International Journal of Education, Technology and Science https://globets.org/journal/index.php/IJETS <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> Semra Mirici en-US International Journal of Education, Technology and Science 2757-9514 EMOTIONAL INTELLIGENCE AS RELATED TO DECISION-MAKING SKILLS OF LEADERS OF TERTIARY INSTITUTIONS IN SANTA CRUZ, LAGUNA AS BASIS FOR PROPOSED ACTION PLAN https://globets.org/journal/index.php/IJETS/article/view/250 <p>Emotional Intelligence is the aggregate of abilities, competencies, and skills that represent a collection of knowledge meant for coping with life effectively. Thus, it is closely related to the personal and professional growth of the individuals who must make decisions under stressful and difficult situations. The present study aimed to explore the relationship between the emotional intelligence of school leaders and their decision-making skills. 45 respondents had been selected from various private tertiary schools in Santa Cruz, Laguna. Data was collected using a standardized questionnaire. Data was analyzed using statistical software. In this study, the first variable Emotional Intelligence was divided into five components, namely (1) Self-Awareness, (2) Self-Regulation, (3) Self-Motivation, (4) Empathy, and (5) Social Skills. To determine the level of emotional intelligence, constructs were used. The constructs were statement/indicators and respondents mark their agreement/disagreement to the indicators using a 5-point Likert scale. To determine the agreement/disagreement for each indicator/statement, the mean was computed. The computed mean value was then compared to the range set forth in the study. The standard deviation was also computed to determine the variation in the response. The result for the level of emotional intelligence was found out to be “Very High” and with an overall standard deviation value of 0.58, signifying homogeneity of the data, the data suggest that the respondents “agree” to this level.</p> <p>The second variable for this study is the level of decision-making skills of school leaders. It consisted of three (3) components, and these were (1) Participation, (2) Empowerment, and (3 Accountability. To measure the levels for the said components, constructs were designed consisting of 5 indicators/statements with a 5-point Likert Scale to be used as rating scale. All the components had “Very High” levels. The overall all level therefore is also “Very High” level with an overall computed mean value of 4.60. The overall standard deviation of 0.54 is relatively low compared to the value of the mean which shows that the data had small deviation with the individual responses being very close to each other. The goal of this study is to determine whether Emotional Intelligence has a significant effect on the decision-making skills of the teachers and school administrators. For this purpose, the Spearman Correlation Coefficient is used to analyze the existence of a relationship between level of emotional intelligence and level of significance. If a significant relationship existed, then it can be concluded that emotional intelligence affects the decision-making skills of the respondents. The result revealed that there is a weak positive relationship between Emotional Intelligence and Decision-Making Skills. At 5% level of significance, Emotional Intelligence does not significantly affect Decision-Making Skills of the respondents while at 10% level of significance, Emotional Intelligence significantly affects Decision Making Skills of the respondents. </p> Leah Perez Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1793 1808 ATTITUDES OF HIGH SCHOOL STUDENTS TOWARDS SPEAKING AND LEARNING THE ENGLISH LANGUAGE https://globets.org/journal/index.php/IJETS/article/view/247 <p>The students must exhibit positive learning and speaking attitudes in order to maintain quality and successful English language intuition. The study aims to determine the students attitudes towards speaking and learning the English language. The study utilized a descriptive-correlational method as a research design. There were 266 high school students enrolled in public secondary high school selected through a stratified and systematic sampling techniques. The study utilized an adopted survey questionnaire from Canceran and Temporal (2020) and Al Noursi (2013). Findings revealed that in terms of students speaking attitudes, students realized speaking in English is important for their future job and they were neutrally like to mimic other people’s accent. Additionally, in terms of students learning attitudes, student’s realized learning English was important and learning English is not a waste of time. Thus, the study revealed that high school students have a positive attitudes toward speaking and learning the English language. Furthermore, the study revealed that there is no significant relationship and negligible correlation between the attitudes of high school students towards speaking and learning the English language. This indicated that the speaking and learning attitudes of the high school students had no relevance towards the English language. The study suggests that students may practice speaking and learning more with friends and teachers to gain more confident and good learning attitudes towards the English language to improve their language acquisition to incorporate more meaningful learning experiences that would challenge their knowledge and maximize the opportunity for real language exposure.&nbsp;</p> Jyca Lastima Adelfa Ando Renilo Depaz Gian Laurence Serdoncillo Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1809 1824 A PROPOSED FACULTY LOADING GUIDE FRAMEWORK FOR THE RESEARCH SUBJECTS IN THE SENIOR HIGH SCHOOL IN THE PHILIPPINES https://globets.org/journal/index.php/IJETS/article/view/238 <p>The year 2016 was a crucial time for the education system in the Philippines since it was the first facilitation year of the Senior High School in the country. The K to 12, also known as "Kindergarten to grade 12", is an education system under the Department of Education that aims to produce more competent Filipino citizens in the global market. In line with the facilitation of K to 12 in the Philippines, the problem in the teachers-subjects mismatch is very evident, especially in the research subjects of the Senior High School, namely Practical Research 1 (Qualitative Research), Practical Research 2 (Quantitative Research), and Inquiries, Investigation, and Immersion. These are new subjects to the eyes of high school faculty members in the Philippines. Research subjects from pre-K to 12 are not considered a field or a subject matter, especially in high school. However, the Senior High School program brought a new perspective to the research subjects as it aims to develop Filipino learners' critical and research skills. This paper tackles different issues and challenges faced by Filipino research teacher. Moreover, this paper proposed a faculty loading guide model for research subjects that can be used by school administrators to guide them in distributing research subjects to the faculty members.</p> Renelle Caraig Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1825 1839 SOURCES OF STRATEGIES EMPLOYED BY 8TH GRADE STUDENTS WHEN SOLVING MULTIPLE CHOICE SCIENCE QUESTIONS https://globets.org/journal/index.php/IJETS/article/view/265 <p>This study was conducted to reveal the sources of strategies employed by 8<sup>th</sup> grade students when solving multiple choice science questions. The holistic multiple-case study, which is one of the qualitative research approaches, was used for this study. A total of eight students, four 8<sup>th</sup> grade students from a private secondary school in Kars city center and four 8<sup>th</sup> grade students from a public secondary school, voluntarily participated in the study. A total of three questions from the 8<sup>th</sup> grade science curriculum, one question each from the units of Electric Charges and Electrical Energy, Matter and Industry, Energy Conversions and Environmental Pollution, were used as the data collection tools of this study. Another data collection tool used in the study was a semi-structured questionnaire. Students solved the questions using Think Aloud Strategy. Problem solving process of the students was observed through camera recordings. This helped to determine the cognitive/meta-cognitive strategies that students employed while solving questions. Subsequently a semi-structured questionnaire was administered to confirm whether the strategies employed while solving the questions were either a cognitive or meta-cognitive strategy and to identify the sources of the strategies (from whom, where and how they learned these strategies). Camera recordings of the question solving processes and the semi-structured interviews were then analyzed. The data were analyzed with a computer program used in the analysis of qualitative research. The results of the research indicated that the sources of cognitive/meta-cognitive strategies employed by students whose 8<sup>th</sup> grade science course grade point average (GPA) is "Very Good" and who answered the questions correctly are themselves, the sources of cognitive/meta-cognitive strategies employed by students whose 8<sup>th</sup> grade science course GPA is "Good" and who answered the questions correctly were predominantly themselves and rarely their teachers. The sources of cognitive/meta-cognitive strategies employed by students whose 8<sup>th</sup> grade science course grade point average is "Average" and who answered the questions wrong were rarely themselves and predominantly their teachers and friends whereas the sources of cognitive/meta-cognitive strategies employed by students whose grade point average were "Poor" and “Very Low (Fail)” and who answered the questions wrong were predominantly their teachers and family (mom, dad, sister, brother).</p> Emine Hatun Diken Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1840 1860 DIGITAL TECHNOLOGY-ENHANCED PEDAGOGY AND ITS IMPACT ON SUSTAINABLE PRE-SERVICE SCIENCE EDUCATORS’ DEVELOPMENT IN ZIMBABWE https://globets.org/journal/index.php/IJETS/article/view/260 <p>In Zimbabwe, higher education is developing, and digital technologies play an essential part in its revolution. Henceforth, this paper sought to unearth the impact of digital technology-enhanced pedagogy on sustainable pre-service science educators’ development. To accomplish this qualitative content review was conducted to relevant literature concerning digital technology-enhanced pedagogy in pre-service science educators’ professional development. This analysis counts on key bibliographic databases: Science Direct, Scopus, Web of Science, and Google Scholar through that a huge quantity of research papers. This, qualitative content analysis was conducted to conceptualize digital technology-enhanced pedagogy in the context of sustainable pre-service science educators’ development in Zimbabwe; and identify the theories underpinning integration of digital technology-enhanced pedagogy into pre-service science educators’ professional development. We showed how digital technology-enhanced pedagogy proffers opportunities in sustainable pre-service science educators’ professional development in Zimbabwe. Potential challenges encountered when integrating digital technology-enhanced pedagogy in sustainable pre-service science educators’ development in Zimbabwe were articulated. From the discussion, it can be concluded that the integration of digital technology-enhanced pedagogy has impacted positively on pre-service science educators’ sustainable development. &nbsp;It is in this context that despite the challenges encountered when integrating digital technology-enhanced pedagogy into pre-service science educators’ development, we recommend that extra consideration be put in place in mobilizing relevant digital technology infrastructure and resources.</p> Pinias Chikuvadze Samuel Mugijima Never Mujere Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1861 1872 AN INVESTIGATION OF THE TEACHER PREPAREDNESS IN THE IMPLEMENTATION OF THE COMPETENCE-BASED AGRICULTURE SUBJECT CURRICULUM AT JUNIOR SECONDARY SCHOOLS IN KENYA https://globets.org/journal/index.php/IJETS/article/view/269 <p>Curriculum review and change is occasioned by the need to keep learners abreast with the pertinent issues. In Kenya, the change in curriculum from the 8-4-4 to the current 2-6-3-3-3 comes with many changes that the teachers need to embrace. Since Agriculture is considered a core subject at the junior secondary level, this study sought to establish teachers’ preparedness in implementing the Agriculture subject curriculum. Desktop research design was adopted for this study which relied on data from relevant sources related to CBC. Main emphasis was on teacher preparedness in terms of subject matter, utilization of the school farm, mode of assessment and ICT integration in the teaching of competence based Agriculture. This study established that agriculture teachers being the agriculture subject curriculum implementers, their preparedness in terms of knowledge of the subject matter, ICT integration in teaching, mode of assessment and utilization of the school farm in teaching is poor. It was therefore concluded that most agriculture teachers at junior secondary schools are not well prepared for the implementation of agriculture subject curriculum. This study therefore recommended that the Government of Kenya should provide more in-service training to agriculture teachers at junior secondary to make them more prepared to effectively implement agriculture subject curriculum.</p> Robert Ndambuki Recha Ouko Robert Alex Karani Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1873 1892 A 5-YEAR GLOBAL TEACH CONNECTION ACTION-ORIENTED STUDY: AN EXPLORATIVE ANALYSIS OF TEACHER NEEDS FOR DEVELOPING GLOBAL TEACHING COMPETENCIES https://globets.org/journal/index.php/IJETS/article/view/284 <p><span style="font-weight: 400;">This action-oriented case study emphasized the significance of equipping educators with global teaching competencies to prepare students for an increasingly interconnected world. Collaboratively undertaken by Drexel University's School of Education and the University of Pennsylvania, the research aimed to transform teacher education by creating a comprehensive curriculum and professional development opportunities centered on global teaching skills. The project is centered on cultivating global competence in students with the recognition that a substantial portion of modern jobs is linked to international trade. It seeks to address the gap in understanding how global competencies are integrated, assessed, and implemented within teacher education and K-12 classrooms. The study used psychometric tools to explore and examine perceptions of teacher education professors, preservice teachers, and educational leadership graduate students regarding global competence, preparedness and practical application. The researcher examined four questions related to a hypothesis about whether educators can effectively empower their students with global knowledge and skills without possessing global teaching competencies themselves. Leveraging a five-year planning sub-grant, the initiative adopted a multidisciplinary research approach and aligns with UN Sustainable Development Goals. In conclusion, the analyses in this preliminary study underscored the importance of&nbsp; continuing to explore and examine global competencies while considering the diverse preferences and needs of participants when planning future summits, aiming for a balanced and inclusive program that addresses both specific and broad themes in global education. The answers to the research questions that emerged from the quantitative and qualitative data analyses findings and results along with the literature review indicated a positive direction towards supporting the guiding Hypothesis: Educators who receive training in global teaching competencies through a comprehensive curriculum and professional development opportunities will demonstrate increased awareness of&nbsp; teaching strategies and the importance&nbsp; of preparing students for the demands of an interconnected world. In summary, this research strongly supports the need for integrating global teaching competencies into education, bridging the gap between accreditation requirements and practical implementation.</span></p> Joyce Pittman Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1893 1940 ANALYSIS OF SECONDARY EDUCATION MATHEMATICS TEACHING PROGRAM IN TERMS OF INFORMATION TECHNOLOGIES USE: 9TH GRADE WITH SAMPLE ACTIVITIES: 9TH GRADE WITH SAMPLE ACTIVITIES https://globets.org/journal/index.php/IJETS/article/view/291 <p>Although the use of technology in education is a necessity, the field of mathematics education is also a very suitable field for the use of technological resources and materials. In this research, an attempt was made to bring a different dimension to the studies on the use of ICT technologies in curricula, and it was aimed to determine which achievements and which technologies used in mathematics curricula provide. It was determined that it was used in learning areas and sample activities were developed by the researcher. This research is a survey type research and the document analysis method, one of the qualitative research methods, was used in the study. When the research findings are examined, ICT achievements in the 9th grade mathematics curriculum are mostly included in geometry, and least in numbers&nbsp;and algebra sub-learning. It is seen that the field is included in the field, a total of 11 achievements are directed to ICT, in two of these achievements, information processing technologies are seen as an alternative to the use of compasses and rulers, and in the other two achievements, direct guidance is made to dynamic geometry software.</p> Yeliz Çelen Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1941 1955 EXAMINATION OF ETHICAL/MORAL LEADERSHIP IN THE CONTEXT OF THE TEACHING PROFESSION https://globets.org/journal/index.php/IJETS/article/view/292 <p>Ethics is a branch of philosophy whose roots go back at least 2500 years, and in terms of the western world, it goes back to Plato (427-347 BC) and Aristotle (387-322 BC). The word "ethics" is derived from the word "ethos". The word "ethos" means habit, custom, tradition, custom, character (Pieper 1999). The Turkish Language Association defines the word "ethics" as; 1. Moral philosophy, 2. The branch of philosophy that analyzes concepts such as duty, obligation, responsibility and virtue, deals with moral judgments about rightness or wrongness, good or evil, and moral action ethics is defined as the branch that investigates the nature of ethics and tries to explain how a good life should be. According to Billington (1997), ethics is the theory of right and wrong behavior, while morality is its practice. As strong moral leaders, teachers must be able to face the failures they will experience. Through training, teachers' moral development can be achieved by recognizing higher levels of moral values and motivating them to move morally to the next level. These trainings can be included in teachers' in-service trainings. Through these trainings, teachers can be given the opportunity to discuss situations involving moral dilemmas they have experienced or may experience on their way to becoming ethical leaders. In order to spread moral values throughout the institution, teachers should identify and celebrate their students' moral behaviors, and explain to students who exhibit behaviors that are not in accordance with moral values the negative consequences of their behaviors.</p> Melike Cömert Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1956 1964 PERCEPTIONS AND LEVELS OF DIGITAL COMPETENCIES OF EFL INSTRUCTORS IN A HIGHER EDUCATION CONTEXT IN TÜRKİYE https://globets.org/journal/index.php/IJETS/article/view/274 <p>Digital competencies have come to the fore in education activities under mandatory conditions due to emergencies such as the Covid-19 pandemic and have become an indispensable part of the new normal process. This study aims to explore the perceptions and levels of digital competencies of university instructors and how effectively they utilise technology in foreign language education processes. Semi-structured interviews were conducted with 10 English instructors working at the School of Foreign Languages of a private university in Türkiye. Findings indicated that instructors have positive views of digital competencies and need similar digital competencies in foreign language education; they are perceived as more competent digitally although they see one another's digital competency levels as sufficient, and digital competencies are used extensively in lessons, extracurricular studies, and assessment-evaluation processes albeit school curricula do not prioritize digital competencies sufficiently. Findings also revealed that the university provides sufficient opportunities for teachers for digital competencies, but there are still various recommendations from the teachers to further develop themselves professionally and academically.</p> Murat Akbıyık Didem Koban Koç Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1965 1986 EDUCATION AS QUALITY LIFE INDICATOR: AN ANALYSIS OF FAR EASTERN UNIVERSITY – MANILA CLINICAL INSTRUCTORS ABOUT THE RELATION OF DEGREE ATTAINMENT TO THE ACHIEVEMENT OF QUALITY OF LIFE https://globets.org/journal/index.php/IJETS/article/view/273 <p>The research aims to analyze the relation between educational attainment to the achievement of quality life among the clinical instructors of the 2nd semester at Far Eastern University-Manila. In line with this purpose, the research answers the following questions: 1. What is the demographic profile of the respondents? 2. Does earning a degree help in achieving satisfactory results in the improvement of various aspects of life? (Physical, Environmental, Psychological, and Social) 3. How does educational attainment influence the achievement of quality of life? As a result of this research, the study highlights strong correlation between education and various aspects of quality life. Diligence, perseverance, and academic achievements are critical to job security and economic stability. In addition, the research highlights the pivotal role of education in career advancements and meeting fundamental physiological needs.</p> Sophia Anna Larissa Bernal Alyssa Ysabelle Biaco Princess Inocencio Krissia Marie Navarro Beatriz Cristina Parcio Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 1897 2009 THE EFFECT OF VISUALS, GAMES, AND SONGS ON VOCABULARY LEARNING OF THE STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES https://globets.org/journal/index.php/IJETS/article/view/270 <p>The study aims to investigate the impacts of visuals, games, and songs as vocabulary teaching materials on students with specific learning difficulties (SLD) who learn English as a foreign language. The participants are 6th and 8th-grade students with SLD. Data have been collected through pre-and post-tests of achievement, pre- and post-interviews with their parents, and teacher journals after the collection of consent forms. Expert opinions have been received for achievement tests and interview questions. Tests have been analyzed quantitatively, and content analyses have been conducted to analyze the qualitative data. At the end of the study, visuals, games, and songs were found useful for students with SLD in their process of English vocabulary learning, and the students felt more motivated to learn English.</p> Zehra Yakan Zekiye Müge TAVİL Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 2010 2027 LEVEL OF SPEAKING ANXIETY AND SELF-EFFICACY ON ENGLISH AMONG HIGH SCHOOL STUDENTS https://globets.org/journal/index.php/IJETS/article/view/246 <p>Speaking anxiety is a spreading concern affecting every individual speaking self-efficacy across various contexts and hinders one’s ability to communicate effectively in public. This study aims to determine the level of speaking anxiety and self-efficacy in English Language among senior high school students enrolled in Public secondary school students. This study employed a descriptive cross-sectional research design. The respondents of the study were 153 senior high school students, the sample size were determined using slovins formula, using an adopted and modified survey questionnaires from Pucya et al. (2023) and Ozturk and Gurbuz (2014). The findings of the study revealed that the level of speaking anxiety of senior high school students’ students is high and their self-efficacy is low due to lack of English proficiency and fear of judgment by their peers. Additional findings also revealed that there is no significant difference in the level of speaking self-efficacy in terms of their ages. Furthermore, the results also showed that there is a significant difference on the level of speaking anxiety and self-efficacy of students in terms of age, sex, and grade level. The school must create mock interviews sessions where students can practice answering questions and improve their communication skills, this activity help student’s gain confidence in speaking in professional setting.</p> John Kieth Pontillas Shaina Jae Rodrigo Copyright (c) 2024 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2024-06-01 2024-06-01 4 2 2028 2048