iosr-JRME   Volume-11 ~ Issue-4 ~ Jul. – Aug. 2021

Abstract: The researchers observed that despite the budget that has been devoted to both technology and training, teachers are still concerned about their ability to use the technology that is being made available to them. This suggests that teachers' integration of technology in education is regressing. To better prepare teachers to successfully integrate technology within the classroom, there is need for a better understanding of the relationship between self-efficacy and Economics teachers' ability to integrate technology in classroom. Three research questions were used, while correlation research design was considered for adoption. The population of this study comprised.....

Key words: Self-efficacy, Technology, Ability, Economics teachers, Integrate, Relationship

[1]. Birisci, S., & Kul, U. (2019). Predictors of technology integration self-efficacy beliefs of pre-service teachers. Contemporary Educational Technology, 10(1), 75-93. https://doi.org/10.30935/cet.512537
[2]. Clark, R. C., & Mayer, R.E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed). Hoboken, NJ: John Wiley & sons. https://doi.org/10.1002/9781119239086
[3]. Gallagher, K. (2018). Why effective digital learning shouldn't disrupt traditional teaching techniques (blog). EdSurge. https://www.edsurge.com/amp/news/2018-04-12-why-effective-digital-learningshouldn-t-disrupt-traditional-teaching
[4]. Gomez, F.C. (2020). Technology integration self-efficacy reframed through the ISTE standards: An investigation among urban K-12 teachers. Unpublished Doctoral Dissertation, Educational Technology, Boise state University. https://doi.or/10.18122/td/1692/boisestate
[5]. Hicson, R.S. (2016). The relationship between self-efficacy and teachers' ability to integrate technology. Unpublished Doctoral thesis, Liberty University. https://www.edsurge.com/amp/news/2018-04-12-why-effective-digital-learningshouldn-t-disrupt-traditional-teaching techniques?

Abstract: Background: Teaching methods influence on the learning process and the outcome in the education system. The learning styles of students vary depending on their learning preferences. We were left with the online teaching method due to the Covid situation since March 2020. We tried various teaching methods during this period and collected feedback from the students after their university examinations.
Materials and Methods: In this descriptive, qualitative study, Feedback was collected from students of 2nd-year MBBS students on the teaching methods used for Microbiology during online teaching. Students were asked to reflect on the teaching method in google form on 5 points Likert scale. They were also asked to give suggestions in optional paragraph form.......

Key Words: Feedback, Microbiology, Online teaching methods

[1]. T. Muthuprasad et al. Students' perception and preference for online education in India during COVID -19 pandemic . Social Sciences & Humanities Open : 3 (2021) 100101
[2]. Mohammad H. Rajab , Abdalla M. Gazal , Khaled Alkattan. Challenges to Online Medical Education During the COVID-19 Pandemic. Cureus 12(7): e8966. DOI 10.7759/cureus.8966
[3]. Cynthia S. Deale. Learning Preferences Instead of Learning Styles: A Case Study of Hospitality Management Students' Perceptions of How They Learn Best and Implications for Teaching and Learning. IJ-SoTL, Vol. 13 [2019], No. 2, Art. 11
[4]. S. Senthamarai*. Interactive teaching strategies. Journal of Applied and Advanced Research, 2018: 3(Suppl. 1) S36 -S38
[5]. I smail et al. Preference of teaching and learning methods in a new medical school of Malaysia. Journal of Applied Pharmaceutical Science: 4 (02); 2014: 048-055

Abstract: The demand for tertiary education has been on the increase in Nigeria primarily because of the recognition of the fact that economic and social development are increasingly instigated by the advancement and application of knowledge which can be provided only by higher education. The government of Nigeria recently initiated higher education policy reforms intended to bring its higher education system more in line with international good practices. The reforms promote increased institutional autonomy, greater system differentiation, strengthened governance, and mechanisms for quality assurance. They seek to create a more flexible and responsive system of university teaching and research that over time will contribute increasingly to national innovation capacities, productivity gains, and economic growth. The central theme of this paper is limited to the development of higher education in Nigeria but the origin of education in Nigeria was also discussed. One of the most enduring legacies parents and the country can pass on to their youth is education. Indeed, education is the fabric of any culture, with it, culture is transmitted, thoughts are conceptualized and information transmitted.

Keywords: development, higher education, structure, Nigeria

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Abstract: This study was conducted to determine the effect of the use of problem-solving-based learning journals on the critical thinking skills, motivation, and learning outcomes of students to the concept of the human circulatory system. The research design used in this study is experimental research (experimental research) using a pretest-posttest control group design. The results showed that there was an effect of using problem solving-based learning journals on students' critical thinking skills and the effect of using problem solving-based learning journals on students' learning motivation and the effect of using problem solving-based learning journals on student learning outcomes. Overall it can be concluded from this study that the critical thinking skills, motivation, and student learning outcomes can be improved through the use of learning journals using a problem-solving approach.

Keywords: Learning Journal, Problem Solving, Critical Thinking,

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Abstract: This study aims to determine the degree of the teacher participants' skills in action research. The study's sample included 50 public school teachers in the Kalamazoo metropolitan area (United States) and Tabuk (Saudi Arabia). The researcher used the descriptive approach method to address the study's open-ended questions, and the Statistical Package for the Social Sciences software (SPSS), was used to analyze the study's data. The results of the study played an important role in supporting qualitative educational research among Saudi Arabian teachers, contributing to the improvement of the teaching environment and helping teachers to solve student problems through action research.

Keywords: action research , educational research, teacher skills

[1]. In APA format, the last name of the authors is listed along with the initials of their first names. I have marked the first three to show you:
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Abstract: This research was evaluated the implementation of Gender-Responsive Basic Education Policy to be provided appropriate Technical Assistance based on the results of the study. As mandated by the DepEd Order No. 32, s. 2017, entitled "Gender-Responsive Basic Education Policy", Gender and Development (GAD) mandate as stipulated in the 1987 Philippine constitution, Republic Act (RA) No. 9710 or the Magna Carta of Women (MCW), RA 10533 or the Enhanced Basic Education Act of 2013, and the Philippines' International Human Rights Commitments to the Universal Declaration of Human Rights (UDHR), Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) and the Convention on the Rights of the Child (CRC) among others.........

Keywords: Gender and Development, Gender-Responsive Basic Education, Technical Assistance

[1]. DepEd Order No. 32, s. 2017, entitled "Gender-Responsive Basic Education Policy"
[2]. Gender and Development Implementation in Masbate State College, Philippines, Elreen Aguilar-Delavi, Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 3, August 2017
[3]. International Journal of Education and Research Vol. 4 No. 5 May 2016 , IMPLEMENTATION OF THE GENDER AND DEVELOPMENT PROGRAM OF STATE UNIVERSITIES AND COLLEGES IN REGION III: AN EVALUATION. Dr. Rita Esteban-Pulmano, May 2016
[4]. Moving forward with GAD p. 5 2000
[5]. Practicing Gender: Gender and Development Policy in South African Organisations Jeneviève Claire Mannell, July 2012

Abstract: This study was conducted to assess the utilization of instructional materials in teaching and learning of basic science in secondary schools in Owerri Municipal Council. The study employed a descriptive survey design to determine the utilization of instructional materials in the teaching and learning of basic science in secondary schools in Owerri Municipal Council, Imo State, Nigeria. Two hundred (200) respondents comprising teachers and students from seven (7) public secondary schools in the council were interviewed using a modified five-point Likert instrument (questionnaire).......

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Abstract: The study examined the extent to which Professional Development Schemes influence content knowledge practices of academic staff in CHUSS and COVAB at Makerere University. The study objective was derived using the Adult Learning and Situated Learning theories. The study employed an embedded research design with a dominant quantitative and minor qualitative approaches. The study respondents comprised of academic staff, academic administrative staff, administrative staff (University Management), and undergraduate students in CHUSS and COVAB.....

Key words. Professional development schemes (PDS), content knowledge practices and academic staff..

[1]. Pesce, J.R. (2015). Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes. PhD Dissertation Submitted to Boston College – Lynch School of Education.
[2]. Aheisibwe, I. & Ntunguka, O.R. (2017). Equipping University Academic Staff with Pedagogical Competence: A case of Bishop Stuart University. International Journal of Science and Research 6(6), 1872-1880, https://www.ijsr.net/search_index_results_paperid.php?id=8061706
[3]. Short, A. (2017). Mandatory pedagogical training for all staff in higher education by 2020 - A great idea or bridge too far. Journal of the European Higher Education Area. (3). https://www.researchgate.net/publication/283211609
[4]. Kobayashi, S., Dolin, J., Soborg, A. & Turner, J. (2017). Building Academic Staff Teaching Competencies: How Pedagogic Continuous Professional Development for Academic Staff Can Be Organised and Developed in Research-Intensive Universities. http://dx.doi.org/10.1007/978-3-319-56499-9_5
[5]. Odalen, J., Brommesson, D., Erlingsson, G.O., Schaffer, J.K. & Fogelgren, M. (2019). Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities. Higher Education Research and Development, 38(2), 339-353. https://doi.org/10.1080/07294360.2018.1512955.