Teacher Workshops Research Articles

Stress Management Techniques and Coping Strategies Mechanism of Teachers in the New Normal Education

This study determined the stress management techniques and coping strategies mechanism of teachers in the new normal education in public elementary schools, Mintal District, Division of Davao City. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 133 teachers in public elementary school using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the stress management techniques of teachers in the new normal education in terms of relaxation techniques, time-management skills, counseling, exercise and healthy lifestyle were moderate and sometimes manifested. Moreover, coping strategies mechanism of teachers in the new normal education in terms of problem solving, self-control and responsibility were also moderate and sometimes manifested. It was found out that there was a significant relationship between stress management techniques and coping strategies mechanism of teachers in the new normal. It revealed further that the domains of stress management techniques significantly influence coping strategies mechanism of teachers in the new normal education. Based on the findings, the public school teachers may attend consultations and training from the DepEd for professional growth platform. This may provide skillful progress for teachers with the objective of constructing capabilities thoroughly and reinforced education chances for learners and simultaneously learn the content of better educational practices. Additionally, the findings highlight the need for targeted stress management programs and coping strategy workshops for teachers, as their well-being directly impacts the quality of education. By equipping educators with effective techniques, schools can foster a healthier teaching environment, leading to improved teacher performance and better learning outcomes for students.

Emotional labor as teaching expertise: reflective practices for teacher professional development workshops

ABSTRACT A key aspect of teaching expertise involves navigating the emotional labor required to build positive relationships with students, administrators, parents, and other educational stakeholders. Yet, reflective practices in teacher education often focus on curricular design and delivery with less focus on how teachers manage emotional demands while practicing their pedagogy. In this study, we asked how a teacher education professional development workshop might prepare future teachers to navigate emotional labor during teaching and what reflective practices might aid teachers in managing this emotional labor, especially during seasons of personal strain. We designed and delivered a research-based professional development workshop for pre-service teachers focused on the role of emotions in teaching. We offered this workshop seven times at two universities, one in the northeastern U.S. and one in the Southern U.S. Drawing on analytic memos and participant survey responses, we found that teacher education opportunities centered on emotions allow preservice teachers to name and reflect on the emotional demands they experience in their daily work, particularly during times of personal strain, as well as the ways that their personal identities interplay with their teaching.

برنامج إرشادي قائم على النظرية السلوكية لخفض مستوى السلوك العدواني لدى أطفال الروضة

The study aimed to investigate the effectiveness of a counseling program based on behavioral theory in reducing aggressive behavior among preschool children. To achieve this, a quasi-experimental approach was employed. The study sample consisted of 30 children from kindergarten 36, affiliated with Primary School 213 in Jeddah. The participants were randomly divided into two groups: 15 children in the experimental group and 15 in the control group. The Aggressive Behavior Scale for Children, developed by Eman Maher Abdel Fattah (2023), was applied. Using standard statistical methods, the study revealed significant findings, most notably the effectiveness of the counseling program in reducing aggressive behavior. Statistically significant differences were observed at the level of 0.05 between the pre-test and post-test mean scores of the experimental group, favoring the post-test. Additionally, statistically significant differences at the level of 0.05 were found between the post-test mean scores of the experimental and control groups, favoring the experimental group.Based on these findings, it was recommended to conduct training workshops for teachers on utilizing behavioral theory principles to manage aggressive behavior. Furthermore, it was suggested to implement the program regularly and expand its application to various geographical areas and cultural contexts to ensure sustainable positive outcomes. The study also recommended the development of similar programs targeting other behaviors to promote positive behavior among preschool children, particularly after integrating them with early childhood stages.

BatLIT Community Extension Project, Bataan, Philippines, in Aid of Contextualization and Enhancement in the Basic Education

BatLIT is an acronym for Bataan Literature-Inspired Teaching, which is a community extension project in support of the Department of Education (DepEd) K-12 program in the Philippines that mandates contextualization and enhancement, also termed ‘Making the Curriculum Relevant to Learners’. The directive calls that in the delivery of instruction, the ‘examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality relevant to the learners and easy to understand’. It is therefore aimed that local learning materials and literary outputs in multi-modal forms be produced for distribution to government and private institutions. Moreover, the project is an offshoot of two published research studies on Bataan literature that pioneered the retrieval, documentation, and dissemination of local writings in Bataan, Philippines. Having gathered sufficient volumes of local works, the Bataan Peninsula State University College of Education has pioneered the cascade of research outputs into extension activities to three pilot school beneficiaries representing basic education. The paper utilized the Input-Process-Outputs-Outcome (IPOO) framework as the methodology in the study which paved the way for its completion. The specified objectives of conducting regular monitoring, follow-ups, and visits to partner agencies, providing training workshops for teachers, creating learning materials through multi-modal texts, and integrating Bataan literature in the classroom lessons were attained productively. The results of the project yielded an expansion of the community extension activities to other agencies and educational institutions. Keywords: Community Extension, Bataan literature, Contextualization and Enhancement, Humanities, IPOO framework

Emergent Bilingual Children Love reading… if We Let Them

ABSTRACT This qualitative case study explored the shifting landscape of literacy learning and instruction in an early childhood program in an agricultural community in the U.S. Midwest. The author traces the impact of deficit thinking and English-only curriculum on the literacy education of young Spanish/English emergent bilinguals, and describes the economic, health, and linguistic inequalities lived by immigrant and migrant farmworker families in the program. Data were collected over twelve months and consisted of weekly participant and non-participant observations of classroom instruction; reading bilingual books with children; interviews with teachers and administrators; informal conversations with parents; and field-notes from teacher workshops. Through examination of the developing literacy of two emergent bi/multilingual (im)migrant children, the study shows how early childhood teachers with limited formal training created a learning environment that allowed children to demonstrate rich language and literacy abilities in two languages. The author argues that an abrupt change from a bilingual, play-based literacy curriculum to English monolingual, skills-based instruction aimed at promoting “kindergarten readiness” reduced children’s opportunities to love reading and develop biliteracy.

Factors Associated with Effectiveness of Comprehensive Sexuality Education in Secondary Schools in Luanshya District, Zambia

Purpose: The purpose of this study is to examine the effectiveness of sexuality education policy in secondary schools. Methodology: Its school based cross-sectional study which was conducted among secondary school teachers and secondary school going pupils in an urban area of Luanshya district. A self-administered semi structured questionnaire was used to collect data. Students were to answer one option unless specified otherwise. Open-ended questions were given wherever description of answers was required. The questions were framed in English. Completed questionnaires were compiled and entered into Epi data and analyzed using Stata 12. Descriptive and inferential statistics such as frequency tables, percentages and correlation tests were also be used. Findings: This study allowed for a better understanding of the teachers’ and pupils’ attitude, knowledge levels, curriculum appropriateness and cultural influence towards provision of sexuality education in secondary schools. Majority of respondent had positive attitude towards the provision of sexuality education and generally majority of respondents had low knowledge levels on sexuality education. Furthermore, most respondent indicated that culture has negative influence towards provision of sexuality education and majority of respondents indicated that the curriculum was appropriate for the delivery of sexuality education. Each school has a different outlook and direction on the subject of sexual education programs; therefore, it is crucial to understand what, where, and why it is being offered. Unique Contribution to Theory, Practice and Policy: Teachers need training in sexuality education in order to overcome their anxieties about sexuality education and rid them of any negative cultural beliefs they may have regarding sexuality education. In addition, the government should organize trainings and workshops for teachers intermittently to improve their teaching skills in sensitive areas like adolescent sexual health. Lastly Sexuality education should start in primary schools.

RELATIONSHIP BETWEEN CREATIVITY AND INTELLIGENCE ON PERFORMANCE OF ECONOMICS STUDENTS OF SECONDARY SCHOOLS IN BENUE STATE, NIGERIA

The study investigated the relationship between creativity and intelligence on performance of Economics students of secondary schools in Benue State, Nigeria. Three research questions and three hypotheses guided the study. Population comprises of all 21,333 students offering Economics from 27 public secondary school in Benue State, Nigeria, and 377 were used as a sample size of the study. Torrance Tests of Creative Thinking (TTCT) and Standardized IQ test (Scores from Economics examinations) were used as instruments for data collection. The TTCT and Standardized IQ were validated and pilot tested, which yielded 0.79, 078 validity indexes for TTCT and Standardized IQ. In addition, the reliability indexes of 0.76 and 0.79 for TTCT and Standardized IQ. Mean and standard deviation was used to answer research question, Pearson’s correlation coefficient and multiple regression analysis was used for testing hypotheses at 0.05 level of significance. The findings revealed that, there is no significant relationship between creativity, performance of students offering Economics, there is a significant relationship between intelligence and performance of students offering Economics, and there is a significant relationship between creativity, intelligence and performance of students offering Economics secondary schools in Benue State. The study recommended that, schools should incorporate creative teaching strategies, organize workshops for teachers, and adopt comprehensive assessment methods to evaluate both intelligence and creativity, promoting a broader approach to academic excellence in Economics.

Bullying Prevention at Schools in Ukraine

The purpose of the article is to inform high school students and teachers about the problem of preventing bullying and implementing anti-bullying measures at schools in Ukraine. Methodology. Theoretical research methods were used in the article: systematization; comparison of issues related to bullying prevention; comparison of different author’ views regarding the implementation of anti-bullying measures; and analysis and generalization of scientific, educational, methodological, psychological, and pedagogical resources with the aim of systematizing approaches to bullying prevention. Results. In order to deepen high school students’ knowledge of anti-bullying skills, we developed and offered two lessons for students. They are “Normative and legal documents on the prevention of bullying and responsibility for it”, “Foreign experience in preventing bullying”, as well as two workshops for teachers, they are “Guidance to teachers on the implementation of anti-bullying measures in Ukraine”, “Tips for teachers on bullying prevention according to the national programs”‎. We believe they will contribute to bullying prevention in Ukraine. Conclusions. Conclusions regarding the effective bullying prevention in Ukrainian schools indicate the need for comprehensive, systematic work. The most effective are programs that cover all aspects of school life from creating a friendly and supportive environment to raising awareness among students, teachers, and parents about the bullying problem. It is important to involve students in the process of bullying prevention through their participation, communication, and creation of student councils that help in conflict resolution. Building interaction and empathy skills among students helps to reduce the level of aggression and bullying. Systematic training for teachers about bullying prevention, as well as the inclusion of bullying topics in school programs, contribute to the development of a safe educational environment in schools. In order to prevent bullying effectively, it is important that students collaborate actively with teachers, parents, and local communities, ensuring that bullying is prevented and countered both inside and outside schools.

PlantGIFT: An Effective Teacher Workshop Model for Translating Experimental STEM Research into Hands-on Classroom Activities for Middle and High School Students

PlantGIFT: An Effective Teacher Workshop Model for Translating Experimental STEM Research into Hands-on Classroom Activities for Middle and High School Students

The potential of intersectional and reciprocal approaches in the education of newcomer students

ABSTRACT This study addresses the challenges faced by newcomer students in the host country’s education system. It emphasizes the importance of creating learning communities around these learners. To achieve this goal, we assisted various stakeholders including parents and educators in transcending language differences by examining each other’s educational system. Our approach aimed to cultivate positive identities within the context of transnational experiences, highlighting mobility as an asset in the host school system, challenging the prevailing deficit-oriented view of migration. Grounded in critical interculturalism and social justice principles, we studied STEM curricula from students’ home countries and created resources to encourage dialogue among school stakeholders. We proposed workshops for teachers and parents, emphasizing the recognition of intersectional identities and promoting reciprocal knowledge. Results show the effectiveness of intersectionality in understanding the complexities of individual trajectories while reciprocal knowledge revealed essential in fostering mutual understanding between families and teachers. Ultimately, the research seeks to revitalize literacy engagement for English Language Learners in STEM, promoting inclusivity and equity in education.

Balancing Honest Assessment and Compassion for Learners Experiencing Burnout: A Workshop and Feedback Tool for Clinical Teachers.

Burnout in medical trainees challenges their work effectiveness and impedes their ability to learn. Teachers in the clinical learning environment (CLE) are well situated to identify burnout and are often responsible for learner assessment. We developed a workshop to improve clinical teachers' identification and understanding of learner burnout while empowering them to provide constructive feedback and support. Building on best-practice feedback techniques and utilizing the Maslach Burnout Inventory (MBI) as a framework, we designed the GetINBurnOUT method to provide feedback and support for learners experiencing burnout. Applying Kern's six-step approach to curriculum development, we created and implemented a workshop for clinical teachers centered on advanced burnout knowledge, application of the MBI to the CLE, and use of the GetINBurnOUT feedback method. Kolb's experiential learning theory informed workshop activities such as group discussion, case practice, and self-reflection. Participants completed surveys immediately after the workshop to assess planned behavior. We delivered the workshop eight times at local, regional, and national faculty development programs/conferences to over 188 participants. Participants rated the workshop favorably, with average scores of 4.5-4.8 out of 5 across all domains and program objectives; all participants planned to make a change to their practice. Positive comments emphasized the topic's importance and the GetINBurnOUT tool's practicality. This workshop can enhance clinical teachers' understanding of burnout and provide them with the tools to address it in the CLE. The GetINBurnOUT method offers a practical approach for providing honest assessments while supporting learners in the CLE.

Reading Difficulties of Grade 4 Learners in the Post-Pandemic

The post-pandemic era exacerbated the reading difficulties of learners due to disrupted learning, limited access to resources, and potential gaps in foundational skills. Along this premise, this study analyzed the level of reading difficulties of Grade 4 learners in the post-pandemic. Data needed for the descriptive study was collected from 155 respondents using a self–made 40–item questionnaire that passed the rigorous tests of validity and reliability. Across areas of concern, the level of reading difficulties of Grade 4 learners was found to be moderate. Further, a significant difference was found in respondents’ reading difficulties in word decoding, fluency, reading comprehension, and vocabulary when grouped according to parents’ educational attainment, family income, and number of siblings. However, no significant difference was found in groupings by fluency and sex. These findings call for technical assistance and workshops for teachers to equip them with techniques and strategies in teaching reading and creating a sustainable reading program that will capacitate and strengthen learners’ motivation towards reading, aiming to improve their skills in word decoding, fluency, reading comprehension, and vocabulary. Keywords: Language education, reading difficulties, word decoding and fluency, reading comprehension and vocabulary, Negros Occidental, Philippines

Teachers’ barriers in implementing the revised curriculum for deaf learners: The case of two special schools in Northern Namibia

The study was conducted to explore teachers' barriers in implementing the revised common curriculum for learners with special educational needs in Northern Namibia. The study used a mixed research approach to collect data from the sample of 20 special education teachers currently teaching at two special schools located in Northern Namibia. Participants were selected using the total population sampling method and data were collected using a questionnaire and focus group discussion. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using the thematic analysis method. The study found that the special education teachers' barriers in implementing the revised curriculum for deaf learners include a shortage of specialised teaching and learning materials, inadequate time per lesson for scaffolding deaf learners, lack of teaching methodology, lack of refresher workshop, minimal parental involvement in learners' education, teachers inadequate knowledge of sign language, lack of assessment tools for deaf learners, insufficient teaching assistance to assist learners, and no specialised curriculum for learners with hearing impairment. The study recommended that the schools as well as the Regional Directorate of Education should organise more workshops for special education teachers in sign language to enable them to develop common signs to teach the learners. Additionally, the government should install Wi-Fi in the Special schools to enable the teachers to access and utilize relevant online resources such as visual teaching materials when teaching. The Universities in Namibia should introduce a teaching specialisation course in Sign language to train teachers.

Influence of Laboratory Facilities and Teachers’ Work Attitude on Performance of Secondary School Students in Physics in Ekiti State

This study examined the impact of laboratory facilities and teachers’ work attitude on the academic performance of secondary school physics students in Ekiti State. A combination of descriptive survey and ex-post-facto research designs was adopted. The sample included 30 physics teachers and the WASSCE results of 1600 students, selected through multistage sampling from 30 schools. Three instruments were utilised: the Physics Laboratory Facilities and Work Attitude Questionnaire for Teachers (PLFWAQT), Physics Laboratory Facilities and Teachers’ Work Attitude Questionnaire for Students (PLFTWAQS), and A Year Examination Result Template (AYERT). The instruments were validated by science education experts, while test-retest reliability produced coefficients of 0.79 and 0.81 for the questionnaires. Data were analysed using Pearson Product Moment Correlation and regression analysis at a 0.05 significance level. Findings revealed that laboratory facilities significantly correlated with students’ academic performance in physics, while teachers’ work attitude showed no significant relationship. However, both laboratory facilities and teachers’ work attitude jointly contributed to students' academic performance. The study concluded that laboratory facilities and positive teacher attitudes are vital for improved physics performance. It recommended training workshops for teachers on modern laboratory usage, fostering positive work attitudes, and ensuring the provision of adequate laboratory facilities by stakeholders to enhance students’ performance

Examining the fidelity of implementation of SKIP Cymru (Successful kinaesthetic instruction for pre-schoolers- Wales) by early childhood teachers in Wales following a programme of professional development

ABSTRACT Purpose Early childhood is a crucial time to develop fundamental motor skills (FMS) such as throwing, running and kicking (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.). Existing research into the play-based early childhood curricular in Wales found that children were not making progress in learning object control skills (Wainwright, N., J. Goodway, M. Whitehead, A. Williams, and D. Kirk. 2018. “Laying the Foundations for Physical Literacy in Wales: The Contribution of the Foundation Phase to the Development of Physical Literacy.” Physical Education and Sport Pedagogy 23 (4): 431–444. https://doi.org/10.1080/17408989.2018.1455819.). This was a concern as object control skill competency is critical to physical activity later in childhood and adolescence (Barnett, L. M., E. Van Beurden, P. J. Morgan, L. O. Brooks, and J. R. Beard. 2009. “Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity.” Journal of Adolescent Health 44 (3): 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004.). Therefore, SKIP (Successful Kinaesthetic Instruction for Pre-schoolers) – Cymru (Welsh word for Wales), a programme of professional development was developed based on the evidence-based work of SKIP by Goodway and colleagues (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.) to address the gaps in teacher knowledge. A limitation of previous SKIP and motor development literature is the lack of evaluation of the teacher’s fidelity to implementation. Ensuring fidelity of implementation (FoI) is a critical indicator of quality intervention programmes. Thus, this study examined the extent to which teachers could implement a 10-week SKIP-Cymru programme with fidelity with ongoing mentoring following a programme of professional development. Method Participants: Early childhood teachers (N = 5), with no prior experience of SKIP Cymru, from 4 Welsh schools took part in the study. Mentors (N = 2) supported the teacher’s implementation of SKIP Cymru following the one-day professional development workshop. Quantitative data were collected using fidelity checklists for both the Teacher Workshop and the implementation of SKIP Cymru. Descriptive statistics of fidelity data were calculated. Results The results for the Teacher Workshop found that 100% of the content was delivered in relation to the Core Instructional Principles, Practices and Expectations of the SKIP-Cymru, and teachers learned the key outcomes. The average teacher fidelity for implementation of SKIP Cymru was 67.80% (ranging between 39% and 89%). On average the teachers delivered 16.4 out of the 20 lessons. The mentors supported the teachers for an average of 7.4 lessons out of the 10 lessons. Conclusion This study demonstrates that it is possible to train teachers to deliver a developmentally appropriate motor skills programme. Nevertheless, it was evident from the inconsistencies in implementation that teachers needed more in-depth knowledge, and specifically a lot more time to develop the pedagogical and instructional skills needed to optimize the impacts of SKIP Cymru on children. It is recommended that the current model of professional development needs to be re-evaluated, with consideration being given to either more in-depth training for mentors or more in-depth accredited training for the teachers that would negate the need for mentoring and have a bigger impact on the teacher’s pedagogy and delivery.

Strategies to enhance the inclusion of culturally and linguistically diverse learners in Gauteng schools: Teachers’ perspectives

The inclusion of culturally and linguistically diverse learners in schools remains a global challenge and South African schools are no exception. The increasing number of national and international immigrants and refugees contributes to cultural and linguistic diversity (CLD) in classrooms. Teachers thus grapple with the inclusion of CLD learners. In this study we explored the perspectives of teachers on strategies that could enhance the inclusion of CLD learners in secondary schools. We contend that the inclusion of CLD learners has not been fully addressed in South African schools. A qualitative phenomenological design located within the interpretivism paradigm was used. We employed culturally responsive pedagogy as theoretical framework for the study. From a population of South African teachers in Gauteng, South Africa, 12 secondary school teachers were sampled through critical case sampling. Data were generated through interviews. Research findings identify the need for amendment of government policies, in-service training, and workshops for teachers, incorporating ethnically and culturally diverse content during instruction. Within this study, we extend awareness of the strategies that teachers in CLD classrooms can use to enhance inclusive education and propose further strategies that can also be considered in teaching in CLD classrooms. It is concluded that there is a great need to incorporate inclusive education in the higher education curriculum to capacitate pre-service teachers on the inclusion of learners – CLD learners included.

Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

EXPLORATORY STUDY ON THE USE OF STORY METHODS IN INCREASING STUDENT INVOLVEMENT IN HISTORY LEARNING AT SMAN 1 MEDAN

This research aims to investigate the use of the story method in increasing student involvement in history learning at SMA Negeri 1 Medan. The story method is an approach that utilizes narrative to bring historical content to students in an interesting and engaging way. This research uses a qualitative approach with an exploratory study design. Data was collected through classroom observations, interviews with history teachers, and questionnaires given to students. Data analysis was carried out using content analysis techniques. The research results show that using the story method can increase student involvement in history learning. Students responded positively to the use of narrative in understanding historical content and felt more involved and enthusiastic in the learning process. The implications of this research provide encouragement for history teachers to consider using the story method as an effective learning strategy for increasing student engagement in history lessons. The story method also encourages students to think critically and reflectively. They are invited to see multiple points of view and understand the complexity of historical events, which helps them develop analytical and critical skills. The use of stories creates a more inclusive and enjoyable classroom atmosphere. Students feel more involved and valued, which in turn increases their motivation to study history. However, this research also identified several challenges in implementing the story method, such as the need for additional time to design interesting and relevant story material as well as differences in student learning preferences. However, these challenges can be overcome through collaboration between teachers and support from the school. Overall, this research concludes that the story method is an effective and innovative learning strategy for increasing student involvement in history learning. The recommendation put forward is to continue developing and perfecting this method, as well as providing training and workshops for teachers so that they are more skilled in implementing the story method. In this way, it is hoped that history learning in high schools can become more interesting, interactive and meaningful for students and help them develop a deeper understanding and appreciation of history.

Virtual Classroom Competences Required by Electrical Installation and Maintenance Works Trade Teachers in Technical Colleges in Yobe State, Nigeria

This study investigated the virtual classroom proficiencies needed by Electrical Installation and Maintenance Works trade teachers in Technical Colleges in Yobe State, Nigeria. Employing a descriptive survey research design, the population of the study was 69 individuals, comprising 53 teachers and 16 ICT experts from eight Technical Colleges in Yobe State, Nigeria. Due to the manageable size of the population, the entire population was included in the study, eliminating the need for sampling. Data collection utilized the "Technical Colleges Virtual Classroom Competency Questionnaire (TCVCCQ)," structured with responses on a 5-point scale. Validation of the instrument was performed by three experts from the Department of Electrical/Electronic Technology Education, Federal College of Education (Technical), Potiskum, Yobe State, resulting in a reliability index of 0.82 determined through the Cronbach Alpha technique. Mean statistics were employed to analyze data for the research questions, while hypotheses were tested at a significance level of 0.05 using a t-test. The findings revealed a lack of proficiency among teachers in utilizing participant panels and video play features within virtual classrooms. The study recommends that principals arrange in-house workshops for teachers to acquire requisite proficiency in using participant panel features, and further suggests consultation with video experts to enhance the quality of instructional videos for improved utilization of video play features within virtual classrooms.

CLASSROOM SOCIAL ENVIRONMENT AND STUDENT ENGAGEMENT IN MATHEMATICS: A CORRELATIONAL STUDY

This study investigated the association between classroom social environment and student engagement in mathematics. It utilized the descriptive correlational and causal-comparative research design and applied the following statistical tools: mean, Pearson-r, independent T-test, and Analysis of Variance (ANOVA). This investigation used an adapted, content-validated, and reliability-tested survey questionnaire. A proportional stratified random sampling technique was used to obtain a sample of 282 respondents from Manat National High School – Junior High School. The result of the study revealed that students often show high engagement with mathematics in emotional, social, and cognitive domains, with cognitive engagement peaking. The classroom social environment is favorable, with teachers providing support and mutual respect, even when performance goals are not as important. Moreover, the study revealed a significant correlation between engagement dimensions and classroom social environment, with a minor association between social environment quality and emotional and social engagement and a moderate correlation with cognitive engagement. The study found no significant differences in engagement based on sex and age, but observed substantial variation in engagement across different grade levels, suggesting that grade level significantly influences students’ mathematics engagement. Based on the findings, it was highly recommended that teachers use techniques like acknowledging student accomplishments, offering constructive criticism, and creating a friendly learning environment to promote healthy mathematical learning. They should also encourage group projects, peer tutoring, and engaging mathematical tasks to enhance critical thinking and problem-solving skills. A respectful classroom culture and tailored engagement strategies were also suggested. School administrators should also conduct professional development workshops for teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0779/a.php" alt="Hit counter" /></p>