Innovare Journal of Education

Evaluation of the Impact of Webinar on Teaching Mathematics to Undergraduate Students

Udobia Elijah Etukudo — 2024-09-01

Webinar is an application of video conferencing to communicate with a group of persons and have discussions as if all are in the same place. It is a handy tool for distance learning and educational-based communication. Employing webinars in education has the advantage of helping users achieve their goals in their comfort zones. In this study, a survey of 250 undergraduate students and 50 mathematics teachers on the impact of webinars on the teaching of mathematics was carried out. The students were divided into 50 students majoring in mathematics and 200 students who offered mathematics as a compulsory course. All the teachers were university lecturers currently teaching mathematics in the universities in Rivers State, Nigeria. All the subjects are familiar with the webinar. Fourteen-item Likert Scale questionnaire was used for the study. Data collected were analyzed using a chi-square test at a .05 significance level. The result reveals that webinars are an acceptable medium for teaching mathematics but with reservations. The proviso is that it should be used where one–to–one interaction is impossible. Secondly, the webinar package should be wealthy so that while discussing, it would be easy to understand and waste of resources on data avoided.

Teachers’ Remuneration and Students’ Involvement in Public Secondary Schools in Southwest, Nigeria

Olugbenga Timothy Ajadi — 2024-09-01

Student involvement is a central aspect of effective teaching. This is because students are central to the main reason why teachers are employed and, more so, the reason for school establishment. As a result, this study investigated regular teachers’ remuneration, the level of students’ involvement, and the influence of teachers’ remuneration on student involvement in public secondary schools in southwest states of Nigeria. The study population comprised all teachers in the public secondary schools in southwest states of Nigeria. A sample size of 1,080 was calculated and derived using Research Advisor’s Table at 95% degree of confidence with a 5% error margin. The questionnaire was used to elicit information from respondents. The study found that teachers’ remuneration is not promptly and regularly paid. In addition, the level of student involvement is low and teachers’ remuneration significantly influences student involvement in public secondary schools in southwest states in Nigeria. It was recommended that teachers’ remuneration be paid promptly and regularly and that the government improve teachers’ service conditions by increasing their remuneration to reflect the economic reality in Nigeria.

Developing University Students’ Assessment Literacy - Theory and Practice

Andrew G. D. Holmes — 2024-09-01

Assessment literacy skills are increasingly recognized as being important for student success in higher education. However, as a field of study, it is not well-researched except in the context of language assessment. This paper delves into critical theoretical underpinnings and practical strategies that can be used to develop assessment literacy among university students. Based on a constructivist view, this paper discusses how social interactions and cultural practices interplay to shape students’ conceptual understanding of assessment. It argues that effective assessment literacy embodies understanding the purposes of assessment, interpreting criteria, and using feedback to improve constantly. This means integrating the development of assessment literacy into curriculum design using experiential learning and developing self-regulated learning strategies. The goal is to provide a primer for university educators and instigate reflection and debate on how best to support students when engaging with diverse assessment practices to enhance their academic achievement and skills for lifelong learning.

Building a Leader Framework for Post-Pandemic Response Expertise for Higher Education Future Reality

Antonia Makina — 2024-09-01

A successful future for higher education is dependent on the level of preparedness to manage future crises that are no longer linear processes in the best way possible. The severe disruption of academic progress post-COVID-19 across the globe brought a growing sense of chaos in the education system. This forced education institutions to adopt a rapid re-design of institutional strategic systems that called for different kinds of responses in different contexts because previous successful leadership approaches often fail in crisis situations. However, the challenges brought about by the chaos have positively presented humanity with many opportunities to re-think and re-engineer a new way of doing business. Therefore, this paper designs and develops a post-pandemic conceptual model that is an approach to crisis management, quick decision-making, and quick problem-solving to enable general adaptation to future pandemics.

Through a developmental research design and a comprehensive literature review, an adaptive emergence response cycle (AERC) was developed and built around the theory of chaos, the reflective practitioner theory, using the adaptive approach. One potential benefit of the post-pandemic response model was the creation of an emergency response equation that was best suited for the post-pandemic crises. This model allows higher education management to be protected by planning generalizable futuristic crisis models.

Using Special Physical Education Curriculum-Based Measurement to Improve Student Motor Development in Both General and Special Needs Population: Review of Early Research Lasting More than Five Decades

Miloš Popović — 2024-09-01

The main goal of this study is to acquaint experts in the field of education with the results of early research, which are related to the problems they face even now when it comes to sensitive groups with special needs. Previous experiences can be a good indicator of different models of action for pedagogues and managers within the modern education system. Inclusive education has become a reality faced by all participants in the process. Effective action models have been adopted in developed countries, primarily Western countries. However, in less developed countries, it is evident that the problem of inclusion is faced later, primarily due to legal regulations and the need for more funds for specific training of all participants. This issue is especially neglected when it comes to inclusion in the physical education of children with various disorders in motor development. Examples from practice in earlier research can be a good guide for overcoming various obstacles that all participants face today, both in special and inclusive physical education. Controversies are still occurring between supporters of the traditional particular education approach versus the modern, inclusive education model. A better familiarity with the issue can contribute to overcoming prejudices, which this overview study of earlier research can contribute.