http://scipg.com/index.php/101/issue/feed International Journal of Educational Technology and Learning 2018-08-13T11:58:48+00:00 Open Journal Systems <p>The International Journal of Educational Technology and Learning (IJETL) is a peer-reviewed academic journal published by Scientific Publishing Institute.</p> http://scipg.com/index.php/101/article/view/161 Strategies Used to Enhance Parent Involvement on Performance of Early Childhood Education in Kisii, Nyamira and Homabay Counties, Kenya 2018-07-31T10:12:33+00:00 Ogoti Evans Okendo eogoti17@gmail.com <p>The study sought to establish investigate the strategies that enhance parent involvement on performance of Early Childhood Education in Kisii, Nyamira and Homabay counties. The study was based on Epstein’s theory of overlapping spheres of influence. This study employed a convergent parallel design. Data was collected from 223 respondents who included parents, head teachers, ECD teachers and programme officers from the three counties. The respondents were sampled using probability and non- probability sampling procedures. Questionnaires, interview guide and observation schedules were used to collect primary data. A pilot test was conducted in five schools in Kisii South Sub-County to assess validity of the research instruments whereas split half method used to ascertain the reliability of questionnaire, dependability and credibility determined the reliability of interview guide. Quantitative data was analyzed using both descriptive and inferential statistics while qualitative data was analyzed thematically. From the findings, collaboration with community strategy contributed the highest percentage to the performance of Early Childhood Education followed by communication from school and to school, decision-making and volunteering. The study recommended that is necessary that parents track their children’s academic progress by consulting with the teachers and checking the report books.</p> 2018-07-31T00:00:00+00:00 ##submission.copyrightStatement## http://scipg.com/index.php/101/article/view/165 The Didactics of Bilingual Education: Disciplinary Teaching and Language 2018-08-03T05:50:22+00:00 Georges Faustin Koumje faustingeorges8@gmail.com <p>The didactics of teaching and language are pioneer subjects to be considered, when learning any particular language. This article puts to light the specificity of the learning process through different approaches such as: the comprehensive input and the balance approach. The theory of joint action, which constitutes the theoretical frame of reference for this work, will allow us to grasp two essential aspects of the relationship between disciplinary knowledge and language. The findings showed that there is a close interdependence of disciplinary knowledge and language. The social function of transmitting knowledge of language is now universally accepted in the scientific community: knowledge is acquired through participation in mediated experiences in communication with an expert. The acquisition of language and the acquisition of disciplinary knowledge are, however, treated as two distinct domains, as if thought were a purely mental object without a necessary relation to language.</p> 2018-07-31T00:00:00+00:00 ##submission.copyrightStatement## http://scipg.com/index.php/101/article/view/168 The Influence of Learning Models and Personality on Learning Outcomes of Programming Algorithm Course in the Students’ Majoring in Information System at Stikom Ambon College 2018-08-11T07:36:40+00:00 Nurdin Ibrahim lukmansaleh.unj@gmail.com Zulfiati Syahrial lukmansaleh.unj@gmail.com Lukman Saleh lukmansaleh.unj@gmail.com <p>The lack of achievement in learning result of algorithm programming course is still a problem which has not been solved yet. This is because of various factors like the chosen of learning models and the mental personality of the students. To be better understand this phenomenon, first, the instructors have to be able to identify mental factor behind and consider to use the right model to tackle this problem. This research is about the implementation of learning model using laboratory after first identified students' personality types. The aim of this research is to know the influence of the learning model using the aid of laboratory compared with direct learning model conventional way. Furthermore, we would like to learn if there is a specific personality type such as introvert and extrovert that will absorb the learning process much faster than the other. This research was conducted in the even semester at Stikom Ambon College Ambon Maluku in the academic year 2016. The research design is treatment by block design (2x2), and the sample is 60 students. The data was gain from the result of learning which had been tried out for validity and reliability. The result of the data analysis indicates: (1)The learning model that use laboratory as a teaching aid gives better learning outcomes than direct learning in class only; (2) The finding suggests that there is no significant difference in the learning result for those with different personality types; (3) There is interaction between the learning model and personality types; (4) The finding suggests for those who have an extrovert personality had better learning result when taught with laboratory aid learning model instead of those with introvert personality; (5) The finding also suggests for those who have introvert personality had better learning result when taught with direct conventional learning model instead of those with extrovert personality; (6) the result of those with introvert personality is better if taught using direct conventional the learning model instead of using laboratory aid model; (7) finally the result of those with the extrovert personality is better if taught using an laboratory aid model instead of using direct conventional model.</p> 2018-08-11T07:30:50+00:00 ##submission.copyrightStatement## http://scipg.com/index.php/101/article/view/170 Role of British Colonial Education on Reduction of Illiteracy for Wasukuma 1918-1961: A Case of Shinyanga District Tanzania 2018-08-13T11:42:51+00:00 Kaligilwa Jeremiah jeremiahkaligilwa@gmail.com <p>This study assessed the role of British Colonial Education on the reduction of Illiteracy for Wasukuma of Shinyanga Rural District from 1918-1961. It took place in Shinyanga Rural because for years especially after independence Wasukuma were claimed to be behind in development compared to other ethnic groups such as the Chagga people. From the study conducted, responses given show how illiteracy was one of the challenges these people were facing the reason that made the researcher find out the role of British Colonial Education on a reduction of illiteracy for Wasukuma societies. The objective of this study was to assess the people's perception of the roles of British Colonial Education on the reduction of illiteracy for Wasukuma. Emphasis was put on the positive aspects British colonial education has contributed to illiteracy reduction for Wasukuma and also some few negative aspects of British colonial education are involved in the study. Considering the nature of the study being historical, the researcher employed qualitative research approach by using a case study strategy. The data collection methods included interviews, focus group discussion, documentary review and the use of open-ended questions. The study had a total of 90 respondents where the majority were elders making the total of 70, 5 doctors, 5 secondary school teachers, 5 district administrators who happened to work in colonial and early post-colonial times in Tanganyika and had the colonial experience. Findings revealed that British colonial education had played a great role on illiteracy reduction among Wasukuma societies and other ethnic groups in Tanzania and Africa in general. Study shows that colonial education by the British contributed in educating people on matters such as hygiene, time management, agricultural methods, trade and even primary education which later awakened people on their rights as a free being</p> 2018-07-31T00:00:00+00:00 ##submission.copyrightStatement## http://scipg.com/index.php/101/article/view/172 Evaluation of E-Learning Lessons for Strengthening Early Childhood Practitioner Use of Family Capacity-Building Practices 2018-08-13T11:58:48+00:00 Dunst, C.J. cdunst@puckett.org Howse, R.B. cdunst@puckett.org Embler, D. cdunst@puckett.org Hamby, D.W. cdunst@puckett.org <p>Findings from a case study field-test evaluation of e-learning lessons for promoting early childhood intervention practitioners’ understanding and use of family capacity-building practices are described. Participants were two early childhood program directors, two early childhood technical assistance providers, and two early childhood intervention practitioners. Pattern matching was used to evaluate whether or not participants with different roles and responsibilities judged the instructional design, interactivity, video illustrations, and usefulness of the e-learning lessons similarly or differently. Results indicated that the different features of the e-learning lessons were rated highly by all but one participant and that the patterns of responses were much the same regardless of participants’ professional roles or responsibilities. Participant feedback and suggestions were used to revise the e-learning lessons and correct technical problems.</p> 2018-07-31T00:00:00+00:00 ##submission.copyrightStatement##