 17,048 teachers spread across the three senatorial districts and 25 local government areas in Delta State. The sample for this study was made up of 392 school heads and 723 instructors totaling 1115, but 1076 questionnaires were returned and used. The multi-stage sampling process was used. The research employed two self-developed questionnaires titled "Questionnaire on SchoolHead Collaboration Management Communication Skills (QSHCMCS) and Questionnaire on Public Primary School Teachers' Job Productivity" (QPPSTJP). The instrument's face and content validity were determined by expert judgment. The split-half approach to reliability establishment was used to assess the instrument's dependability with the Pearson Product Moment Correlation Statistics, the data from each group were combined and correlated to produce a coefficient of 0.77. The Spearman-Brown Prophecy Formula was then used to step it up to 0.87, which indicated a highreliability index. The analysis of research questions 1 and 2 were conducted using mean and standard deviation and research 3 was conducted using the Pearson Product Moment Correlation Coefficient of determinations, while the inferential statistics of Pearson Product Moment correlation statistics was utilized to test the hypothesis at the 0.05 level of significance. The data analysis yielded the following conclusions; there was a substantial association between the indicators of school leaders' usage of collaborative management communication skills and the productivity of public primary school teachers in Delta State and the subject-matter knowledge, well-prepared lesson notes, appropriate use of teaching methods, satisfactory use of instructional learning materials, well-organized class lessons, effective use of questioning techniques,and well-presented lessons, are the areas in which Delta State's public primary school teachers excel in productivity among others. The recommendations are;school managers and administrators should consistently use the collaboration communication management skills,and participate in training and development programs on the principles and applications of collaboration management communication skills, which should be coordinated by the ministry of education and school owners among others

Management of School Finance in a Depressed Economy Society: Imperative for Academic Performance of Students in Selected Secondary Schools

The study examined the management of school finance in a depressed economy in selected schools in Ado Local Government, Ekiti State. The study examined academic performance of students. The study adopted descriptive survey research design. The study population comprised all private schools in Ado local government, Ekiti State. The sample consisted of 12 administrators, 60 parents and 240 students selected for the study through multistage sampling procedure using simple random and purposive sampling technique. Three instruments were used for the study titled “School Finance Management Questionnaire” (SFMQ), “Parents Methods of School Fees Payment Questionnaire” (PMSFPQ) and inventory for collection of data on students’ academic performance. The questionnaires were validated and tested for reliability by employing split-half method which yielded 0.83 and 0.85 for SFMQ, PMSFPQ respectively. The study revealed that students’ academic performance was low. The study revealed that the majority of the school owners generate fund through loan, school fees and other grants. The study also found a significant relationship between depressed economy and academic performance of students. Based on the findings, it was recommended among others that government should see to the needs of private schools in terms of finance, since they pay tax to the government. This would reduce the burden of the parents and improve the performance of the students as well.

Boarding schools for male youth in Polish lands at the turn of the 18th and 19th cnturies

Among the schools operating in the Old Polish era, boarding schools, or institutions that accepted children and youth for education and accommodation, began to appear from the 18th century. These institutions were separate for girls and boys. This text is dedicated to the latter. Chronologically, it covers the period of the decline of the Polish-Lithuanian Commonwealth, the reforms of the Commission of National Education, the beginnings of the partitions, and the era of the Duchy of Warsaw. Various sources have been used, including diaries, regulations of the Commission of National Education and the Educational Chamber, and announcements in the “Gazeta Warszawska.” This type of educational and upbringing institution for boys has not yet attracted special interest from researchers of Old Polish education history. These were usually small, often short-lived institutions. They accepted few students, who were cared for by the person running the boarding school, assisted by directors, teachers, and servants. Because for a long time they were not subject to any regulations, they were established and run by individuals without the necessary qualifications. As a result, they were often criticized in various writings, and parents were discouraged from sending their children to them. The situation changed somewhat when the Commission of National Education issued regulations to organize their functioning, which continued in the later period. Among boarding schools for boys, two types can be distinguished. The first type were schools with boarding facilities, where the students both studied and lived together under the supervision of the boarding school owner. The second type were those where students lived but studied in separate schools.

Marketing of Educational Services and School Image of Private Secondary Schools in Akwa Ibom State, Nigeria

The purpose of this study was to examine the impact of marketing of educational services on school image of private secondary schools in Akwa Ibom State, Nigeria. To achieve this purpose, five specific objectives, five research questions and five null hypotheses were formed for this study. The study adopted the correlational research design and the population was all 495 principals in the 495 private secondary schools in Akwa Ibom State. However, a sample size of 221 principals drawn through multi-stage sampling procedure was used as participants. A self- developed questionnaire named “Marketing of Educational Services and School Image Questionnaire” with reliability of 0.74 was used for data collection. Out of the 221 participants sampled, 213 principals participated in the study. The hypotheses were tested using linear regressions at 0.05 alpha level. The findings indicated that product (people, process and physical evidence, price (fees charged), place (location) and promotion have significant impact on school image of private secondary schools. Based on the findings, conclusion was made that marketing of educational services significantly impact school image of private secondary schools. It was recommended among others that owners of private secondary schools should adopt product (people, process and physical evidence), price, place and promotion in marketing their schools because these marketing elements would make their schools to have good image and make prospective customers to be aware of them.

The Adoption and Usage of ICT in Teaching and Learning in Tanzanian Secondary Schools: A Systematic Review

This systematic review aims to enhance understanding of the level and factors affecting the adoption and use of ICT in teaching and learning in Tanzanian secondary schools over a 10-year period from 2015 to 2024. The review involved a comprehensive literature search across various online research databases and institutional library sources for studies published within this timeframe. Extracted data included year of publication, level of ICT adoption and use, geographical scope, factors influencing adoption and use, target population, and type of school ownership. A total of 544 records were identified from different databases and repositories, with 266 screened, 48 full-text articles assessed for eligibility, and 17 articles ultimately meeting the inclusion criteria for analysis. The qualitative analysis of these studies revealed that, overall, the adoption and use of ICT in Tanzanian secondary schools remained low. Key factors affecting effective integration of ICT included insufficient ICT infrastructure (94.1%), limited ICT skills and knowledge among teachers (47.1%), inadequate teacher training (29.4%), teacher attitudes, perceptions, and experience (23.5%), and a lack of technical support (23.5%). The review concludes that ICT adoption and usage in Tanzanian secondary schools is at a low level. It is recommended for an increased investment in ICT infrastructure to ensure that public secondary schools, in particular, have access to the necessary technological resources for teaching and learning.

Transformasi Pendidikan di Pesantren Abad 21 di Pondok Pesantren Riyadus Samawi Ludoyo Blitar

Globalization is a challenge for Islamic boarding schools, because with globalization, Islamic boarding schools are required to continue to improve the quality of education in the Islamic boarding school. Changes or transformations in Islamic boarding schools are the impact of changes in mindset, social, economic, cultural and mastery of science and technology. The purpose of this service is to provide insight and accompany students about the transformation of 21st century Islamic boarding school education so that students at the Riyadus Samawi Islamic Boarding School can contribute to their Islamic boarding school towards a competitive Islamic boarding school of the future without eliminating the characteristics and culture of the Islamic boarding school. In the PkM process carried out at the Riyadus Samawi Islamic Boarding School, Ludoyo Blitar, there are three stages, including: first, identifying problems with a study carried out by the PkM team, Islamic Boarding School Management, Islamic Boarding School Caretakers, and Islamic boarding school owners to determine the quality and development of education in Islamic boarding schools in this era of globalization. The second stage is the implementation of PkM by holding a seminar with the theme "Educational Transformation in 21st Century Islamic Boarding Schools at the Riyadus Samawi Ludoyo Blitar Islamic Boarding School" and attended by students and boarding school administrators. The third stage is monitoring and evaluating whether the material presented by the PkM team has been implemented at the Riyadus Samawi Islamic Boarding School. The results of this PkM are teaching and mentoring regarding Educational Transformation in 21st Century Islamic Boarding Schools and creating several educational programs, technology, and mindsets so that in the future the Riyadus Samawi Islamic Boarding School can transform into a competitive Islamic boarding school in the era of globalization.

Inclusive education in Sweden

Background and aim: Teachers’ positive attitudes towards inclusive education are taken to be critical to providing education that better meets pupils’ learning. Studies have therefore tried to clarify interaction between teachers’ attitudes and inclusive education. The present study reports data on teachers’ attitudes, self-efficacy and collaboration towards inclusive education in Sweden. Nation-wide data were collected from teachers before they joined a national professional development programme aimed at strengthening schools' competence in adapting teaching to the conditions and needs of pupils. Methods: Participants were 2,348 (51,6%) out of 4,553 targeted teachers that answered an online survey. The survey included three instruments: the Ohio State Teacher Efficacy Scale (OSTES), the Sentiments, Attitudes and Concerns about Inclusive Education – Revised (SACIE-R), and bespoke questions about teachers’ attitudes towards collegial learning (TACL). Mean values and correlations were assessed. Responses to an open question about teachers’ expectations ahead of starting their training programme were analyzed in NVivo, using word frequency analysis. Results: Three-quarters of respondents show overall positive responses towards adapting their teaching to the conditions and needs of pupils. However, almost two-thirds of teachers do also report significant concerns about their ability to do inclusive education well. Scores remained largely unaffected by public or private school ownership, nor did the affluence of school catchment areas affect teacher scores. Conclusions: The self-reported attitudes, self-efficacy and collaboration among teachers in Sweden towards adapting their teaching to the conditions and needs of pupils support positive research conclusions: although they do have concerns likely to be founded on professional considerations, teachers are by and large positive about meeting pupils’ learning needs.

Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers’ age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.

Shaping shadows: influences of different forms of capital on private supplementary tutoring in Myanmar

Private supplementary tutoring, widely described as shadow education in the academic literature, takes place outside regular school hours. It is widespread across the globe, but with diverse structures. Drawing on insights from Myanmar, this article examines how different forms of capital shape tutoring demand and supply. Employing a mixed-methods design, the study was conducted in Mandalay Region and Chin State. Survey data were collected from 1,366 students and 97 teachers, and interviews were conducted with 110 Grade 11 students, 34 high school teachers, 30 parents, 29 tutoring providers, and two private school owners. The article highlights economic, cultural and social capital, noting distinctive features in Myanmar but also commonalities with other societies. The article contributes to conceptual understanding of the forces that shape private tutoring in different settings.

INFLUENCE OF KNOWLEDGE OF LABORATORY SKILLS ON STUDENTS' PERFORMANCE IN ACID-BASE TITRATION IN OREDO LGA, EDO STATE

This study examined the influence of knowledge of laboratory skills, sex, and school ownership on students’ performance in acid-base titration in Oredo local Government Area, Edo State. Based on these, four research questions were raised and three were hypothesized and tested at 0.05 alpha level of significance. A causal-comparative (expo-facto) research design was adopted as the research design for the study. The population for the study consists of all Senior Secondary School II chemistry students in public and private secondary schools in Oredo Local Government Area. A sample of three hundred and twenty-six (326) chemistry students were selected for this study through purposive random sampling techniques. An instrument titled ‘Laboratory Skills and Titration Performance Test in Acid-base Titration (LSPTT)’ was used to collect data from the students in the study. The questionnaire had a reliability coefficient of 0.831 using Cronbach Alpha Statistics while the performance test had a reliability coefficient of 0.760 using Kuder Richardson (KR-20), hence the instrument was deemed reliable. The data collected from the students were analyzed using, mean, standard deviation, and multiple regression. The results from the study showed that observation, reading, and safety skills were predominantly used. The result from the study also showed that laboratory skills contributed to and influenced the performance of the students in acid-based titration, whereas, sex and school ownership did not influence the performance of the students. Based on the findings in the study, it was recommended that the teaching of laboratory skills in practical Chemistry should be prioritized to enable the students to perform successfully in their practical examinations.

Teachers' coping strategies in mitigating remote learning-related distress during Covid-19 pandemic

The sudden shift to remote learning during the Covid-19 pandemic has brought much distress to teachers. Since the teachers are considered as the major force that facilitates the learning process, their well-being should be given importance. The study used a survey research design to determine the level of distress among private school teachers in San Pablo City, Philippines, using the Covid-19 Peritraumatic Distress Index (CPDI). It also analyzed the sources of distress and examined the different coping strategies the teachers are using to mitigate the distress related to remote learning. Results show that the majority of the respondents are experiencing distress, with most having mild-moderate distress, followed by severe distress. Preparation of learning materials, internet connectivity problems, limited teacher-student interaction, assessment of student's learning, tracking student's progress, inconducive working environment, and inadequate technical skills were identified as sources of distress. Most respondents prefer coping strategies that would promote their overall wellness and those activities that avoid the source of distress. These findings have implications for school owners and administrators, policymakers, and curriculum developers in addressing the needs of teachers by providing programs that would help them cope with the distress related to remote learning.

School Location and School Ownership as Determinant of School Going Adolescents’ Risky Sexual Behaviour in Yenagoa Educational Zone of Bayelsa State, Nigeria

The study examines school locality and school ownership as determinants of adolescents’ risky sexual behaviour in Yenagoa Educational Zone of Bayelsa State, Nigeria. Two research questions were raised to guide the study as well as two hypothesis were formulated and tested at 0.05 level of significance. The study employed descriptive design. This design was used because the paper made use of a self-designed and structured questionnaire titled School Locality and School Ownership on Adolescents’ Risky Sexual Behaviour Questionnaire (SLSOARSBQ). The instrument was validated by two experts and yield a reliability coefficient of 0.86. The population of the study comprised of all school going adolescents both in public and private secondary schools in Yenagoa Educational Zone of Bayelsa State, Nigeria, with a total population of 8,939 in all the 35 public schools and 3,848 in all the 29 private schools. The simple random sampling technique was adopted to select a total of five public and five private schools in Yenagoa Educational Zone with a total sample size of 400 school-going adolescents. The instrument was distributed with the aid of two research assistants who were briefed. 395 questionnaires were retrieved indicating 99% response and subjected to analysis using mean and standard deviation for answering the research questions. The spearman rank was adopted in analysing the stated hypotheses. From the analysis, the study found out that school locality and school ownership had significant relationship with adolescents’ risky sexual behaviour in Yenagoa Educational Zone of Bayelsa State, Nigeria. Based on the findings, it was recommended that school counsellors should work with community organizations to provide school-going adolescents with access to resources such as contraceptive and counselling that can support their sex health.

Effectiveness of professional suitability scale in assessing teaching suitability among primary school teachers in Tanzania

This study intended to evaluate effectiveness of professional suitability scale (PSS) in assessing primary school teachers’ suitability for teaching profession in Tanzania in an attempt to address the challenges of professional unsuitability among teachers in Tanzania. Specific objectives of this study were to explore the structure, validity and reliability of PSS in assessing the professional suitability among primary school teachers, to examine effectiveness of PSS in measuring differences in professional suitability among teachers by region and to examine the effectiveness of PSS in measuring differences in professional suitability between teachers in private schools and government schools. Data were collected among 365 primary school teachers using 26 items of the PSS. Principle Component Analysis (PCA) revealed that PSS is a valid four-factor scale comprised of social, practical, personal, and ethical suitability. It was also found out that PSS is a reliable tool with an internal consistency of Cronbach’s alpha coefficient of α =.79. Results further revealed no significant difference in professional suitability by region but found out significant difference in professional suitability with school ownership and school performance category (Low versus High Performing Schools). It was concluded that although PSS is an effective tool for measuring professional suitability among teachers, the difference in school performance by region or ownership can just partly be explained by teachers’ professional suitability. It was recommended that PSS may assist employers in assessing their employees’ suitability for teaching and that future studies may undertake a validation study for further improvement of the PSS.

Investigating the Influence of Instructional Materials on the Academic Performance of Secondary School Students in Mathematics.

Instructional materials play a vital role in teaching and learning objectives especially in technical subjects. This study investigated the Instructional Materials on the Academic Performance of Secondary School Students of Public and Private Secondary Schools in Mathematics in Ikenne Local Government Area of Ogun State and how it affects learning outcomes. A total of twelve public secondary schools and thirteen private secondary schools in Ikenne local government were investigated. The research hypothesis states that there is no significant relationship between types of instructional materials available for use and students’ academic performance in mathematics in public The study found out that most instructional materials used in teaching and learning mathematics are available in most of the private secondary schools and the students are satisfied with how the instructional materials are used in teaching them but were not visibly available in public secondary schools. The analysis revealed that the students in public secondary are not satisfied with the availability of instructional materials and how the instructional materials are used. The study recommends that mathematics teachers should endeavor to use improvised instructional materials for effective teaching of mathematics in public secondary schools where these instructional materials are not available to ensure that teaching and learning of mathematics is seamless. Also, Government and school proprietors should ensure that adequate employment of committed and qualified mathematics teachers are available to teach the subject in all secondary schools.

Evaluation of Item Bias Using Differential Item Functioning (DIF) Technique in NECO Conducted Economics Examination in Taraba State, Nigeria

Differential item functioning is an approach that is widely used to find out items that are bias. This study investigated items that are bias using differential item functioning approach in relation to gender, school ownership (private and public schools) and school location (urban and rural schools) using National Examinations Council (NECO) Economics questions for June/July 2022/2022. The research design employed in this study was exposit facto research design. The study sample comprised students in Taraba State, Nigeria. One Hundred (100) students were used for study. And the test contains 60 items which was administered to the students. Logistic regression was used to analysis the data. The research findings showed that out of sixty items in NECO Economics questions 11 items were biased in relation to gender, 7 items were biased in relation to school ownership and 9 items in relation to school location. The implication of these findings is that NECO economics examinations questions have presences of differential item functioning (DIF). From the result of the findings, it was then recommended that test experts and developers should explore the use of DIF approach to detect biased items.

The Kaleidoscopic perspective on the privatisation of education in Zimbabwe: A neglect of Ubuntu values?

This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discern the phenomenon. The themed findings built from a sample of 20 participants purposively selected show that Zimbabwe’s education system has ricocheted back to the colonial era as evidenced by the resurfacing of a dual education system based on economic lines. Findings show that private schools evolved not just to supplement public schools in providing quality education but also to reinforce the interests of the wealthy and their substitutes, undermining the inclusive vision embodied in SDG 4 and the Ubuntu philosophy. The study implores African countries in similar contexts to turn to Ubuntu values to provide equal educational opportunities to all citizens, regardless of class. This exploratory research provides novel insights into the applicability of Ubuntu philosophy in enhancing parity in the educational landscape.

Native Speakerism in the Online ELT market

Native speakerism is a language ideology that assumes that the ideals of the English language and English teaching methodology come from American and British cultures. Therefore, their best representatives are native speakers of English from these two cultures. This ideology is deeply rooted in the English language teaching market, where most language school owners advertise vacancies only for native-speaker teachers. They prefer hiring unqualified native speakers of English to qualified and experienced nonnative teachers. Non-native teachers experience discrimination based on their country of origin and first language, which means they have fewer employment opportunities and work for lower hourly rates. Such discriminatory practices based on native speakerism affect non-native teachers both professionally and personally. This study suggests possible ways to restore teachers’ self-confidence and promote their qualifications and skills so that non-native teachers are not marginalized in the future. This study also presents the results of a case study of non-native English teachers from Serbia, how they perceive native speakerism, and the negative effects experienced by these teachers. The results reveal that this ideology harms the professional and private lives of English teachers from Serbia, which is reflected in their poor professional confidence and low self-esteem. Non-native teachers accept low-paid positions and patronizing treatment from employers to keep their jobs and financial security, thus compromising the teaching positions they deserve as qualified teachers.

PREDICTIVE ESTIMATE OF OPENNESS TO EXPERIENCE AND SELF-EFFICACY ON EARLY YEARS TEACHERS’ PERCEPTION OF HANDS-ON MATERIALS FOR CLASSROOM TEACHING IN LAGOS, NIGERIA

The study was carried out to examine the predictive estimate of openness to experience and self-efficacy on early years teachers’ perception of hands-on materials for classroom teaching in Lagos, Nigeria. The participants in the research were all the public and private elementary schools teachers in Lagos however snowball non-probability the sampling method was adopted to select 150 elementary school teachers as the sample. Three instruments titled Hands-on Materials Utilization Questionnaire (HOMUQ), Openness to Experience Questionnaire (OEQ) and Teacher Self-Efficacy Rating Scales (TSERS) were used to gather the needed data. Six research questions were raised while three null hypotheses were formulated. While the inferential statistics of Pearson Product Moment Correlation Statistic (PPMC) and T-test were employed to test the null hypotheses at a 0.05 level of significance, the descriptive statistics of frequency count, percentage, mean, and mean rank were utilized to answer the research questions. The findings of this investigation demonstrated that early year teachers believed that using hands-on materials was beneficial for teaching young schoolchildren in attendance; however, there is no correlation between early year teachers' perceptions of using hands-on materials in the classroom and their openness to new experiences (r-value = -.003, p-value = 0.484 > 0.05); there is no significant relationship between self-efficacy and early year’s teachers’ interpretation of how hands on materials in the lecture hall (r-value = -.016, p-value = 0.844 > 0.05); there is no significance difference in male and female early year teacher’s interpretation of how hands-on materials for classroom teaching (t-value = 1.873, p-value = 0.709 > 0.05). Considering the results, the following recommendations among others were made: Government and private school owners should provide adequate and effective hands-on material(s) and make it accessible to the early year’s teachers; Government and private school owners through the ministry of education should organize on regular basis seminar and or workshop to be training the earlier years teachers on how to use hands-on teaching material to deliver instruction in early years classroom.

THE ROLE OF KKN STUDENTS IN CARRYING OUT MALAY LANGUAGE TEACHING ACTIVITIES AT THE LOCATION OF SINGHANAKHON WITTAYANUSORN SCHOOL, THAILAND

Ibn Khaldun University Bogor International KKN is a form of community service activity. Real Work Lectures will be held on 16 May – 30 September 2023. Activities consist of teaching activities for junior high school students (Mattayom), and community service activities. This article discusses the school activities of Singhanakhon Wittayanusorn School and additional activities of KKN students. KKN activities aim to provide experience and as a form of learning process for students to explore the school's potential that can be developed. The learning method used is to use a basic Malay language book for the easiest introduction to vocabulary. An additional activity for KKN students is the Minicamp Qur'an activity which aims to teach students to create ash-syu'ur Al-Qur'ani (Qur'anic feelings) in students, instilling the spirit of increasing recitations of the Qur'an. The community service activities carried out include helping to clean the garden and planting mango tree seedlings in the garden of the school owner of the Singhanakhon Wittayanusorn School with the aim of creating a sense of care for the environment and a form of cooperation and mutual cooperation with the community. Ibn Khaldun University Bogor's KKN activities are expected to provide benefits to the community, students and schools, especially those aimed at creating a generation that can develop in languages ​​other than their own country and become role models in all things.