https://globets.org/journal/index.php/IJETS/issue/feed International Journal of Education, Technology and Science 2021-09-01T06:14:39+00:00 Ismail Hakki Mirici hakkimirici@gmail.com Open Journal Systems <p>The <em>IJETS</em> is a quarterly peer-reviewed international journal aiming to set up a highly qualified international academic platform for both experienced and novice education professionals, researchers, librarians in academic, corporate, and government work settings; and those involved in education and teaching practices all over the world. The IJETS issues are released four times a year; in <strong>March, June, September</strong>, and <strong>December</strong>.</p> <p>The purpose of the <em>IJETS</em> is to foster critical debate about education and teaching globally. The <em>IJETS</em> seeks both to develop new theoretical insights into the education and teaching, and new understandings of the extent and nature of contemporary educational practices in diverse settings. It underlines the significance of discovering and reflecting the interplay of local, regional, national and global contexts and dynamics in shaping education technology and science internationally.</p> <p>The <em>IJETS </em>is concerned with education in its broadest sense, including formal, informal and non-formal modes, as well as cognitive and metacognitive skills development. <em>IJETS</em> is primarily interested in studies that look at the relationship between education and teaching in different contexts globally.</p> <p>The <em>IJETS </em>welcomes papers from all prospective authors and especially from scholars who study education and teaching both theoretically and in practice all over the world. </p> https://globets.org/journal/index.php/IJETS/article/view/17 A BOOK REVIEW 2021-08-10T13:08:49+00:00 Esra Öztürk Çalık ozturk06es@gmail.com <p><strong><em>Book:</em></strong></p> <p><strong><em>Task-Based Language Learning and Teaching with Technology </em></strong><strong>Edited by Michael Thomas and Hayo Reinders</strong></p> <p><strong>Author:</strong></p> <p><strong>Thomas, M., &amp; Reinders, H. (Eds.). (2010). <em>Task-based language learning and teaching with technology</em>. A&amp;C Black.</strong></p> 2021-09-01T00:00:00+00:00 Copyright (c) 2021 International Journal of Education, Technology and Science https://globets.org/journal/index.php/IJETS/article/view/13 DIFFERENCE IN PERCEIVED STRESS LEVEL AS A FUNCTION OF ACADEMIC FIELDS ON STUDY 2021-06-16T10:18:43+00:00 Jara Hede Elema yagmur.cerkez@neu.edu.tr Yağmur Çerkez yagmur.cerkez@neu.edu.tr Gizem Öneri Uzun gizem.oneri.uzun@neu.edu.tr İpek Danju ipek.danju@neu.edu.tr <p>Stress is a universal problem that, everyone can face at some point in our daily lives. Students are a unique group of individuals who face stress at certain point of academic lifetime. The aim of this study was to assess the difference in the extent of stress as function of academic field of study by comparing students in different departments. Comparative descriptive approach with inferential statistics and random sampling method used as tool of study. Data has been collected by using questioner. The research data were analyzed quantitatively using statically package for social sciences. Medical students, Civil engineering, English language, Architecture, International relations and tourism management students report a high level of perceived stress level. The study result shows that there is no statistical difference in perceived stress level among different academic field of students. This indicates that different academic field of students experience almost the same level of stress. The finding of study indicate that academic of study has low effect on the perceived stress level of students; environmental source of stress were most common stressors in the seven different department study and intrapersonal stressors were the least source of stress among the seven department students. The researcher therefore recommends that, implementation of comprehensive stress management program as most of students experience high level of perceived stress and university administration; counselors need to explore strategies to improve the campus environment.&nbsp;</p> 2021-09-01T00:00:00+00:00 Copyright (c) 2021 International Journal of Education, Technology and Science https://globets.org/journal/index.php/IJETS/article/view/14 AN INVESTIGATION OF THE USE OF DEFINITE OR INDEFINITE ARTICLES IN ENGLISH BY MALE AND FEMALE EFL LEARNERS 2021-06-22T16:21:15+00:00 Saqr Al Khazaleh 2019230070@ses.yu.edu.jo <p>This study aimed to compare English article use by male and female EFL learners. The participants of the study consists of 32 EFL learners (16 male and 16 female EFL learners). The age of the learners was between 14-16 years old. The participants of the study were chosen randomly. The school also was chosen intentionally because it is near from the place where the researcher works. The test (pretest and posttest) was applied on both groups (male and female EFL learners). The test was applied on two public schools (Al Mafraq The first Basic School for Boys and Al Fdain School for girls) in Al Mafraq/Jordan. The results of the study indicated that the female EFL learners performed better than the male EFL learners in English article use. Additionally, the findings of the study revealed that the pretest of the both groups (male and female EFL learners) has the same result in English article use (a, an, the, and no article).</p> 2021-09-01T00:00:00+00:00 Copyright (c) 2021 International Journal of Education, Technology and Science https://globets.org/journal/index.php/IJETS/article/view/18 IMPACT OF DIVORCE ON A CHILD IN THE CLASSROOM 2021-08-10T14:49:36+00:00 Namrata Lund uygarmirici@hotmail.com <p>The aim of this study is to understand the impact of divorce on a child in the classroom, by means of a questionnaire sent to teachers. In the study, the survey method was used, being one of the qualitative methods. The participants of the study comprised 25 teachers selected via convenience sampling method. The data were collected using a questionnaire developed by the researcher using different sources (Mahony, 2015, 7-8; Shinoda, 2001, 42). The data were analyzed through qualitative data analysis methods. The results have revealed that divorce has mostly never been good for anyone involved. Children are the most affected. Most children do not want their parents to divorce; whereas some do. Some children are confused and do not realize what they want, especially if they have seen their parents being unhappy in the marriage. The child’s age plays a major factor on his or her reaction and understanding of the whole process of divorce. Children come from different backgrounds, home environments, family structures, personalities and so on. Due to these differences, each child reacts in a different way to his or her parents’ divorce. No two children react in the same way. The teachers’ role is very important to help a child overcome some psychological problems stemming from his or her parents’ divorce.</p> 2021-09-01T00:00:00+00:00 Copyright (c) 2021 International Journal of Education, Technology and Science https://globets.org/journal/index.php/IJETS/article/view/16 DEMOCRACY, LOCAL GOVERNMENT AND INFRASTRACTURAL DEVELOPMENT: A STUDY OF ZARIA LOCAL GOVERNMENT (LG) IN KADUNA STATE NIGERIA 2021-08-06T15:25:57+00:00 Idris Ahmed Jamo idrisahmedjamo7@gmail.com <p>A growing body of scholarship explores correlation between Democracy and Development. The majority of the scholarship focuses on certain indices of Development especially in developed democracies. We know little on the influence of democratic governance on grassroots communities particularly in terms of provision of physical infrastructural facilities. Local Governments are positioned to improve development at the local level and bring rural communities closer to the government. But studies show the contrary, grassroots communities in Nigeria are the most downtrodden citizens with difficult access to physical infrastructural facilities. This study examines the influence of democratic governance on infrastructural development at the grassroots level. The scope of the study is limited to Zaria Local Government in Kaduna state, Nigeria between 2000 and 2017. Both primary and secondary sources of data were utilized. In the case of primary data, interviews were conducted; questionnaires were randomly administered to members of the public in six wards across Zaria LG. &nbsp;Data gathered were subjected to Spearman correlation analysis. Findings of the study indicated that democratic governance in Nigeria has improved infrastructural development in certain areas of Zaria Local Government. The study concludes that for infrastructures to be adequately provided at the grassroots level, democratic ideals, accountability and prudent management of public resources must be improved.&nbsp;</p> 2021-09-01T00:00:00+00:00 Copyright (c) 2021 International Journal of Education, Technology and Science https://globets.org/journal/index.php/IJETS/article/view/20 ANALYSIS OF SPEAKING SKILLS IN HIGH SCHOOL ENGLISH LANGUAGE CURRICULA AND COURSEBOOKS IN TURKEY 2021-08-14T12:52:51+00:00 Melek Aydoğan Koral melekaydgn@yahoo.com İsmail Hakkı Mirici hakkimirici@gmail.com <p class="IJCI-Abstract-Text"><span lang="EN-US" style="font-size: 12.0pt; font-family: 'Times New Roman',serif;">The current study aims to investigate the distribution of the speaking skills in the English language curricula and the coursebooks of high schools in Turkey from the perspective of Bloom’s revised taxonomy. The study adopted mixed-methods research design, based on both qualitative and quantitative data. The data were collected from the high school English language curricula and the coursebooks for the grades between 9<sup>th</sup> and 12<sup>th</sup> in Turkey. The data obtained were analyzed via content analysis and illustrated in the taxonomy table using the descriptive statistics of frequency and percentage. The results revealed that both the speaking outcomes in the curricula and the speaking activities in the course-books were mostly placed in the lower order categories according to the cognitive process dimension, in all the grades except for the 12<sup>th</sup> grade. Besides, it was found out that most of the outcomes and activities were based on conceptual knowledge and there were not any outcomes or activities aiming at metacognitive abilities. </span></p> 2021-09-01T00:00:00+00:00 Copyright (c) 2021 International Journal of Education, Technology and Science